Teaching Tolerance Tolerance A Time For Justice
teaching tolerance tolerance.orgATimefor Justiceamerica’s civil rights movementTEACHER’SGUIDEGRADES6-12Includes five lesson plans with student handouts Supports meaningful learning & critical literacyMeets content standards in U.S. history, civics & Common Core standards in English language arts
ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6LESSON 1A Time for Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8LESSON 2Nonviolence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12LESSON 3Facing Resistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17LESSON 4Victories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22LESSON 5The Work That Remains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 1976 Matt Herron/Take StockAcknowlegments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
teaching tolerance tolerance.orgIntroductionIt has been more than half a century since many of the major events of the moderncivil rights movement. For today’s students—and some of their teachers—it can seemlike ancient history. But the civil rights movement transformed the country. Throughthe persistent use of nonviolent strategies—including marches, court cases, boycottsand civil disobedience—brave black and white Americans joined forces to pursuethe legal equality that the Constitution guarantees to all persons.This teaching guide provides lessons and materials about the modern civil rightsmovement—from the 1954 Brown v. Board of Education decision in which the Supreme Court ruled school segregation unconstitutional, and the passage, in 1965, ofthe Voting Rights Act. The unit encourages students to imagine what life was like inthe Jim Crow South, to understand why so many people were willing to risk theirlives to change it, and to explore how they went about doing so. This teaching guidehas five lessons:A Time for JusticeThis lesson uses Teaching Tolerance’s award-winning film A Time for Justice toprovide an overview of key events in the modern movement for African-Americanequality. If you have time for only one lesson, this would be the likely choice.NonviolenceIn this lesson, students learn about nonviolence, then read primary source documents from the civil rights movement that show how activists used the practice asthe basis for their actions.Facing ResistancePeople in the struggle encountered fierce resistance. In this lesson,students learn about some of the brave Americans who gave theirlives in the struggle for freedom.A Civil RightsTimeline PosterIncluded in the kit isa full-size classroomPOSTERBONUS poster with a bonusVictoriesLESSON lesson. The timelinespans 13 years, fromStudents conduct research and, from the standpoint of 50 years1953to 1965, showlater, evaluate the victories of the civil rights movement.ing key events in thecivil rights movement.The Work That RemainsOn the reverse of theStudents study graphs to explore inequalities that persist in education,poster is an additionalemployment and income.lesson that exploresthree themes: UnderThe lessons are organized so that they can be taught sequentially, crestanding a Timeline,ating a unit about the civil rights movement. However, each lessonUnderstanding thestands alone if that best fits your curriculum needs. In addition, eachContext of the Movelesson is aligned to national curriculum standards. The lessons arement and PresentingInformation Visually.ideal for middle- and high-school (grades 6-12) social studies and lan-guage arts classes.A TIME FOR JUSTICE TEACHER’S GUIDE3
teaching tolerance tolerance.orgGlossarydiscrimination [dih-skrim-uh-ney-shuhn](noun) unfair treatment of someone based on their membership in a group defined byrace, ethnicity, sex, sexual orientation or other factorsde facto discrimination [dee fak-toh dih-skrim-uh-ney-shuhn](noun) unfair treatment of someone that is a matter of custom but not based in lawde jure discrimination [dee joo r-ee dih-skrim-uh-ney-shuhn](noun) unfair treatment of someone that is based on lawsintegration [in-ti-gray-shuuh n](noun) a situation in which different groups—such as those defined by race, ethnicity,sex, sexual orientation or other factors—live together and use the same facilitiesnonviolence [non-vahy-uh-luhns](noun) a theory and practice that emphasizes love of all beings and a refusal torespond to violence with violenceretaliation [ri-tal-ee-ey-shuhn](noun) an action taken as revenge or reprisalsegregation [seg-ri-gey-shuh n](noun) the separation of a specific racial, religious or other group from the general bodyof societyunconstitutional [uhn-kon-sti-too-shuh-nl](adjective) inconsistent with the provisions in a country’s constitutionA TIME FOR JUSTICE TEACHER’S GUIDE4
