CHILDREN IN THE CIVIL RIGHTS MOVEMENT

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CHILDREN IN THE CIVIL RIGHTS MOVEMENT:FACING RACISM,FINDING COURAGEA UNIT OF STUDY FOR GRADES 3–5ACKNOWLEDGEMENTSThe Children’s Museum of Indianapolis wishes to acknowledge the staff of the BirminghamCivil Rights Institute for their assistance in the development of this unit of study.The Power of Children is made possible by lead gifts from Deborah Simon, Efroymson Family Fund, Chase,National Endowment for the Humanities, Duke Energy Foundation, U.S. Institute of Museum and Library Servicesand The Cummins Foundation. Units of study for The Power of Children are sponsored byThe Indianapolis Foundation, an affiliate of Central Indiana Community Foundation, and the Seabury Foundation.The Children’s Museum of Indianapolis is a nonprofit institution dedicated to providingextraordinary learning experiences for children and families. It is one of the largest children’s museumsin the world and serves people across Indiana as well as visitors from other states and nations.The museum provides special programs and guided experiences for students as well asteaching materials and professional development opportunities for teachers.VISIT THE MUSEUMField trips to the museum can be arranged by calling (317) 334-4000or (800) 820-6214.To plan your visit or learn more about professionaldevelopment opportunities, visit the Teacher section of TheChildren’s Museum Web site: http://www.childrensmuseum.org.

TABLE OF CONTENTSCHILDREN IN THE CIVIL RIGHTS MOVEMENT:FACING RACISM,FINDING COURAGEA UNIT OF STUDY FOR GRADES 3–5INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2LESSON 1 — We Shall Overcome . . . . . . . . .Pre-Visit ExperiencesExperience 1 — Separate Is Unequal . . . . . . .Experience 2 — The Case of Linda Brown . . . .Experience 3 — Putting the “Civil” in Civil RightsAssessment — What Is Your Dream? . . . . . . . . . . . . . . . .6.10121618LESSON 2 — Everyday Courage . . . . . . . . . . . . . . . . . . . .Pre- or Post-Visit ExperiencesExperience 1 — Portraits in Courage . . . . . . . . . . . . . . . . .24.26Experience 2 — Desegregation in Indiana —How Have Things Changed? . . . . . . . . . . . . . . . . . . . . .Experience 3 — Making a Difference by Doing Their Best . . . . .2832Assessment — Tell It Like It WasAn Oral History Interview . . . . . . . . . . . . . . . . . . . . .34LESSON 3 — The Tree of Promise: Making a Difference . . . . .Post-Visit Culminating ExperiencesExperience 1 — Speaking Up . . . . . . . . . . . . . . . . . . . . .44Experience 2 — Planning to Make a Difference . . . . . . . . . . .Experience 3 — Taking Action . . . . . . . . . . . . . . . . . . . . .Assessment — A Promise Kept . . . . . . . . . . . . . . . . . . . .485052RESOURCES . . . . . . . . . . . . . . . . .For Students . . . . . . . . . . . . .For Teachers . . . . . . . . . . . . .Glossary . . . . . . . . . . . . . . .Power of Children Exhibit ArtifactsNational Academic Standards . . .Indiana’s Academic Standards. . . .Sources of Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .and Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . .Upper: A man drinks from a segregated water fountain at a bus terminal inOklahoma City, 1939.Center: Ruby Bridges enters William Frantz School with two federal marshals, 1960.Lower: Ruby Bridges and 2nd grade friends at William Frantz School.465757586162636466

INTRODUCTIONA child drinks from a segregated water fountain at the county courthouse in Halifax, NorthCarolina, 1938.The Power of Children: Making a DifferenceCHILDREN IN THE CIVIL RIGHTS MOVEMENT:FACING RACISM,FINDING COURAGEEnduring Idea: The stories of ordinary children in history caninspire young people today to fight prejudice and discrimination and make a positive difference in the world.We often think of history in terms offamous people and events. In fact,ordinary people, including children,make history. The Power ofChildren: Making a Difference, agroundbreaking exhibit at TheChildren’s Museum of2Indianapolis, tells the stories of threesuch children — Anne Frank, RubyBridges and Ryan White — and howthey made a positive difference in spiteof hatred, racism and discrimination.The exhibit goes on to explore theactions of young people who aremaking a difference in their communities today.Visitors of all ages will beinspired to consider the steps they cantake to fight prejudice and injustice.This unit of study helps students inGrades 3–5 learn about the civil rightsmovement and the role played bychildren, including Ruby Bridges, LindaBrown and many others, who alongwith their families faced hatred andfound the courage to fight for theirrights in nonviolent ways.CHILDREN IN THE CIVIL RIGHTS MOVEMENT: FACING RACISM, FINDING COURAGE A UNIT OF STUDY FOR GRADES 3 – 5

