In which John Green teaches you about a time of relative tumult in the United States, the 1960s. America was changing rapidly in the 1960s, and rights movements were at the forefront of those changes. Civil Rights were dominant, but the 60s also saw growth in the Women's Movement, the LGBT Rights Movement, the Latino Rights Movement, and the American Indian Movement. Also, Americans began to pay a bit more attention to the environment. All this change happened against the backdrop of the Cold War and the Rise of Conservatism. It was just wild. John will teach you about sit-ins, Freedom Rides, The March on Washington, MLK, JFK, LBJ, and NOW. Man, that is a lot of initialisms. And one acronym.

Chapters:
Introduction: The 1960s
The Civil Rights Movement
Martin Luther King, Jr.
JFK and the Civil Rights Movement
LBJ, the Civil Rights Act, and the Great Society
Inequality in Urban America
Malcolm X, Black Power, and the Black Panther Party
Student Activism and Other Civil Rights Movements of the 1960s
Mystery Document
The Environmental Movement
The American Feminist Movement
The Supreme Court During the Warren Era
1968 was kind of a big year
Credits

In this activity, students examine three documents to better understand the goals, participants, and leaders of the 1963 March on Washington.

The purpose of this course is to examine the African American experience in the United States from 1863 to the present. Prominent themes include the end of the Civil War and the beginning of Reconstruction; African Americans' urbanization experiences; the development of the modern civil rights movement and its aftermath; and the thought and leadership of Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Marcus Garvey, Martin Luther King Jr., and Malcolm X. WARNING: Some of the lectures in this course contain graphic content and/or adult language that some users may find disturbing.

This module takes its name from The Other America by Michael Harrington, a study of 1950s U. S. poverty. From the 1700s, many American white people of European heritage have lacked the land, education, skills, or opportunities for advancement.   White identity movements have  drawn on regionalism, clannishness, racism, xenophobia, fear, and class resentments.  With economic distress, movements have coalesced around feelings that the country is not working for them. Poor and working class whites gave impetus to Populism and insurgent “white identity” movements supporting Huey Long, George Wallace, and recently Donald Trump.Another important element is “race” -- a word and concept developed to justify the colonization and control (and  enslavement) of black Africans by white Europeans and Americans. They used fake “race” science to justify colonization, the slave trade and subordination of Blacks.A complete, objective history requires an understanding of Americans who join in such identity politics.

 These anthologies  parallel and supplement the OYH school modules, available as Open Education Resources.  Groups of all ages can explore & discuss these collections. Also available through the OYH website, https://www.ownyourhistory.us/multimediaresourcesThis anthology focuses on the strategies and methods used in the 1960s by Black Americans to challenge Jim Crow segregation and to  put equal rights and opportunities on the nation’s agenda. They called into question the subordination of Blacks and other people of color based upon racist views. Young, new leaders undertook nonviolent direct-action protests supported by Black religious organizations and studentsin the face of determined opposition and violence by Southern Whites. By 1965, the federal government responded by passing historic civil rights and voting rights legislation.These landmark accomplishments did not address economic inequalities. Urban uprisings in 1967-68 were fueled by these economic inequalities and the assassination of Dr. King. President Johnson  appointed a  commission led  Otto Kerner to examine these uprisings and make recommendations.

Until about 1966, the Civil Rights Movement led by Dr. King and the other national Black organizations focused on ending segregation, changing racist attitudes, advancing equality under the law, and securing the vote. Because of the system of Jim Crow laws, the Movement’s attention was largely on the South. Protests also highlighted economic inequalities and jobs and demanded government responses to effect change. In the “long hot summer” of 1967, over 20 uprisings and disorders took place in cities across the country. This prompted President Johnson to appoint a study commission led by former Illinois Governor Otto Kerner to examine these uprisings and make recommendations. Additional rioting occurred in 1968 in reaction to the assassination of Dr. King. The 1968 Kerner Commission report is a detailed, thoughtful, and clear-eyed analysis of these urban disorders with a comprehensive and bold set of recommendations for addressing systemic racism and its economic and social consequences.

