Damascus College Ballarat

Year 11 Movements of People

20th Century History

Damascus College

Paige Pearson

Year 11 History – Lesson One

Good Afternoon Year 11’s as you already know I’m Paige and I am a fourth year education student and these rounds are my final ones before I am considered qualified.

Mr Macklin has afforded me the opportunity to teach your class for the remainder of my rounds so 2 and half weeks.

I have spent my rounds to this point working with the year 7, 8, 9 and 10’s these students are clearly younger than you and have a different maturity level, as this is my first time teaching year 11 and this is a learning experience for me as much as it is for you, I ask that you work with me and help me to develop my skills as a teacher and whilst doing the work I set for you. This year and next are crucial for you and I want to be a part of this exciting and important time, so while we are working together if you feel I am not treating you as young adults and you feel as though I am talking or treating you like the junior years please feel free to share this with me and tell me why you feel this way.

My basic expectations from you are that you will attend all classes with all necessary materials, you will do the required work and as I am only here a short time if I set homework I expect by year 11 that it will be done and submitted by the due date. I am looking forward to experiencing a year 11 class from a teaching perspective and look forward to learning from you all as you learn from me.

Today we start a new topic: American Civil Rights Movement (which is chapter 14 of your text books)

I want to begin by having an open class discussion on what you do or think you might not about this time in History (5-10 Minutes)

Did we experience anything like this in Australia? - Stolen Generation,-

Who were the victims? – Indigenous Australians – Homosexuals – Migrants

What events happened that show this occurred on our own shores? - Freedom Riders (60’s)

Is there evidence of this occurring today?

Look at a world-wide perspective has this happened elsewhere? Is it still occurring today?

South Africa – Apartheid – Nelson Mandela

African –Americans – KKK, Segregation

India – Gandhi – Revolution (led India to Independence) died at the hands of Hindu Extremists.

How I want everyone to look at these images:

What does it tell us about the Civil Rights Movement?

How does it make you feel?

What event could this be referring to –?

There isn’t a right or wrong answer to this. I want you to look and find what you can in these pictures before we get into the nitty gritty.

Your Homework tonight is to research this photo.

You will then each share an answer with the class tomorrow.

Note:// This is double sided

Year 11 History - Lesson Two & Three (Double)

Good Afternoon Year 11’s Mr Macklin is away today and therefore we have Mr Hayward supervising me so I don’t murder any of you, only joking.

Ok so just a check on how you are all going with your outcome (from previous unit) that’s due next week. If anyone wants to chat I’ll try and help.

(2 minutes)

**Answers**

How did we go with the homework I understand you had the outcome and probably a lot of other work but let’s see if we can fit it together?

(5-10 minutes)

**Answers**

Let’s look at this clip and tap into our empathy, then I’ll go through the history of the civil rights movement, take note during this clip

(5 minutes)

- Elements of Segregation? – Buses, Water Fountains, Work Force, School, Diners (restaurants)

o However they were allowed to enlist to fight during the war (contradictory)

- Symbols =o SNCC (Coloured and White hands) KKK ( what else is there)

- Jim Crow Law (investigate)- Brown Vs. Board (investigate)- Little Rock 9 (Investigate)- Rosa Parks (investigate)- 13th, 14th, & 15th Amendments (investigate)

**Now using a Mind Map use the information you found from this YouTube clip**

(5-10 Minutes)

** Share one point each – if you don’t have it on yours add it **

Ok so:

** Tell me a key word that would be used to describe the 1950’s in America to you**

Groups emerged in the second half of the 20th century to challenge the way power structures should be organised, distributed and used. In western society the Civil Rights Movements in the US questioned traditional questions attitudes often enshrined (or preserved) in law, this was particularly towards race, gender and basic human rights.

Most citizens of the first world enjoyed a level of personal and political freedom and economic prosperity unknown to previous generations and protest was viewed as a democratic right in most circumstances, however this was not the case for the African Americans of the 1950’s and 60’s.

While African American soldiers were fighting in wars such as Vietnam and Korea to uphold democracy, back in their home-towns many faced discrimination in education, jobs, the legal system and housing, on the basis of race. A de facto apartheid system existed in the southern states where black and white lived in separate spheres and the civil rights enjoyed by Anglo-Americans were denied to the African American community.

To understand this unit we need to look at the Declaration of Independence and the 13th, 14th and 15th Amendments along with various ‘laws’ and cases.

Let’s start with the Declaration of Independence – Ill read it first and then we can discuss and you read it a second time from a different perspective.

