America: Whats Your Price for Freedom?

7
th
Grade, Civics
Civil Rights Seven Day Unit
Janine Brown







Content Summary
Studying the Civil Rights Movement via the movie and primary source documents provided,
gives students examples of injustices faced by some African Americans and what it means to
be an actively engaged citizen. Students will be able to recognize injustice and inequality and
how both served to marginalize a segment of our society. They will learn the value of solidarity
through a variety of means to fight against oppression.




















Objectives
Students will read a poem and write a half-page readers response.
Students will recall the Preamble to the Constitution, the 13
th
15
th
Amendments, and
the concept of due process.
Students will view a film and note examples of resistance and oppression on a graphic
organizer.
Students will utilize evidence of resistance and oppression from the film to write an
empathetic letter from the point of view of the films main character, Owen, to his Uncle
Bill.
Students will work in small groups to curate a museum display about the Civil Rights
Movement.
Students will use the SOURCES framework to analyze primary sources.






















Materials
Film
Freedom Song (2000 TV Movie). Director:
Phil Alden Robinson, Turner Films, Inc. 114 minutes.
Handouts
Strange Fruit by Louis Allen (poem with readers response instructions)
http://www.learningfromlyrics.org/Fruits.html (Appendix A)
Background Information (review sheet listing the Preamble to the Constitution, the 13
th

15
th
Amendments, and the concept of due process) (Appendix B)
Historical Backdrop to Freedom Song (background text for close read) (Appendix C)
Freedom Song: Write a Letter to Uncle Bill (instruction sheet including critical content
vocabulary and rubric for the letter assignment) (Appendix D)
Two-column Graphic Organizer (to record examples of resistance and oppression from
the film) (Appendix E)
Curate a Civil Rights Movement Museum Display (instruction sheet for the small-group
activity) (Appendix F)
SOURCES framework analysis sheet (Appendix G)
Freedom Song Questions sheet (alternative to the Two-column Graphic Organizer ELL
assignment) (Appendix H)
Artifacts
Cover page Untitled http://www.loc.gov/pictures/item/95513191/
Laminated primary sources for Civil Rights Movement Museum Display
A. From the Final Plans for the March on Washington for Jobs and Freedom, August 28,
1963. http://memory.loc.gov/pnp/ppmsca/37400/37470/0003v.jpg
B. Demonstrators with signs outside the White House, protesting police brutality against
civil rights demonstrators in Selma, Alabama. http://www.loc.gov/search/?q=LC-
U9-+13478-17+%5BP%26P%5D
C. A Skeleton of His Own. http://www.loc.gov/pictures/item/2010652287/
D. Excerpt from A Statement to the South and Nation, January 11, 1957, Atlanta,
GA.
Excerpt from Southern Negro Leaders Conference on Transportation and Nonviolent
Integration, A Statement to the South and Nation, January 11, 1957, Atlanta, Ga.
E. As America Goes So Goes the World.
http://fineartamerica.com/featured/civil-rights-cartoon-1953-granger.html
F. Selma to Montgomery March.
http://commons.wikimedia.org/wiki/File:Selma_to_Montgomery_Marches.jpg
G. Barnard Elementary, Washington D.C. http://www.loc.gov/exhibits/brown/brown-
brown.html
H. A rest stop for Greyhound bus passengers.
http://www.loc.gov/pictures/resource/cph.3b46051/
I. 1961 Freedom Rides
map. http://www.loc.gov/exhibits/treasures/images/s84.6p1.jpg
J. Let that one go political cartoon.
http://www.loc.gov/rr/print/swann/mauldin/images/03250r.jpg
K. By the way, whats that big word? political cartoon.
http://www.loc.gov/rr/print/swann/mauldin/images/03216r.jpg
L. Sign posted in a Texas restaurant.
http://www.examiner.com/slideshow/1964-civil-rights-act-s-50th-anniversary-
honored-library-congress-exhibit-sept-10#slide=1
M. Rosa Parks arrest record.
http://www.examiner.com/slideshow/1964-civil-rights-act-s-50th-anniversary-
honored-library-congress-exhibit-sept-10#slide=4
N. Excerpts from Martin Luther King Jr., Letter from Birmingham Jail, April 16, 1963.
http://memory.loc.gov/ammem/today/jan15.html
O. The Greensboro Sit-Ins Article by Jordan Hale. http://nchistory.web.unc.edu/the-
greensboro-sit-ins/
Sitting for Justice: Woolworths Lunch Counter #1
http://americanhistory.si.edu/brown/history/6-legacy/freedom-struggle-2.html
Sitting for Justice: Woolworths Lunch Counter #2
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&u
act=8&docid=IGAG0ihJEJ0fZM&tbnid=NZ8HmGmfF6dNPM:&ved=0CAUQjhw&url=http
%3A%2F%2Famericanhistory.si.edu%2Ffreedomandjustice&ei=0LUVVM0tkuGwBNOsg
fgN&bvm=bv.75097201,d.cWc&psig=AFQjCNFP748-
1GrgXXRtfiPR8ZWH0Q5gzg&ust=1410795321732849
P. Excerpt from President L.B. Johnsons Speech at the signing of the Civil Rights Bill,
1964.
http://millercenter.org/president/speeches/speech-3525