teaching tolerance tolerance.orgResourcesAn abundance of resources is available for study of the civil rights movement.This is just a sampling to get you started.Civil Rights MovementSeparate Is Not Equal: Brown v. Board of ry/index.htmlCivil Rights Movement Veteranshttp://crmvet.orgThe Civil Rights art9.htmlEyes on the Prizewww.pbs.org/wgbh/amex/eyesontheprizeThey Changed the World: the Storyof the Montgomery Bus Boycottwww.montgomeryboycott.com/frontpage.htmThe Murder of Emmett Tillwww.pbs.org/wgbh/amex/tillMontgomery Bus Boycott /encyclopedia/encyclopedia/enc montgomerybus boycott 1955 1956Oral History: Little Rock Central High .htmNonviolenceCivil Disobedience, by Henry David Thoreauhttp://thoreau.eserver.org/civil.htmlThe King Center Glossary of ult.aspxA Commitment to Nonviolence:The Leadership of John nce-leadership-john-lA Trilogy of Nonviolent eral/TrilogyOfNon-ViolentMovements.pdfOn Violence and Nonviolence: The Civil RightsMovement in eand-nonviolenceWaging Nonviolencehttp://wagingnonviolence.orgCivil Rights MartyrsCivil Rights regation Showdown at Little wn-at-little-rockA TIME FOR JUSTICE TEACHER’S GUIDE5
teaching tolerance tolerance.orgStandardsActivities and embedded assessments address the following standards(McREL 4th edition, www.mcrel.org).LESSONSStandard12345POSTER Standard 8. Understands the central ideas of Americanconstitutional government and how this form of government has shaped the character of American society Standard 14. Understands issues concerning the disparities between ideals and reality in American politicaland social life Standard 8. Uses listening and speaking strategies fordifferent purposes Standard 9. Uses viewing skills and strategies to understand and interpret visual media BEHAVIORAL STUDIESStandard 4. Understands conflict, cooperation, andinterdependence among individuals, groups, andinstitutionsCIVICSUNITED STATES HISTORYStandard 29. Understands the struggle for racial andgender equality and for the extension of civil libertiesLANGUAGE ARTSStandard 7. Uses skills and strategies to read a varietyof informational textsGEOGRAPHYStandard 13. Understands the forces of cooperation andconflict that shape the divisions of Earth’s surfaceWORLD HISTORYStandard 43. Understands how post-World War II reconstruction occurred, new international power relationstook shape, and colonial empires broke up (continued)A TIME FOR JUSTICE TEACHER’S GUIDE6
Activities and embedded assessments address the following Common CoreState Standards for English Language Arts (www.corestandards.org)ENGLISH LANGUAGE ARTS COMMON CORE STATE Standard12SPEAKING AND LISTENING 1. Prepare for and participate effectively in a range of conversations and collaborations withdiverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, includingvisually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.4. Present information, findings, and supporting evidence such that listeners can followthe line of reasoning and the organization, development, and style are appropriate to task,purpose, and audience.5. Make strategic use of digital media and visual displays of data to express informationand enhance understanding of presentations. 1. Read closely to determine what the text says explicitly and to make logical inferencesfrom it; cite specific textual evidence when writing or speaking to support conclusionsdrawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarizethe key supporting details and ideas. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 2. Write informative/explanatory texts to examine and convey complex ideas and informationclearly and accurately through the effective selection, organization, and analysis of content.POSTER 8. Delineate and evaluate the argument and specific claims in a text, including the validity ofthe reasoning as well as the relevance and sufficiency of the evidence.WRITING5 6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.4 1. Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.READING INFORMATIONAL TEXT3 LANGUAGE4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases byusing context clues, analyzing meaningful word parts and consulting general and specializedreference materials, as appropriate.LESSONS 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and styleare appropriate to task, purpose, and audience. 7. Conduct short as well as more sustained research projects based on focused questions,demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A TIME FOR JUSTICE TEACHER’S GUIDE7