INTRODUCTIONWHAT’S AHEAD?LESSON 1We Shall OvercomePre-visit experiencesThrough images and historical accounts, students begin to develop an understanding of segregation as it existed in many places in the United States.Theyexamine the meaning of the term “civil rights” and read the story of LindaBrown and the court case that led to school integration.They learn about Dr.Martin Luther King Jr. and his nonviolent approach to bringing about positivechange and create their own “Dream for the Future.”LESSON 2Dr. Martin Luther King Jr. addresses supportersduring the March on Washington, 1963.Portraits in CouragePre- or post-visit experiencesStudents examine the role of children and teenagers in the civil rightsmovement in the United States and Indiana.They read the stories of youngpeople who showed courage and made a difference by going to school, andexplore state and local history by carrying out an oral history project.The Little Rock Nine.LESSON 3The Tree of Promise: Making a DifferencePost-visit culminating experiencesStudents consider how they can make a difference in their own communities.They identify and research a problem or a need that relates to their owntalents and interests.They develop an action plan to address the problem and,after carrying out their plan, evaluate the results.Children in an integrated classroom at BarnardSchool in Washington, D.C. in 1955.WHAT WILL STUDENTS LEARN?National and State Academic StandardsThis unit of study helps students to achieve specific national and state academicstandards in Social Studies and English Language Arts. It is closely related to servicelearning, character education and life skills programs in Indiana schools. 2007 THE CHILDREN’S MUSEUM OF INDIANAPOLIS3

INTRODUCTIONWHAT WILL STUDENTS BE ABLE TO DO?Students will listen to and read the stories ofRuby Bridges, Linda Brown andother children who made a difference in the civil rights movement use graphic organizers to summarizeinformation from reading andorganize ideas for writing projects examine the meaning of the wordsprejudice, racism, discrimination andsegregation identify some of the rights that areguaranteed by the Constitution of theUnited States and the Bill of Rights identify some of the major responsi-bilities of citizens in a democracy consider the principle of nonviolencedeveloped by leaders of the civilrights movement and explain why itwas important identify rights, including the right toan education, that are guaranteed bythe Indiana Constitution examine ways that segregation anddesegregation in Indiana were similarto and different from other parts ofthe countryThe Power of Children Exhibitexhibit helps students understand how gradual change hastaken place, using Indiana as anexample. An Indiana civil rightsAnne FrankRuby BridgesThis unique exhibit at The Children’sMuseum of Indianapolis immersesstudents in the stories of Ruby Bridgesand other young people who made adifference in the fight to end segregation. Students will be able to enter areconstruction of Ruby’s classroom inthe William Franz Elementary School inNew Orleans. Here, they’ll find replicasof Ruby’s and Mrs. Henry’s desks aswell as classroom artifacts of the time,such as textbooks, bulletin board decorations and a lunch box like the oneRuby carried.A sound and light showand gallery theater interpretations tellRuby’s story. Outside the school, the4Indiana used their talents andcourage and made a difference bygoing to school carry out an oral history interviewwith a local community member assess their own talents and interests and identify a project to make adifference in their own school orcommunity develop and carry out an action planfor their project evaluate the outcomes of theirproject to determine if it had theresult they intendedThe Children’sMuseum Web StieMUSEUM LINKSRyan White explain how ordinary students intime line uses artifacts andimages to demonstrate howthings have changed in Indiana,from the days of segregation tothe present, in three areas thattouch students’ lives: schools, neighborhoods and entertainment. Students alsocan visit exhibits featuring two childrenwho made a difference in other timesand places,Anne Frank and Ryan White.In the final section of the gallery,students encounter the stories ofyoung people who are addressingproblems in the world today.Theyexplore ways they can take action byusing their time and talents to helpothers. Before they leave the exhibit,they can add a leaf to the Tree ofPromise with their own promise tomake a difference.Visit the museum’s Power ofChildren Web site athttp://www.childrensmuseum.org/powerofchildren and link to the Treeof Promise network, where studentscan make a promise and invite othersto join in an electronic version of theexhibit’s Tree of Promise.They can alsolearn about volunteer opportunitiesbased on their talents and interests,and find information about projectscarried out by Power of Childrenaward winners who are making a difference in their own communitiestoday.Student work on the Web: Onthe Power of Children Web site youcan view examples of student workrelated to this unit of study.You canalso post your students’ work onlineto share with parents and otherteachers. See the Museum Linkssection at the end of each lesson inthe Web-based unit of study for linksto exhibit artifacts and other galleryexperiences that will enhance studentinterest and learning.CHILDREN IN THE CIVIL RIGHTS MOVEMENT: FACING RACISM, FINDING COURAGE A UNIT OF STUDY FOR GRADES 3 – 5