Technological devices
DVD player
Overhead projector/screen
Document camera
Classroom computers
Additional supplies
Small whiteboards
Dry-erase markers and erasers
3x3 sticky notes

















Procedures
Day 1
1. Distribute handout Strange Fruit by Louis Allen. (Appendix A) Have students read the
poem silently and then listen to the teacher read the poem aloud twice. Without any
discussion about the poem, students will follow the directions on the back of the
handout to write a half-page Readers Response for the poem. (There are six questions
to help students write their responses; they will select three.) Ask volunteers to share
what they have written.
2. Project and attach to Progressbook the Background Information Review sheet. Conduct
quick review of pertinent amendments. (Appendix B)
3. Distribute Historical Backdrop to Freedom Song. (Appendix C) Students work with
shoulder partners for a Close Read (students read and interact with the text by
highlighting key words/main ideas, underlining points of confusion, and annotating with
a personal dialog in the margins).
4. Project and attach to Progressbook Get a Head Start with Research
http://clubtnt.org/childrens_march_resources.htm
Students will self-select at least three of the websites on this list to research various
aspects of the Civil Rights Movement to gain general historical background of this
turbulent time period. Note: This research will aid in the understanding of tomorrows
film, the letter writing assignment, and with curating their museum.
5. Project and attach to Progressbook Read More About It: Civil Rights Movement Books
(Appendix I)
6. Project and attach to Progressbook Civil Rights Movement Movies (Appendix J)
Day 2
1. Distribute Freedom Song: A Letter to Uncle Bill instruction sheet. (Appendix D) Clarify
the goal: writing a first person point of view letter as Owen to his Uncle Bill detailing
examples of oppression and resistance using evidence from the film. Share expectations
and deadlines. Introduce critical content vocabulary with say, repeat, say, repeat,
discuss strategy.
2. Distribute Two-column Graphic Organizer and explain how to fill this out while watching
the film. (Appendix E)
3. Begin watching the film Freedom Song. Pause the film at the first instances of resistance
and oppression modeling how to fill in the graphic organizer.

Day 3
1. Review the goal writing the letter and the purpose of fully completing the graphic
organizer. The key to success is noting descriptive evidence of oppression and
resistance.
2. Continue watching the film Freedom Song and filling in two-column graphic organizer.
Day 4
1. Finish watching the film Freedom Song and filling in two-column graphic organizer.
2. Review and clarify requirements for utilizing the information from the graphic organizer
to write the first person point of view letter as Owen to his Uncle Bill. The key to
success is noting descriptive evidence of oppression and resistance.
3. Begin writing the letter and finish for homework.
Day 5
1. Collect letters which will be teacher assessed using the rubric provided.
2. Organize students in small groups (4 -5 members is preferred).
3. Distribute Curate a Civil Rights Movement Museum Display instruction sheet. (Appendix
F) Review expectations including goals and deadlines.
4. Distribute a manila envelope to each group. Envelope contains laminated primary
sources from the Civil Rights era.
5. Distribute SOURCES analysis tool. (Appendix G) Review analysis process (this is not the
first time we have used this tool).
6. Small groups examine the laminated primary sources. Each student in the group must
select two items from the set. One of the items will be analyzed in depth using the
SOURCES protocol. It is not necessary to analyze the second item. Both items will be
included in the museum display from the whole group. Students will finish the analysis
for homework if necessary.
7. Extra credit can be earned by groups that bring in an appropriate audio track, video clip,
or photograph to enhance the display. (All students have the opportunity for extra
credit but only one of the items will be utilized.) If planning to use this extra credit
option, students must provide their own technology.
Day 6
1. Small group members come together to share the primary sources that were selected.
Each group member presents both items to the group but speaks more in-depth about
the one they analyzed with the SOURCES tool.
2. After sharing their two personal choices, the group builds their museum display. It is up
to the group whether or not to use the white board for extra signage, but a sign
depicting the title of the museum must be present. Each artifact must have an
information card. The one extra credit audio/visual component should be added to the
museum display.
3. Group members practice their presentation. All group members must participate as
speaking docents in some way.
4. Class is invited to each table to walk through each museum and hear each
presentation.
5. Collect SOURCES analysis tool from each student for teacher assessment.
Day 7
The first fifteen minutes of this class period will be spent conducting a debriefing.
1. Students move to connect with one person in the class who was not a member of their
docent group. Students will discuss Freedom Song and its themes of oppression and
resistance. Students will discuss their museum experience. (5 minutes)
2. Pairs will connect with another pair to discuss how the themes of oppression and
resistance were reflected in the museum displays. The two pairs will also make two lists:
List 1. What could have/should have taken place to make this learning opportunity more
successful? List 2. What questions about oppression and resistance are still
unanswered? (5 minutes)
3. Small groups share their findings with the entire class. (5 minutes)