teaching tolerance tolerance.orgLESSON 1A Time for JusticeA Film Overview of the Civil Rights MovementFrameworkIn this lesson, students watch the Academy Award-winning film A Time for Justicethat highlights some of the major events of the modern civil rights movement. Thefilm and activities provide an overview of the movement and engage students withsome of the big questions the movement raises—about the struggle for equal rightsunder the law, about how that struggle was waged and about the importance of thecivil rights movement in United States history.ObjectivesStudents will be able to: locate key events of the civil rights movement on a timeline gather information from a film recognize that, in addition to movement leaders, everyday people participated in thefreedom struggle assess how the civil rights movement changed the United StatesMaterials Handout: Alone in a Crowd (page 11) Poster: A Civil Rights Timeline (included with the kit) Film: A Time for JusticeActivitiesPreparing to Watch the Film1. In pairs, look at the photograph on the handout. Have you ever seenit before? If so, discuss with your partner what you know about whatit shows. Then, whether you know the photo or not, discuss it in moredetail. What do you notice about the people in the photo? Who is infront? What is she doing? How do you imagine she feels? Who are theother people in the photo? What are they doing? What do you imagine they are saying? How do you imagine they feel? What makes youthink so? What feelings do you have when you look at the photo?The photograph was taken in 1957. The young black woman is Elizabeth Eckford. She was one of nine black students who set out to attendLittle Rock Central High School in Little Rock, Ark. The SupremeCourt had ruled in 1954 that segregated schools were unconstitutional.The Little Rock Nine, as they came to be called, were attempting todo what the law said was their right: to attend a school that had, untilthen, educated only white students.Essential QuestionsWhat were some keyevents in the civilrights movement?Who participatedin the civil rightsmovement? How didthey participate?Why were people willing to risk their safetyto participate in thecivil rights movement?How did the civil rightsmovement change theUnited States?A TIME FOR JUSTICE TEACHER’S GUIDE8
teaching tolerance tolerance.orgWhat do you already know about the civil rights movement? Also, when you thinkabout the civil rights movement, who comes to mind? What are some important events inthe movement that you know about?2. You are going to watch a film about the struggle for civil rights in the mid-20th century. The film is a series of stories about important events in the movement. Here is anumbered list of those events:1. Murder of Emmett Till2. Montgomery Bus Boycott3. Integration of Little Rock Central High School in Little Rock, Ark.4. Lunch-counter sit-ins5. Freedom Rides6. Birmingham, Ala. demonstrations “Letter from a Birmingham jail” bombing of 16th Street Baptist Church7. Voting rights actions registration drive murder of civil rights workers in Philadelphia, Miss. murder of Jimmie Lee Jackson “Bloody Sunday”Count off by sevens. Form a group with those who called the same number you did.On the list above, find the event that has the same number as your group. Then locatethat event on the timeline, noting the year in which it happened. For example, group#2 needs to find the Montgomery Bus Boycott. Create a physical timeline by havinggroups line up in the order in which the events that they have been assigned happened. When the line is in place, start with the first event, and have someone fromthat group say aloud, “The murder of Emmett Till, 1955.” Proceed in this fashion until each group has announced its event and the year in which it happened. This willgive you a general idea of when these key events took place and the order in whichthey happened. Knowing that will help you get more out of the film.Watching the Film3. Watch the film. It begins at the grave of Jimmie Lee Jackson, then goes back intime to set the context of segregation and tell the story of the murder of Emmett Till.From there, the events are shown in the order in which they happened. Each of theevents you found on the timeline has a segment devoted to it. (Note: Because the filmis so rich with images and shows so many important parts of the civil rights movement, students will get the most out of it if they see it twice. Have students watch the film once to getthe big picture and understand the emotional impact. Then have them watch it again pausing at the end of each segment to take some notes.)Understanding the Film4. Once you have watched the film, step back from the specific incidents to thinkabout the movement as a whole. Write down some answers to the following questionsso that you can participate in a class discussion. The discussion will help you generalize about the events you have seen.A TIME FOR JUSTICE TEACHER’S GUIDE9