In 1948, President Harry Truman took an early step towards civil rights reform by issuing Executive Order 9981, which eliminated racial segregation in the military. After World War II, African Americans ? then often called Negroes or "coloreds," began to mobilize against discrimination. They demanded an end to segregation and fought for equality in education, housing, and employment opportunities. The images in this topic show that by the 1960s, their struggle ? which began in the segregated South ? had reached California. As a number of photographs in this topic show, many Californians showed their support for Civil Rights activists and victims of racial discrimination in the South by holding marches, rallies, and demonstrations urging equality for African Americans. In one image three white children in San Francisco hold a sign in support of the four young black girls killed in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. Photographs also show people in San Francisco boycotting Kress and Woolworth's department stores, sites of racial discrimination in the South. Documents shown here include a flyer urging the boycott of the stores; and a Western Union telegram sent in 1963, stating that Civil Rights activists Roy Wilkins and Medgar Evers were arrested attempting to picket Woolworth's in Jackson, Mississippi. Two photographs of memorials for slain civil rights leaders ? a march in honor Medgar Evers in 1963, in Los Angeles, and a memorial in the San Francisco Bay Area for Martin Luther King, Jr., in 1968 ? show racially mixed crowds in attendance. But not all Californians sympathized with the Civil Rights movement. Images of racial hatred and prejudice are reflected in the photograph of an African American woman holding a rock that had been thrown through an office window, and Klu Klux Klan graffiti spray-painted on a home. Various groups formed to fight in the struggle for equal rights. The National Association for the Advancement of Colored People (NAACP), formed in 1909, entered a new phase during this period, leading in the organized struggle for civil rights. An example of how the NAACP communicated about events is reflected in a letter from the Alameda County branch of the NAACP on June 13, 1950, which reported segregation on the Southern Pacific Railroad trains leaving Los Angeles. A flyer promoting the boycott of California grapes exemplifies NAACP support for other rights movements, in this case the United Farm Workers. Other flyers urged Californians to fight sharecropper wages and "Keep Mississippi Out of California." Groups such as the Congress of Racial Equality (CORE) and student groups also protested segregation and incidents of racial discrimination in the South. Several important African American leaders ? including Martin Luther King, Jr., Malcolm X, Thurgood Marshall, and Ralph Abernathy ? all came to California, as documented by photographs included here. Sometimes, the price of fighting for social justice was high. Two images capture events held for leaders in the social justice movement who were assassinated: the 1963 memorial march in Los Angeles for civil rights leader Medgar Evers; and a crowd attending a Martin Luther King, Jr., Memorial Rally in honor of the slain civil rights leader.

Martin Luther King, Jr. Day is the only federal holiday designated as a national day of service to encourage all Americans to volunteer to improve their communities. In this learning experience students will learn more about Martin Luther King Jr. and how he marched for causes he believed in. As a result of this learning experience students will choose their own important cause to walk or advocate for in order to honor and celebrate Dr. Martin Luther King Jr.’s life and legacy of advocacy and leadership.

¡Aprende sobre los logros de George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta actuandolos!

Sawyer, un estudiante de la clase de historia, se imagina que presenta un programa de entrevistas con los invitados George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta. Cuando Sawyer entrevista a estas figuras históricas sobre sus logros, los espectadores actúan frases que representan cada uno de sus legados.

Objetivo de Aprendizaje:
Identificar las contribuciones de las figuras históricas George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

The laws that govern and the social norms that regulate society are not always fair, legal, moral, or ethical. What is a person to do about all this injustice? What are the hazards of righting injustices or changing social norms? And what are the dangers of doing nothing?

ACCOMPLISHMENTS

Students read and annotate Antigone, “Letter from a Birmingham Jail,” and Pygmalion.
Students write a literary analysis showing the effect of social class or the law on a character’s life.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
How does social class affect a person in dealing with the law (protect a person, hurt a person)?
How is social class determined in America and in other places in the world?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

In this lesson, students finish reading, annotating, and discussing Antigone. Then they will meet in their Independent Reading Groups for the first time.

In this lesson, students discuss the ending of Antigone and retake the survey about justice that they took in Lesson 1. They will also write about how the laws in Thebes have shaped the lives of the characters who live there.

In this lesson, students will take the second in a series of three Cold Write assessments in the narrative genre. The Benchmark Assessment (Cold Write) is an unassisted and unrevised piece of writing with the purpose of providing a quick gauge of the student’s mastery of the characteristics of a given genre. Today’s Benchmark Assessment (Cold Write) measures and provides a benchmark of students’ mastery of narrative writing. They’ll also continue reading, annotating, and discussing “Letter from a Birmingham Jail.” Then they’ll focus on the charges made against Dr. King and how he refutes them.

In this lesson, students look at “Letter from a Birmingham Jail” again, focusing on Dr. King’s writing style. Then students will try to write a paragraph using his style of repeating passages or phrases to build a convincing argument.

In this lesson, students learn about civil disobedience—about people purposefully disobeying a law that they feel to be unjust. They’ll read from two examples that address the issue: Henry David Thoreau’s “Civil Disobedience” and Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail.”

Students analyze stylistic choices and grammar use in authentic writing, focusing on the use of the semicolon in Martin Luther King Jr.'s "Letter from Birmingham Jail."

This lesson outlines the importance of Susan B. Anthony and Martin Luther King, Jr. in U.S. history. It also presents information about the civil rights movement and reviews the First Amendment rights. Prior to teaching Fighting for Our Rights, we recommend covering two other USCIS civics lessons first: Benjamin Franklin and the U.S. Constitution, and Bill of Rights and Other Amendments. Depending on your schedule, you may also want to cover the lessons on Abraham Lincoln and the Civil War as there is related historical information that would help your students better understand the current lesson. Covers civics test items 6, 77, 84, 85, and 100.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.

Students will identify how Martin Luther King Jr's dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.