Evaluation and Assessment
Overall effectiveness of the lessons will be determined by scrutinizing the data from the
products created by the students individually and collectively as part of small groups: Readers
Response to Strange Fruit poem, A Letter to Uncle Bill, Civil Rights Movement Museum, and
SOURCES analysis tool/rubric with answers on another piece of paper attached.
Effectiveness of my teaching will be determined:
1. By scrutinizing the data from the products created by the students individually and
collectively as part of a small group.
2. By reflecting and recording in my daily teaching journal at the end of each day.
3. By taking notes during the debriefing session on day seven.
Knowledge gained by my students will be assessed through the variety of graded assignments
in this unit, and through the debriefing session on day seven. There will be no unit test.














ESOL Accommodations
General assistance is offered with teacher proximity, extra time, and personal translating
dictionaries provided by the student.
Day 1
1. The handout has six possible questions to guide students in writing their Readers
Response. ELL students will select two instead of three of the six. Teacher will circulate
among ELL students to assist in selecting the question to best suit their abilities.
(Appendix A modification of quantity to complete)
3. For Close Read, organize ELL students in heterogeneous pairs with fluent English
speakers. (Appendix B and Appendix C no modifications)
Day 2
2. Distribute Freedom Song Questions handout to ELL students who will answer the
questions while watching the film. They will use this handout instead of the two-column
graphic organizer to assist them in writing the letter. (Appendix H replaces Appendix E)
Day 3
2. Check ELL students questions handout for quality and quantity offering assistance if
necessary. (Appendix H replaces Appendix E)
Day 4
2. Have ELL students restate the letter writing assignment. If specific ELL students are
unclear about the first person point of view aspect of the assignment, allow them to
write the letter to their own friend stating what they have witnessed in the film. Their
Freedom Song Questions handout will guide them in recalling the events. (Appendix D
no modifications except for the point of view and the recipient of the letter is changed if
necessary)
3. Begin writing the letter.
Day 5
2. ELL students are placed in specific groups by the teacher. The best result will occur
if there is only one ELL student in each group. (Appendix F and Appendix G no
modifications)
3 6. Teacher offers assistance with these steps for ELL students who need it. ELL
students use the modified SOURCES tool to analyze their self-selected artifact.
Day 6
1 3 Teacher circulates among groups to assist all groups where necessary. Teachers
connects with all ELL students to make sure they are participating in the decision making
process and to make sure they are going to fulfill their speaking requirement as docents.
Private rehearsal may be necessary.
Day 7
1 3 Teacher circulates among pairs and small groups to assure that ELL students are
participating in the discussions. Ask leading questions if necessary to engage the ELL
students.















