Civil Rights Movement High School Lesson Plans - Transcribed reproduction of the speech given by using the president of the bernard law montgomery residents council at a public meeting june eight, 1961. Copy of guiding questions to go with the speech. Directions for scholar letter refuting (countering) claims and arguments made in mr. Lancaster’s speech. Rubric for comparing letters. Step 6- finish the dialogue by using posing this question: “what have you learned from this speech approximately the mind-set of southerners who adverse integration and the liberty riders especially, even though they did not take violent movements themselves??? help students in know-how that people within the present still.
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Step 1- inform college students that within the 1960s bernard law montgomery had its own residents council, as did many towns within the south. The primary purpose of these groups, however, turned into no longer to enhance nearby civic existence; it became to arrange and coordinate opposition to integration. Ask: • why would this institution need to name themselves “residents council??? • what benefits does that label offer them?. Step 2- inform college students, “quickly after the 3 violent attacks on the freedom riders in anniston, birmingham, and montgomery, the sir bernard law residents council held a public assembly on june eight, 1961. You may study and examine a transcript of the speech that changed into given by using carl lancaster, the president of the council, at that meeting.??.
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Student’s will take into account that there are numerous aspects to arguable issues and that it is crucial to apprehend in which every aspect is coming from with a view to construct their very own arguments for the causes they support. Pupil’s will understand how ancient occasions effect and set precedents for modern issues. 14. Hint occasions of the modern-day civil rights movement from post-global conflict ii to 1970 that led to social and financial modifications, such as the bernard law montgomery bus boycott, the desegregation of little rock valuable high college, the march on washington, freedom rides, the sixteenth street baptist church bombing, and the selma-tomontgomery march. (Alabama) [a.1.C., A.1.D., A.1.F., A.1.I., A.1.J., A.1.K.].
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National requirements for records, 1996 standards in historic thinking: preferred 2: the scholar comprehends a selection of historic sources. Therefore, the student is capable of: discover the author or source of the ancient report or narrative and verify its credibility. Fashionable three: the student engages in ancient evaluation and interpretation. ?? don't forget multiple perspectives of various humans inside the beyond through demonstrating their differing reasons, beliefs, pastimes, hopes, and fears. Standards in records for grades five-12: .