Caryn's+Lesson+Plan

**Lesson Plan**

 * Teacher:** Caryn Fischer


 * Subject:** Social Studies, classroom guidance


 * Grade Level:** 9-12


 * Unit Title:** The Civil Rights Movement


 * Author:** “The Martin Luther King, Jr., Research and Education Institute” website. http://www.stanford.edu/group/King/liberation_curriculum/


 * Lesson Title:** The Children’s Crusade and the Role of Youth in the African American Freedom Struggle


 * Enduring Understanding:** As students learn about the role of youth in the movement, they will find that while Martin Luther King, Jr. was an inspiration for many people in the struggle, the movement was made up mostly of ordinary citizens who exhibited extraordinary strength and courage in their efforts to bring about social justice. Exploring the contributions made by ordinary people helps remind young people of their potential to affect change in the world.


 * Essential Question:** What unique contribution did young people make to the Children’s Crusade specifically, as well as the broader African American freedom struggle?

1. To help students see beyond the dynamic leaders of the movement, and focus instead on the many contributions made by people who are not included in the history books. 2. To make connections between the role of youth in the African American freedom struggle and the role of youth in current struggles for justice and equality. 3. To encourage reflection on the events of the African American freedom struggle as they apply to our own lives.
 * Objectives:**

PBS Documentary “Eyes on the Prize: No Easy Walk” Computer
 * Materials/Resources Needed:**


 * Anticipatory Set / Activator:** “Dividing Line” activity. This activity invites students to form an opinion about a provocative statement and to prepare a brief defense of it. Tell students they will be learning about the role that young people played in the African American freedom struggle, specifically in the Birmingham campaign, and write Malcom X’s statement: “Real men don’t put their children on the firing line,” on the board.

Students will write several sentences in response to the statement followed by a number between one and ten reflecting their level of agreement or disagreement with the statement. Students will form a line across the room in numerical order and then split the line in half so that students are facing one another. The object is to have the extremes of the line (ones and tens, twos and nines) pair off with one another for a brief exchange of their views. This encourages students to back up their opinion with reasons and to defend them to someone who likely holds a very different view.

After students have had several minutes to discuss their positions, have some of the ones, twos, nines, and tens share their discussions with the class.

• Students will come away with a more complete understanding of the role that children played in the African American freedom struggle. • Students will gain a better understanding of their own feelings regarding the issues discussed. • Students will develop skills necessary to use a classroom blog for the purpose of reflection.
 * State Objective/Purpose:**

1. Watch “Eyes on the Prize: No Easy Walk” on Birmingham and the Children’s Crusade. Have students address the following questions on our class blog, [|fischersjournal.blogspot.com/]• Why did the SCLC and ACMHR make the decision to use children in the campaign? • Why were parents discouraged from posting bail for their children? • What do you think King meant when he stated that the demonstrations allowed children to develop “a sense of their own stake in freedom and justice”? • How might you have responded to the call to participate in the demonstrations? What sacrifices would you be willing to make for a cause you care about? Be specific.
 * Input:**

2. In a class discussion, students will share reactions and thoughts about the role youth played in the Birmingham movement. Were students familiar with the Children’s Crusade, or had they only learned a King-centered version of Birmingham? How does this change their perception of King, the movement, and the role of youth? Where they would place themselves on the “dividing line” after learning about the Children’s Crusade.


 * Model:** I will model for students how they will post a response on the classroom blog.


 * Check for Understanding:** I will read the blog entries to be sure students show understanding.


 * Guided Practice:** As students begin to respond to the blog, I will have them save their response as a draft first so that I can review it before publishing it.

On our class blog, students will write a response to one of the cartoons provided, addressing the following questions: • What is the author’s intent in creating this cartoon? • What does the cartoon tell us about the values and beliefs of the person that created it? • What does it tell us about the social and political climate of the period in which it was produced?
 * Closure:**


 * Independent Practice:** Students will be able to contribute to the classroom blog independently.


 * Reflection:** I will reflect on how well the lesson went. I will know areas that need improvement.