Resources (for extension or modification other than those provided in the lesson)
1. Sunday School Bombing (online article with photos)
http://the60sat50.blogspot.com/2013/09/sunday-september-15-1963-16th-
street_3.html
2. Journey for Justice (magazine article)
Author unknown (2003, January 10). Journey for justice. Scholastic Action, January, 18
20.
3. Sitting in for Freedom (play)
Author unknown (2002, February 11). Sitting in for freedom. Junior Scholastic, February,
14 16.
4. Can You Meet the Challenge? (student newspaper article)
Emery, Jane (Ed.). (1957, September 25). Can you meet the challenge? The Tiger student
newspaper of Little Rock Central High School.
5. Read More About It: Civil Rights Movement Books (book list) (Appendix I)
6. Civil Rights Movement Movies (movie list) (Appendix J)














Standards
NGSSS 7
th
Grade Civics Standards
SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the
Constitution.
SS.7.C.3.7 Analyze the impact of the 13
th
, 14
th
, 15
th
, 19
th
, 24
th
, and 26
th
amendments on
participation of minority groups in the American political process.
CCSS English Language Arts Standards
LACC.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each mediums portrayal of the subject.
LACC.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LACC.7.W.2.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.













Appendix A (make copies for students)

Strange Fruit
by Lewis Allan
Southern trees bear a strange fruit,
Blood on the leaves and blood at the root,
Black body swinging in the Southern breeze,
Strange fruit hanging from the poplar trees.
Pastoral scene of the gallant South,
The bulging eyes and the twisted mouth,
Scent of magnolia sweet and fresh,
And the sudden smell of burning flesh!
Here is a fruit for the crows to pluck,
For the rain to gather, for the wind to suck,
For the sun to rot, for a tree to drop,
Here is a strange and bitter crop.









Readers Response:
Directions: In order to help you better understand the poem you were given, pick three of the
following bullet points and write your response for each one. Your response to each questions
needs to be at least a half a page long.
Summarize what is going on in the poem.
Speak directly to the speaker and give your two cents worth. If you could stop the
action at a particular point, what would you say?
Evaluate an action or a decision by the speaker or speakers. Do you feel a wise or a poor
decision had been made? Why? What decision would you prefer to have been made?
Why?
What images come to mind as you read the poem? Provide as much details as possible
in your description.
How does the event taking place in the poem relate to you?
Describe your reaction after reading the poem?
























Appendix B (make one copy to be projected from doc cam and attach this to Progressbook
assignment page)
Background Information
Key Points:
Preamble to the Constitution


The 13
th
Amendment declared that slavery would not be allowed to
exist in the United States.
The 14
th
Amendment declared that the states could not limit the rights
of citizens. States could not take away life, liberty, or property without
due process of the law, or deny equal protection of the law.
The 14
th
Amendment gave citizenship to all people no matter their
color of skin.
Due process is the principle that the government must respect all of a
person's legal rights. They cannot refuse certain legal rights to people.
The 15
th
Amendment gave all men the right to vote, no matter what
their skin color was or if they had been enslaved.
The struggle for equal rights for African Americans has been long and difficult.
Beginning in the 1950s, the fight for equality gained momentum. This struggle for
equality is known as the modern civil rights movement.







Appendix C (make copies for students)
Historical Backdrop to Freedom Song

Historical Backdrop to Freedom Song (continued)

Appendix D (make copies for students)

Appendix E (make copies for students)
Freedom Song: Oppression/Resistance Record

Directions: While watching the film, record examples of oppression and resistance. You'll be using this chart to help you
write your Letter to Uncle Bill so make sure you include details in your examples.
Example of oppression: Whites shoot at Owen's house because his father broke an unwritten code and opened a gas
station in town.
Non-example of oppression: Whites shoot at Owen's house.


