Tennessee’s Modern Civil Rights Movement - Tennessee … civil rights final.… · · 2011-10-07civil rights advocates who lay the foundation for the modern civil rights movement.

Modern Civil Rights Movement

Lesson Plan 5, 9 – 12

Tennessee’s

f o r g r a d e st e a c h e r ’ s

An Educational Outreach Program of the

Tennessee State Museum

t e n n e s s e e ’ s t r a v e L i n g t r e a s u r e s

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p a g e 1a n e d u c a t i o n a l o u t r e a c h p r o g r a m o f t h e t e n n e s s e e s t a t e m u s e u m

G o a l

to demonstrate to students how ordinary people changed their

world for the better by ending segregation in tennessee through

non-violence

C o N T E N T

it may be hard for you and your students to envision a world divid-

ed between black and white. only a little more than a half century

ago, african americans could not eat at the same places as whites.

they could not use the same restrooms or even drink from the

same water fountains. What would be a foreign world to us today

was the very real world of Jim crow to people in the first half of the

20th century. however, this story only begins with this oppressive

system. the real story in this trunk is about a group of young brave

students who took a stand against segregation by using nonviolent protests to desegregate lunch counters in nashville and throughout

tennessee. their story is one of courage, determination, and sacrifice. Your students will learn their story in the lessons that follow.

o B J E C T I V E S

•understand the harsh reality of segregation in tennessee

•explain crucial events of the civil rights movement that happened in tennessee

•identify the important leaders in the clinton school desegregation and tennessee lunch counter sit-ins

•understand cause and effect relationships through the civil rights movement in tennessee

•appreciate the role that music played in the movement

I N T r o d u C T I o N

using the materials provided in this trunk, your students will learn about the oppressive world of Jim crow and how ordinary people

overcame injustice and violence with courage, dedication, and non-violence. students will examine the world of Jim crow and confront

the restrictions against african americans throughout tennessee.

T E N N E S S E E ’ S T r a V E l I N G T r E a S u r E S

IntroductionTennessee’s Modern Civil Rights Movement

SEGrEG aT Ed WaT Er S Ta Nd

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t e n n e s s e e ’ s m o d e r n c i v i l r i g h t s m o v e m e n tp a g e 2

P a G E 3

Meet Jim Crow, a Very unpleasant Characterthis lesson introduces students to basic concepts associated with segregation and also, the personal, daily struggles of african americans in a Jim crow society with Goin’ Someplace Special by patricia mcKissack.

P a G E 5

The Tennessee Sit-Ins Movement: Investigating Primary Sources to analyze Cause and Effect relationshipsusing primary sources, students will investigate tennessee’s impact on the civil rights movement, specifically how sit-ins across the state helped gain rights for african americans in the united states after centuries of oppression.

P a G E 7

The Clinton 12: desegregating the South’s First Public SchoolBy viewing the documentary, The Clinton 12, students will learn about the events surrounding the desegregation of clinton high school in clinton, tennessee. students will gain an understanding of how the desegregation crisis in clinton impacted the civil rights movement on a national level and explore the lives of the clinton high school stu-dents to gain personal connections.

P a G E 9

Bridging the Gap: analyzing the role of Music in Tennessee’s Civil rights Movementstudents will use music popular music from a variety of genres to compare and analyze music from the civil rights movement, and then, answer broader questions concerning the role of music in social movements and how it is used for a catalyst for change and a medium to discriminate information.

P a G E 1 1

The Chattanooga Sit-In Movementin this lesson, students will watch a documentary about the chattanooga sit-ins and gain an understanding of this event on the civil rights movement as a whole.

Goin’ Someplace Special by patricia mcKissackmounted images

sit-ins mounted imagesdvd: The Nashville Sit-Ins

dvd: The Clinton 12

cd: The Nashville Sit-In Storycd with three additional songs

chattanooga sit-in documentary

F I V E h I S T o r y l E S S o N S T r E a S u r E T r u N k I N V E N T o r y

1l e s s o n

2l e s s o n

4l e s s o n

5l e s s o n

3l e s s o n

Treasure Trunk




this unit gives students the opportunity to build background

knowledge so that they can understand segregation. it also has

students examine the efforts and achievements of the earliest

civil rights advocates who lay the foundation for the modern

civil rights movement.