INTRODUCTIONGETTING STARTEDClassroom EnvironmentCivil Rights ThenDiscussion of the role played bychildren and teenagers in the civilrights movement requires students toimagine a time that is very differentfrom their own. Help students developa sense of the amount of time that haspassed since the 1960s and make surethey understand that there are manypeople living today who remember ortook part in the events that took placeduring the civil rights movement. Forsome students, it may seem strangethat in many places in our countrythere were laws and customs that prevented black and white students fromgoing to school together. It may beeven harder for them to understandthat there were both laws and socialnorms that kept black and whitepeople separate in almost every aspectof life.To prepare them for the immersive experience of the exhibit and unitof study, create an environment that isrich in primary sources from theperiod, including recordings made bypeople during the era, as well as filmclips, photos and posters. Identify quotations from Martin Luther King Jr. andothers who wrote or spoke abouttheir experiences and inspired others.Create a reading center with a focuson children’s literature that providesvaried perspectives on the racial challenges faced by people in the 1950sand ’60s. See the Resources sectionfor suggestions on visual aids, memoirs,children’s books and Web sites.The Problem We All Live With by Norman Rockwell.Licensed by Norman Rockwell Licensing, Niles, ILCivil Rights TodayUnfortunately, prejudice and discrimination have not disappeared from theworld or the United States. Althoughlaws now prohibit the kind of segregation that was practiced before the1950s and 60s, many communities aresegregated by economic differences.Because of the way community districts are created, many students todayattend schools that are largely black orwhite.There are also still instances inwhich African Americans and membersof other minority groups do notreceive equal protection under the law.Establish an information center in theclassroom. Include current newspaperand magazine articles about civil rightsissues today. Encourage students tobring in articles, and discuss studentcontributions to the topic frequently asyou prepare for Lessons 2 and 3 in thisunit. Students may have strong feelingsabout these issues. Make sure that yourclassroom is a safe environment forhonest and nonjudgmental expressionof ideas. Establish and help studentspractice ground rules for open discussions. Provide quiet areas wherestudents can reflect and write and helpstudents focus on the constructiveways people can work together.Family ConnectionsLet families know in advance that yourstudents will be studying the role ofchildren and young people in the civilrights movement nationally and in Indiana.Be sure to mention that students will beconducting an oral history in which theyinterview local people about their experiences. Family and community memberscan be powerful resources for learningabout the history of civil rights in ourown communities. Community membersand organizations also are excellentsources of information on local issues andhow children and young adults can takeindividual responsibility to prevent crueltyand injustice as they engage in problemsolving and service to their own neighborhoods and communities. 2007 THE CHILDREN’S MUSEUM OF INDIANAPOLIS5

LESSON 1LESSON 1WE SHALL OVERCOMEPre-visit experiencesThis lesson introduces students to the concept of segregation as itexisted in many parts of the United States in the past. Students learnabout the Brown family and their case before the Supreme Court thatbegan efforts to integrate schools. Students read the story of RubyBridges, as told by Dr. Robert Coles, and consider the ways the citizenscan work peacefully for positive change.Ruby Bridges plays around the flagpole with 2nd grade friends at William Frantz School. Rubywas isolated from other students during her first year at the school. By the time she entered2nd grade the situation had changed and she was with her classmates.6CHILDREN IN THE CIVIL RIGHTS MOVEMENT: FACING RACISM, FINDING COURAGE A UNIT OF STUDY FOR GRADES 3 – 5