teaching tolerance tolerance.orgWhat did you find most striking about the civil rights movement?What surprised or confused you about the civil rights movement?What were the goals of the civil rights movement?What were the strategies of the movement’s participants?In what ways did the civil rights movement succeed? What made those successes possible?What remains to be done to create a truly just and equitable society?What questions do you still have about the civil rights movement?Recognizing Change Over Time5. As you saw in the film, the civil rights movement brought about some big changesin the United States. Thinking about what you have seen and discussed, list some ofthose changes. Then create a before-and-after photograph display that shows them.You can find “before” photos online and in some of the resources listed in the Introduction. The “after” photos may also come from Internet sources, or you can take photosyourself that show scenes that would not have happened before the modern movementfor African-American equality. For example, a “before” picture might show AfricanAmericans sitting in the back of a bus, while the “after” picture might be a photo thatyou have taken of an integrated bus. To accompany your visual display, write an answer to this question: Why did the changes that the civil rights movement broughtabout matter? Display student projects so you can see one another’s work.Extension ActivityTo learn more about the events in the film, form seven groups, and have each grouptake one of the events. (Note: Have students form groups based on interest or randomlyassign the events.) With your group, research your event so that you can explain it toyour classmates. You can probably find some information in a textbook. In addition,review the Resources list in the Introduction. Have members of your group presentthe information to the class. Begin each presentation by finding the event on thetimeline poster and telling your classmates when the event happened. Include anyhistoric photographs you have found.A TIME FOR JUSTICE TEACHER’S GUIDE10
LESSON 1SnapshotA Time for Justice Bettmann/CORBISAlone in a CrowdHANDOUTtolerance.orgA TIME FOR JUSTICE11
teaching tolerance tolerance.orgLESSON 2NonviolenceFrameworkThree constitutional amendments extending rights to African Americans—on paperat least—were ratified during Reconstruction. They ended slavery, made AfricanAmericans citizens and extended voting rights to former slaves and their descendents. Despite this, African Americans, particularly in the South, were often deniedthese rights. They endured segregation, were often prevented from voting, and facedintimidation, threats and violence, a
A TIME FOR JUSTICE teAcHer’s GuIde 3 teaching tolerance tolerance.org Introduction It has been more than half a century since many of the major events of the modern civil rights movement . For today’s students—and some of their teachers—it can seem like ancient history . But the civil rights movement transformed the country . Through
Literature on Tolerance Design The relationship between the functional requirements and entities of the mechanical part can be derived and expressed as F 1 ¼ fðE 1;E 2;.;E nÞ. Tolerance design consists of tolerance analysis and tolerance synthesis. In tolerance analysis, the goal is to ensure the tolerance of functional require-
5. Design tolerance practice 11 5.1 Variables affected by the tolerance design method 11 5.2 How generic tolerance engineering practice is applied 12 5.3 Thoughts on how tolerance design practices can be altered 14 5.4 Comparison to theoretical models 15 5.5 Evaluation of tolerance design practices 17 6. Conclusion 22 7. References 24
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
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Objective 5.2: Plan and implement VMware fault tolerance Identify VMware Fault Tolerance requirements Configure VMware Fault Tolerance networking Enable/Disable VMware Fault Tolerance on a virtual machine Test a Fault Tolerant configuration Determine use case for enabling VMware Fault Tolerance on a virtual machine
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10 Annual Book of ASTM Standards, Vol 02.02, in the Related Material section (gray pages). 11 Available from Standardization Documents, Order Desk, Bldg. 4, Section D, 700 Robbins Ave., Philadelphia, PA 19111-5094, Attn: NPODS. TABLE 1 Chemical Composition Limits NOTE 1—When single units are shown, these indicate the maximum amounts permitted. NOTE 2—Analysis shall be made for the elements .