We will read it as ‘whites’ and then you go through it as ‘coloured’ people and pick out what the differences are:

Pg: 171

The Declaration of Independence is one of Americas most famous documents and was signed on 4th July 1776 by the original 13 states. This date is still celebrated in the United States today as Independence Day. The Declaration proclaimed:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.

Taken on face value, this extract indicates that African slaves in America now had rights and freedoms. Yet the Founding Fathers –George Washington, Thomas Jefferson and their allies – did not intend this at all. Instead, they intended these ‘unalienable rights’ and the ‘pursuit of happiness’ to apply only to the wealthy, male white, land owning, Protestant minority in the new American republic. Women, ethnic groups, Native Americans and African Slaves were excluded from this grand declaration. But don’t assume that the Founding Fathers were tricking everyone with this declaration. Instead they created a blueprint for liberty and equality that America struggled for 200 years to fulfil.

**Answers**

**Ladies, as women how does this make you feel?

**How would you cope if our rights were taken away from us?

** Gentlemen, you have all your rights and freedoms what do you think of this declaration?

** Is this really a Declaration of Independence?

(5 Minutes)

How spend 5-10 minutes reading this again.

Ladies I want you to read it as Men and the Wealthy

Gentlemen I want you to read it as African Slaves and/or Women

Each person is to write down to points about how it makes you feel

Now that we have looked at the Declaration we now to understand the Amendments to the Constitution these Amendments were made in order to support equality and in order for such amendments to be made they needed to be voted on in Congress which is the US equalivant to Australia’s Houses of Parliament which are:

- The House of Representatives &

- The Senate

Do we know why Australia and Americas Parliaments have different names and procedures?

Because America is a Republic and is led by their President and we are still part of the Crown (or commonwealth) and therefore our country is still ‘led’ by the Queen of England.

Anyway moving on: these Amendments were made over 100 years after the Declaration of Independence the first Amendment made was in 1865 and this was the 13th:

Pg 173

The 13th Amendment:

Abolished Slavery – Abraham Lincoln is famous for this.

One of the major battles in Americas search for freedom was the Civil War between the North and South. Mr Lincoln became a hero as he was seen as being responsible for uniting the nation.

The 14th Amendment: of 1868

Declared African Americans to be citizens of the United States and guaranteed them the same rights as white Americans. This Amendment went as far as to say that those states who refused to follow this would have limited representation in the Federal Government. Such changes went on to be noticed officially a few years later.

The 15th Amendment: of 1869

This Amendment made it illegal to prevent African American males from voting. However this amendment was not stated clearly or correctly in legal terms and therefore it was not effective. These ‘loopholes’ allowed many southern states and they went on to add their own conditions to stop the majority of African Americans (or ‘blacks) from voting. Such as requiring them to pass Literacy tests and owning their own property.

** Using this time I want to break you into pairs**

Each Pair will be assigned a Case or Law or Event to study, we will be required to research and read up on this particular case, law or event and write a letter in regards to its fairness and validity.

**1 page write up on the event, case or law you have been designated**

**1 page letter to a person of standing at the time**

State who you are writing too,

What you are writing to them about,

Brief summary of situation you will be referring too?

What changes can be made?

Whether you are colored or white?

Pair 1: Jim Crow Laws, - Emma & Hayden

2: Plessy vs. Ferguson Case - Giarn & Liam

3: Strange Fruit (Lynching) – Eloise & Lachlan

4: Freedom Rides- Hamish & Maddi

5: Montgomery Bus Boycott – Rylee & Jack

6: Emmett Till – Denver & Austin

7. KKK – Marie & Brody

You will have the remainder of this Class and next then I want you to share with the class.

One will outline the event,

One will read the letter.

Year 11 History - Lesson Four & Five (Double)

Good Morning Year 11’s, hope you all had a pleasant weekend.

Just want to touch base with the outcome you have due at the start of the lesson, Mr Macklin is here today so discuss this with him.

Now I want to begin by recapping what we did last class for those of you who were here and those of you who weren’t, so let’s make a start.** Discuss 5 minutes**

Ok so in the pairs from last lesson lets jump straight in and make a start, as I expect these will be finished today and those of you who were here last lesson will need to be presenting to your peers. Those of you who weren’t you will be presenting on Wednesday.

Each Pair will be assigned a Case or Law or Event to study, we will be required to research and read up on this particular case, law or event and write a letter in regards to its fairness and validity.**1 page write up on the event, case or law you have been designated**

**1 page letter to a person of standing at the time**

State who you are writing too,

What you are writing to them about,

Brief summary of situation you will be referring too?

What changes can be made?Whether you are colored or white?