G o a l S

to understand that segregation/discrimination was a practice

used to treat african americans as second class citizens and

to learn about the achievements of the civil rights movement in

tennessee.

o B J E C T I V E S

•explain the practice and effects of segregation

•describe efforts to end segregation

a S S E S S M E N T

students will understand vital concepts and vocabulary through activities and discus-

sion. then, students will complete graphic organizers and use both worksheets to make

connections to overall the theme of the lesson.

P r o C E d u r E S

activity #1: What is segregation? Vocabulary Study

1. prior to students entering the classroom, display the discrimination signs and seg-

regation mounted images provided in the trunk throughout the classroom. this will set

the tone for the lesson as well as set a climate for discussion.

2. as students enter your classroom or prepare for this lesson, have female students sit

at desks in the front of the room while the male students have to stand in the back of

the classroom. then, to add further insult to injury, give all of the female students a treat or sticker.

3. once everyone is seated, have students look around the room and try to figure out why you asked them to stand or sit in their as-

signed area. ask students standing in the back of the room how they felt when they were told to stand in the back of the class for no

apparent reason.

4. ask students if it was fair that the seated students also received treats. Why or why not?

Continued next page

l E S S o N d u r a T I o N

1 SESSIoNF o r G r a d E S

5, 9 – 12

Meet Jim Crow: A Very Unpleasant CharacterLesson 1

?Guiding Questions

What is segregation? how is it hurtful and demeaning? how did

advocates for racial equality try to put an end to segregation

and discrimination?

1. Goin’ Someplace Special by patricia mcKissack

2. mounted images

l E S S o N 1 T r u N k M a T E r I a l S

CurrICuluM S Ta Nda rdS

see page 12 for the state and national

curriculum standards for this lesson.

l E S SoN 1 rE SourCE S

the handouts and worksheets are

located as a pdf on the cd and as a hard

copy in the back of the book under the

lesson 1 tab.



lesson 1 continued

5. ask students how this treatment made them feel.

6. explain that this activity demonstrates the practice of segregation (the enforced

separation of groups based on race, ethnicity, religion, nationality, age, or gender.) add

that segregation is a form of discrimination (unfair treatment of one person or group

because of their race, ethnicity religion, nationality, age, or gender.) such treatment is

unfair, hurtful, and demeaning.

activity #2: read aloud / Vocabulary Study

1. tell students that you have found a book about segregation and discrimination to

read aloud to them. instruct students to listen carefully for evidence (proof) of discrimi-

nation and segregation against african americans as you read the book.

2. read aloud the book, Goin’ Someplace Special, by patricia mcKissack.

3. have students establish the time and setting of the story. (1950s in a big city)

4. have students share their evidence of discrimination and segregation out loud. record their answers on the board.

a. colored section sign on the bus

b. for Whites only sign on park bench

c. Whites only sign in window of monroe’s restaurant

d. manager of southland hotel telling tricia ann-no colored people are allowed. girl at grand music palace telling her brother-col-

ored people can’t come in the front door. did tricia ann experience discrimination just once or twice on her way to the library or

at several stops along the way? What does this evidence tell you about segregation and discrimination? (it was widespread and a

part of everyday life before the civil rights movement. very few places welcomed all people regardless of their color or race.) the

time in which segregation took place is often referred to as Jim crow days or Jim crow america. the term Jim crow also refers to

the enforcement of actual segregation through laws designed to keep public facilities for blacks and whites separate (i.e. schools,

restrooms, dining rooms, water fountains, public transportation, hotel accommodations, etc.)

5. ask students why tricia ann (african americans) was discriminated against during this time. guide students to the fact that segre-

gation and discrimination were based on prejudice. ask if anyone can explain what prejudice means (a preconceived belief or judgment

about a person or group of people of a particular race, ethnicity, religion, nationality, age, or gender.) ask students how prejudice is

related to racism (a dislike or hatred of people who belong to other races; also the belief that members of different races have different

qualities and abilities and that one race may be better or superior to another.)

6. instruct students to complete the Word chart graphic organizer using one of the Jim crow vocabulary words (Behind tab #1).