LESSON 1ObjectivesFocus QuestionsStudents will listen to and read The Story of RubyBridges by Robert Coles use a journal to record thoughts andreflections on what they learn use a graphic organizer to summarize What is segregation? What didit mean for the people whoexperienced it? How did segregation start? What are prejudice and discrimination?information from an account of theBrown v. Board of Education decision by What is racism? What civic ideals do we sharethe Supreme Court give examples of fundamental demo-as Americans? How do racismand segregation oppose thosecratic principles, such as the idea thatideals? What basic civil rights are protected by our constitution? What are our responsibilitiesas citizens of a democracy? How did people work tochange the laws and customsthat enforced segregation?people have equal rights explain why segregation and otheracts of racial discrimination areopposed to fundamental democraticideals identify individual rights that are protected by the U.S. Constitution andBill of Rights discuss the responsibilities that goHow did things change as aresult of their decisions andwith individual rights give examples of how Dr. MartinLuther King Jr. demonstrated goodMrs. Henry and her husband just after theirwedding.citizenship and civic virtue consider the courage and commitment needed to fight peacefully forcivil rights give examples of the ways citizens canwork for positive change write a short composition about theirdreams for the futureWord PowerBill of Rightscivic virtuecivil ityYou Will Need .Materialsactions? Why are individual choices anddecisions important? What are some examples ofdiscrimination today? How canwe work peacefully for change? Book The Story of Ruby Bridges,by Dr. Robert Coles Construction paper and markers Student handouts: Reproduction of The ProblemWe All Live With, page 15 tionalCase of Linda Brown,page 21 5Ws Chart — GraphicOrganizer, page 22 We’ve Got Rights!, page 23TimeFour to five classperiods 2007 THE CHILDREN’S MUSEUM OF INDIANAPOLIS7

LESSON 1EXPERIENCE 1SEPARATE IS UNEQUALIn this experience, student use visual thinking strategies to examine areproduction of Norman Rockwell’s painting, The Problem We All LiveWith. They listen to Robert Coles’ The Story of Ruby Bridges and learnabout a time in our country’s history when schools were segregated.Theyconsider the kinds of prejudice and discrimination Ruby encountered anddiscuss the ways that the words we use can make positive or negative difference. They create posters to welcome Ruby to their school and usetheir journals to reflect on the question: “Is it fair to keep people separatefrom each other?EXPERIENCE 1Academic StandardsNational Academic StandardsEnglish Language Arts —Standard4: Spoken,Written and Visual Language;Standard 5:Writing StrategiesSocial Studies — Standard 2:TimeContinuity and Change, Early Grades (c)Indiana’s Academic StandardsEnglish Language Arts — Reading:3.2.3, 3.2.5, 4.2.3, 4.2.9, 5.2.2, 5.2.3;Writing: 3.4.2, 4.4.1, 5.4.1Social Studies — ChronologicalThinking: 3.1.5, 4.1.15; HistoricalKnowledge 4.1.13ProceduresMaking History at the Age of 6 Show students The Problem We All LiveWith on page 15. Ask:What do youthink this is about? Restate students’comments without making judgments.Ask students:“What clues in the workmake you say that?” Have students provide evidence fromthe work and discuss responses. Explainthat the painting, by Norman Rockwell,is based on a real event and a real littlegirl named Ruby Bridges. Introduce The Story of Ruby Bridges.Explain to students that this is a truestory written by Dr. Robert Coles, achild psychologist who knew Ruby andher family. Older students might readThrough My Eyes by Ruby Bridges. Explain that the story took place in1960, almost 50 years ago, and thingswere very different in many communities at that time. In some parts of theUnited States there were laws andcustoms that forced black children toattend separate schools.They were keptRuby Bridges and her mother leave William Frantz School protected by federal marshals.8apart from white children.CHILDREN IN THE CIVIL RIGHTS MOVEMENT: FACING RACISM, FINDING COURAGE A UNIT OF STUDY FOR GRADES 3 – 5

LESSON 1EXPERIENCE 1 Write the word segregation on thechalkboard or a flip chart. Explain thatthis means separating people because oftheir skin color. It took the courage ofmany ordinary people, including childrenlike Ruby, to change the practice of segregating people. Read the book to the students usingthe illustrations to increase comprehension or have a group of students stage adramatic reading. Place the book in thereading center and allow enough timefor all students to read it. Discuss Ruby’s experiences at WilliamFranz Elementary School in NewOrleans.As the first African Americanchild to attend a formerly all-whiteschool, Ruby made history when shewas only 6 years old! Ask students if they have a youngerbrother or sister who is 6 years old andstarting school. How did they feel ontheir own first day of Kindergarten orfirst grade? Were they scared? How wasRuby’s experience different from theirs?Journal ReflectionsIntroduce the journal and explainto students that they will usejournal wr

2 CHILDREN IN THE CIVIL RIGHTS MOVEMENT: FACING RACISM, FINDING COURAGE A UNIT OF STUDY FOR GRADES 3 – 5 We often think of history in terms of famous people and events.In fact, ordinary people,including children, make history.The Power of Children:Making a Difference,a groundbreaking exhibit at The Children’s Museum of

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