Pair 1: Jim Crow Laws, - Emma & Hayden

2: Plessy vs. Ferguson Case - Giarn &

3: Strange Fruit (Lynching) – Eloise &

4: Freedom Rides- Hamish & Maddi

5: Montgomery Bus Boycott – Rylee & Jack

6: Emmett Till – Denver & Austin

7. KKK – Marie & Brody

You will have the remainder of this Class and next then I want you to share with the class.

One will outline the event,

One will read the letter.

Period 4 Monday:

Plessy vs. Ferguson

KKK

Lynching

Montgomery Bus Boycott

Period 3 Wednesday:

Emmett Till

Freedom Riders

Jim Crow Laws

Year 11 History Lesson Six

Presentations – Emmett Till, Freedom Riders and Jim Crow Laws you are up today.

Let’s make a start so we can move on.

Now using the remainder of this class and this class only use the internet and take notes to find out:

This lesson will require you in groups of 3 to generate as much information as possible about the Civil Rights and Segregation in the USA.

Remember the Civil Rights Movement in the United States

Is a story of overturning centuries of institutionalised injustice.

It is a story of courageous leaders who stood up for equality in the face of severe persecution.

It is the story of ordinary people who joined together to form a powerful, popular movement for change

Your task is to research and record all you can about the Civil Rights Movement in today’s lesson, this will help prepare you for the movie.

Key Moments/ Events

Key People of the Movement (for and Against)

Important or Influential Laws and Cases during the movement

Analysis Maps regarding states and cities that moments/events happened

Year 11 History – Lesson Seven & Eight

Year 11’s how are we all today?

Today we are taking a different approach; I want you all to have a holistic view of the Civil Rights Movement before we view Mississippi Burning.

So this lesson we will be focussing on Key moments within the movement period.

So to begin

- Key Word that would be used to describe the 1950’s? - Everyone

- What important event happened in Mississippi in 1955? - Madison

- Who is Rosa Parks? - Giarn- What happened at Little Rock, Arkanas, 1957? – Liam- What kind of Tactics (protest, ignorance) was used in the Civil

Rights Movement? - Lachlan- What are the key words you associate with the Civil Rights

Movement? - Marie- Who was Martin Luther King and why was he so significant? -

Eloise- What part did education play in the Civil Rights Movement? -

Jake- What was the march on Washington? - Brody- Who was Malcolm X, What were his ideas and why was he

significant? - Hayden- Who were the Black Panthers? - Rylee- List at least 4 major events that happened in the 1950’s -

Denver- List at least 4 major events that happened in the 1960’s? -

Emma- What changed in the 1970’s and 1980’s for the African

Americans? - Austin- Student Sit ins what were they and what did they achieve -

Hamish

One Question per person or work in a pair and answer 2

Year 11 History – Lesson Nine

Read through both cases and highlight key points or ideas to you.

As a class run through what you highlighted and generate a class discussion

Start with Brown vs. Education as it happened first – Use notes to prompt discussion and questioning

Brown Vs. The Board of Education

To judge whether or not Brown vs. The Board was a success

To compare and contrast outcomes to the Little Rock Nine

** Refer to highlighted sheet to prompt students

**Read through and use notes to prompt

Little Rock Nine:

Your Role is to read this Case and judge the success of the Little Rock Nine

To Compare and Contrast outcomes to Brown vs. the Board

** Refer to highlighted sheet to prompt students

**Read through and use notes to prompt

- Create a concept map to get the main points into your books – Explain the links between the key words and points

Year 11 History – Lesson Ten

Let’s begin with and an Introduction to the movie Mississippi Burning and then we will begin –

Take notes during movie as you will be required to complete a film analysis task after wards:

It will be 600-1000 words and it will discuss the concepts of prejudice, segregation, and racism and hate crimes. You will also need to explain

what the Civil Rights Movement was in the United States

The History behind the movie – Share with the class

So a basic run down-

The Mississippi civil rights workers murders involved the 1964 lynching of three political activists during the Civil Rights Movement.

The victims were: James Chaney (21yo) from Mississippi

Andrew Goodman (20yo) from New York

Michael Schwerner (24yo) also from New York

Their murders happened the night of June 21st 1964 – when they had gone to investigate the burning of a church that supported civil rights activity.

Very short and basic outline because I don’t want to spoil the movie.

Pay special attention and note circumstances that involve:

Prejudice,

Segregation,

Racism

&

Hate Crimes

Year 11 History – Lesson Eleven, Twelve & Thirteen

Watch film –

Use remainder of Period 6 on Thursday to Thank students for their cooperation and time, and wish them all the best with future and future studies if that’s the

plan.