Examples of Oppression Examples of Resistance












Appendix F (make copies for students)
Curate a Civil Rights Movement Museum
Museums collect and display materials for the public to experience. The best museums offer opportunities for
the public to view, hear, and sometimes interact physically and/or emotionally with the artifacts. The best
museums put together collections that teach or give the public an occasion to consider a theme more deeply.
The curators of these top-notch museums have expertise with artifacts because they have spent considerable
time working with them. They know the artifacts personally.
Task: Using the materials provided, the members of your group will curate a Civil Rights Museum.
Materials: Packet of sixteen laminated photos or copied primary sources. White board with markers/eraser.
Sticky notes.
Optional materials provided by students: One piece of technology that shows a video clip, a photograph, or an
audio track (could be voice or music).
Procedure:
Day 1
1. Examine the artifacts. Each group member selects two.
2. Individually, each group member uses the SOURCES analysis tool (on the back of this handout)
to interact deeply with one of the two artifacts he/she has selected. To interact deeply
means to commit to the analysis of the artifact and to write full and rich answers for each item
on the SOURCES analysis tool. Your deep interaction is how you are gaining your expertise with
that artifact so you can speak with authority when you assist your group members assemble
the museum, and speak with authority when you share information to the public (your
classmates) who will visit your museum. Use the classroom computers is necessary.
3. Preview and anticipate tomorrows workload. As a curator of this museum, you have a
responsibility to return tomorrow with not only your personal required materials but also with
lots of ideas to facilitate the assembly and presentation process. Communicating with each
other during the evening will probably be a good idea.
4. Dont forget about the extra credit option of including an audio/video component, but
remember that each group can only use one extra credit option in their museum display.
Everyone in the group will earn extra credit for the one item used in the display. Compromise
will be the name of the game tomorrow if decisions need to be made when choosing the one
extra credit component.
Day 2
1. Work with your group to assemble your museum display. Your museum will include a
sign with an interesting title, two artifacts from each group member, each artifact will
have a sticky note (or some other card of your choosing) that explains the title of the
work, and if, provided, the one extra credit option.
2. Work with your group to determine how your museum will be presented to the public.
Many decisions will have to be made but make sure that all group members have a
speaking role.
3. Rehearse.
4. Move among the class museum displays and experience the Civil Rights Movement from
multiple perspectives.
Rubric for Group Presentation
Group members' names:
Member oral presentation ( if completed = 10
pts.)
1
2
3
4
Sign depicting the interesting name of your
display (10 pts.)

Eight required components (4 pts. for ea.)
Eight required labels with titles (4 pts. for ea.)
Extra credit audio/video addition (5 pts.)

Total pts. possible for Group Presentation = 114

Note: Group presentation grade will be added to individual grade on the
SOURCES analysis tool.







Appendix G (make copies for students)
SOURCES Analysis Tool
Use this tool to deeply interact and analyze one of your two artifacts. Complete this work on your own paper.
Staple this sheet to the work you have completed on your own paper. Remember! Your grade for the
museum is a combination of your group work and the work employing this SCOURCES analysis tool.
Copy the number on the back of the artifact here
Required student action Points possible Points earned
SCRUTINIZE the SOURCE by making a bulleted or
numbered list of everything you see or read in the
artifact. Be a detective a make an attempt to note the less
obvious things.
11

ORGANIZE YOUR THOUGHTS by writing a paragraph based
on the list you just created. Writing a stream of
consciousness piece is acceptable.
11

UNDERSTAND the CONTEXT by analyzing the artifact in
terms of what is happening. Do this by answering the
who, what, when, and where questions.
11

READ BETWEEN the LINES by writing a paragraph
attempting to explain what is happening in the artifact.
11

CORROBORATE and REFUTE your explanation above by
comparing/contrasting it with other resources including
but not limited to the poem "Strange Fruit", info on the
both background handouts and the film Freedom Song.
This is the part of your analysis that demonstrates your
thoughts/ideas/opinions with evidence from other
sources. Utilizing websites listed at this site will be very
beneficial:
http://clubtnt.org/childrens_march_resources.htm
11

ESTABLISH a PLAUSIBLE NARRATIVE by writing a
paragraph telling the story behind the artifact. This could
be fiction but the key is plausibility.
11

SUMMARIZE FINAL THOUGHTS by pulling together your
analysis in a well-written essay. This part is worth more
than the rest so make it count. Mechanics count!
20


Total pts.
possible = 86
Total pts. earned =
Comments:

Appendix H (make copies for ELL students)
Freedom Song Guided Questions
Directions: Answer these questions in the space provided. The questions are in order.
1. What did Owens father do after he came home from WWII?


2. Why does Owens father discipline (spank) his son, Owen? What does his spanking demonstrate
about the power whites had over African-Americans?

3. Owen said, most of the big lessons are learned outside of school (at home). What lessons about life
did he learn when he was not in school?


4. When the KKK entered the church, what does Jonah (Owens uncle) do?

5. What did you learn about Owen when he replayed the KKK scene in his head and then started to
pound his fist against the wall?


6. Why does Owens father want Owen to stay away from SNCC (Student Nonviolent Coordinating
Committee)?

7. What are the SNCC members trying to teach the young people through their non-violent training?


8. Why do you think there was only one young, white man in the film? Why was he there? What was he
doing?

9. Voting is a major part of this film. Why was Owen so happy to be able to be in charge of a voting class?

Summary: What did you learn about the oppressors (white people who were trying to make the lives of black
people horrible) and the resistors (black people who worked to stop the whites from treating blacks so
horribly) while watching this film?

