7. conclude the lesson by discussing any questions that may have arisen and by sharing student answers to the word chart. students

should use the word chart for the duration of the trunk activities.

Meet Jim Crow: A Very Unpleasant Character

W h aT W ErE J IM CroW l aW S?

a set of laws passed in different states

that required segregation in public

schools, restrooms, restaurants, train

passenger cars, parks, and other public

accommodations. supposedly the

laws were named after a dance tune,

“Jump Jim crow” that ridiculed african

americans.



Investigating Primary Sources to Analyze Cause and Effect in the Nashville Sit-Ins Movment


2 SESSIoNSF o r G r a d E S

5, 9 – 12


the civil rights movement in the united states changed the world

forever. tennessee was at the very eye of the social storm that

transformed our nation, breaking down centuries old prejudic-

es and modes of oppression. the nashville sit-in movement,

heralded by dr. martin luther King, and revered by many for

its discipline and organization, was led by a group of idealistic

and courageous college students. through this lesson, stu-

dents will learn about this movement through actual footage

and first person accounts, learning from primary sources the

power of motivated, inspired people to change their world.

G o a l S

to comprehend the strategies and steps taken to desegregate lunch counters

in nashville, tennessee. they will also ponder how individuals can bring about social change.

o B J E C T I V E S

•students will analyze primary sources.

•students will view a documentary and respond to questions.

•students will determine the subject of historic photographs and place them in

sequential order

a S S E S S M E N T

students will recognize key events in the history of the nashville sit-ins through a

viewers guide and successfully complete a photo analysis. then, students will

correctly display each photo through a timeline.

P r o C E d u r E S

Part one

1. introduce the sit-in movement in tennessee. ask students to imagine going to the mall and not being allowed to sit down in the

food court and eat. imagine that all people under the age of 18 had to buy their food and stand and eat it or take it outside. Would that

be fair? What would you do about it? should that law be changed? What would be the best strategy to get it changed? lead this to a

discussion about the student movement in nashville and throughout tennessee during the winter and spring of 1960.

2. distribute “timeline of nashville sit-ins” worksheet.

3. Watch documentary “the nashville sit-ins” produced by the tennessee state museum.

Continued next page

?Guiding Questions

how did the participants in the sit-in movement in tennessee

bring about social change? is civil disobedience an appropriate vehicle for social change?

Lesson 21. sit-in mounted images2. dvd: The Nashville Sit-Ins









lesson 2 tab.



lesson 2 continued

4. hold a discussion on the documentary. go over the “timeline of nashville sit-ins” questions. use the following questions to

facilitate a class discussion

a. Who were these demonstrators?

b. What were they risking by putting themselves in this situation?

c. What do you think their parents thought about their involvement in these demonstrations?

d. Why did they refuse to pay the fine when arrested?

Part Two: Investigating Primary Sources from 1960 Nashville

5. split the class into seven groups

6. distribute two images to each group.

7. have students analyze the photographs by using the photograph analysis sheets. allow about 15-20 minutes to analyze

photographs.

8. as a class, begin to create a cause and effect sequence using the images from the groups. each image will be placed in the order

that caused the succeeding image.

9. Based on their source analysis, have students choose the sequence of images as they relate to the nashville sit-ins story.

10. as each group chooses the right sequence have them display their image at the front of the class and briefly describe what is hap-

pening in the image and how it relates to the story.

C o N C l u S I o N

after all images have been placed in the front of the classroom, hold a class discussion on the sit-in movement. Begin with revisiting

their photo analysis worksheet. ask students to volunteer a few of their questions from step 3. Were these questions answered by the

cause and effect activity? Were any left unanswered? discuss.

optional discussion questions:

•Howdidthestudentsachievetheirgoals?

•Howdidtheyreacttoviolence?

•Wastheirmovementsuccessful?

•Ifso,whatwerethekeystotheirsuccess?

•Whatcanthisstoryteachyouaboutaffectingchangeinyourlifeandworld?.

