Much of the popular history of the Civil Rights Movement leads Americans to believe that African American freedom happened thanks to a few extremely well-known heroes like Martin Luther King, Jr., Rosa Parks, and Malcolm X. While these leaders certainly played their roles and committed acts of significant bravery, this lesson aims to expand the conversation beyond the heroes behind the lectern and train the eye of history instead on the thousands of everyday Americans who made sacrifices to be involved in the movement. Whether it was the March on Washington, the Birmingham Children’s Crusade, the Montgomery Bus Boycott, or even earlier marches for African American rights, these moments of collective bravery were pivotal in the United States eventually expanding freedom to encompass all African Americans.
Login to add Inquiry to Stack
About the inquiry
Compelling Question
Can freedom come without collective bravery? (African Americans)
Standards
D2.His.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
Instructional Snapshot
Start the lesson by projecting a slide or distributing a handout that includes the images provided in Sources A, B, and C. These are some of the most iconic people in the Civil Rights movement – Rosa Parks, Martin Luther King, Jr., and Malcolm X – individuals who are immediately recognizable to most Americans. Ask students to identify them and discuss what they know about their contribution to the Civil Rights Movement. Then ask them why they think these three are still so familiar to so many, so many years later. The implication is that these “leaders” tend to be lionized as the face of what was in reality a much larger, longer, and collective movement in which many thousands of people acted courageously. (10-15 minutes)
Next, split the class into four groups and distribute one of Sources D-G to each group. Inform students that they will have 10 minutes to become experts on their respective episode of collective bravery, after which time they will provide a 1-2 minute overview to the rest of the class. Students should be encouraged to look online for more information, if needed, beyond what is provided in the handout. (20 minutes)
Finally, in the same groups, invite students to create a meme, short video, or digital poster. This product should emphasize how it was truly a collective movement of thousands that finally won equal rights for African Americans. Time permitting, share and discuss student work as a class. (15-20 minutes)
Formative Tasks
DELIBERATE: Discuss the photos of Civil Rights-era leaders in small groups, establishing who they are and considering why we are so familiar, this many years later, with their names and images.
COLLABORATE: Prepare a short talk on your group’s assigned instance of collective bravery, present it to the class, and learn from others during their presentations.
PRODUCE: Create a meme, short video, or digital poster that could be shared on social media that challenges the “Great Man” view of the Civil Rights Movement and emphasizes the collective nature of the fight for true African American freedom.
Sources
African American Activism Source Set, Library of Congress
Summative Performance Task
No data found.
Taking Informed Action
No data found.