Appendix I (project and attach to Progressbook)
Read More About It: Civil Rights Movement Books
Yankee Girl By: Mary Ann Rodman
A Tugging String: A Novel About Growing Up During the Civil Rights Era By: David Greenberg
The Watsons Go to Birmingham-1963 By: Christopher Paul Curtis
A Thousand Never Evers By: Shana Burg
Fire from the Rock By: Sharon M. Draper
Wreath for Emmett Till By: Marilyn Nelson
Warriors Dont Cry: The Searing Memoir of the Battle to Integrate Little Rocks Central High By: Melba
Pattillo Beals
No Crystal Stair: A Documentary Novel of the Life and Work of Lewis Michaux, Harlem Bookseller By:
Vaunda Micheaux Nelson
To Kill a Mockingbird By: Harper Lee
The Rock and the River By: Kekla Magoon
Seeing Red by Kathryn Erskine
Witness by Karen Hesse
Down to the Last Out, the Journal of Biddy Owens, the Negro Leagues by Walter Dean Myers
Dear America: With the Might of Angels by Andrea Davis Pinkney
Glory Be by Augusta Scattergood
Countdown by Deborah Wiles
Revolution by Deborah Wiles
A Dream of Freedom by Diane McWhorter
Peace Warriors by Andrea Davis Pinkney
Peaceful Heroes by Jonah Winter
Odetta by Stephen Alcorn
Black Diamond: The Story of the Negro Baseball Leagues by Patricia McKissack and Fredrick McKissack,
Jr.
Jackie's Nine by Sharon Robinson
Promises to Keep by Sharon Robinson
Stealing Home: The Story of Jackie Robinson by Barry Denenberg
Through My Eyes by Ruby Bridges
I Am: John F. Kennedy by Grace Norwich
I Am: Martin Luther King, Jr. by Grace Norwich
March On! The Day My Brother Martin Changed the World by Dr. Christine King Farris
Testing the Ice: A True Story About Jackie Robinson by Sharon Robinson
42: The Official Movie Novel by Aaron Rosenberg
The Greatest: Muhammad Ali by Walter Dean Myers
Nelson Mandela: "No Easy Walk to Freedom" by Barry Denenberg
Nelson Mandela: Freedom for All by Jack Silbert

Books for ELL or Struggling Readers
The Story of Ruby Bridges by Robert Coles
My First Biography: Martin Luther King, Jr. by Marion Dane Bauer
Ruby Bridges Goes to School: My True Story by Ruby Bridges
I Have a Dream by Margaret Davidson
Talkin' About Bessie by Nikki Grimes
Great Black Heroes: Five Brilliant Scientists by Linda Jones and Ron Garnett
If You Lived at the Time of the Martin Luther King by Ellen Levine
Happy Birthday, Martin Luther King by Jean Marzollo
Jackie Robinson: American Hero by Sharon Robinson
When Marian Sang by Pam Munoz Ryan

Sources:
http://www.literaryduckblog.org/2014/01/books-about-the-civil-rights-movement-for-middle-grade-
readers/
http://www.scholastic.com/teachers/lesson-plan/guide-teaching-and-talking-about-civil-rights-
movement-books-children-and-teens



Appendix J (project and attach to Progressbook)
Civil Rights Movement Movies
Mississippi Burning (1988)
The Long Walk Home (1990)
The Ernest Green Story (1993)
Ghosts of Mississippi (1996)
Disneys Ruby Bridges (1998)
Boycott (2001)
The Rosa Parks Story (2002)
To Kill A Mockingbird (1962)
Do The Right Thing (1989)
The Butler (2013)
Freedom on My Mind (1994)
Guess Who's Coming to Dinner (1967)
Malcolm X (1992)
A Raisin in the Sun (1961)
Remember the Titans (2000)

Sources:
http://racerelations.about.com/od/hollywood/tp/Contemporary-Films-About-The-Civil-Rights-Movement.htm
http://www.screenjunkies.com/movies/movie-lists/7-civil-rights-movies-everyone-should-see/
http://www.usatoday.com/story/life/movies/2014/02/25/10-must-watch-films-civil-rights/5817317/