Investigating Primary Sources to Analyze Cause and Effect in the Nashville Sit-Ins Movment



The Clinton 12: Desegregating the South’s First Public School


1 – 2 SESSIoNSF o r G r a d E S

5, 9 – 12


World War ii changed the world in numerous ways, but the racial

boundaries that this conflict blurred in the minds of many

americans resonated long after troops had returned home

and normal lives resumed. after fighting and dying for their

country, african americans were ready for a long overdue re-

assessment of the “separate” lives blacks in the united states

had been living that had never been “equal.” one specific

concern, quality of education and the desegregation of schools

placed clinton, tennessee, on the national stage. this lesson

provides an in-depth look at twelve courageous students who

crossed racial boundaries despite violence and hate to desegregate

clinton high school. they would be known as “the clinton 12.”

G o a l

to understand the impact of the clinton high school desegregation on tennessee and

the larger civil rights movement, specifically legal decisions, individuals, and impor-

tant events that makes this moment in history important.

o B J E C T I V E S

•students will meet initial comprehension goals surrounding the events at clinton high

school and desegregation.

•student will draw broader connections to the civil rights movement and successfully

discuss the implications of this event for the movement as a whole.

a S S E S S M E N T

students will complete the student viewing guide as they watch the film and complete

the clinton 12 documentary assessment that tests for comprehension of the film.

students will also discuss the film and make connections beyond its specific focus.

Continued next page

?Guiding Questions

What events helped set the clinton high school desegregation in motion, and how did the clinton

12 change tennessee and the united states forever?

Lesson 31. dvd: The Clinton 12l E S S o N 1 T r u N k M a T E r I a l S








lesson 3 tab.



lesson 3 continued

P r o C E d u r E S

activity # 1

show the film, The Clinton 12, to students using one of the following methods:

Method 1: show the film in five parts, pausing the film after each part for class discussion.

1. start and stop the film at the times indicated in the teacher’s guide & answer Key.

2.after each part, initiate a class discussion using the discussion questions listed in the teacher’s guide & answer Key.

or…

Method 2: show the film in its entirety. at the end of the film, review and/or collect student viewing guide handouts and hold

class discussion.

1. provide each student with a copy of the student viewing guide handout and instruct students to answer the questions as they view

the film.

2. after the film, review the answers with the students and/or collect for assessment. answers to the student viewing guide questions

are located in the teacher’s guide & answer Key.

3. use one or more of the discussion questions listed in the teacher’s guide & answer Key to initiate class discussion.

activity #2:

assess students’ comprehension of the film.

1. after students have viewed the film, pass out copies of the documentary assessment. answers are provided in the teacher’s

guide & answer Key

E X T E N S I o N

•UseoneofthediscussionquestionsfromtheTeacher’sGuide&AnswerKeyasawritingactivity




Bridging the Gap: Analyzing the Role of Music in Tennessee’s Civil Rights Movement


1 – 2 SESSIoNSF o r G r a d E S

5, 9 – 12


music played a unique role in protests during the civil rights

era and has always been a powerful tool for social change. By

examining the music of this era as a historical artifact, we are

able to clearly analyze the messages and motivations of those

who lived during this time of immense social change and con-

sciousness. however, these artifacts also provide excellent

opportunities for connections and comparisons to present

day, popular music of all genres. this comparative exercise is

extremely important, especially for students, who are often the

primary audience for this type of social mouthpiece.

G o a l

to use protest music from the past and present to draw broad comparisons

about the messages of the civil rights movement and how this movement influenced

music and similar forms of present day lyrical protest.

o B J E C T I V E S

•analyze historical and popular music

•use music as a writing and discussion prompt

a S S E S S M E N T

students will critically analyze song lyrics, melody, and discuss themes of social justice

and activism. then, students will use this analysis and discussion as a writing prompt

to be turned into the instructor.

P r o C E d u r E S

1. as student walk into the classroom, play “We shall overcome” softly and have the words “We shall overcome…” written on the

board. this will set the tone for the class.

2. pass out the lyrics to this song. ask the students to take a moment and listen to the words, underlining key words or phrases that

stand out.

3. as a whole group, discuss this song. explain to students that the recording they are listening to was taped by actual participants in

the nashville sit-in movement in 1960, one of the first and most organized student movements in the modern civil rights era. also,

explain that when it was impossible for individuals to express their outrage concerning social injustice they would use songs to

make their voices heard. ask the students: What are other methods and/or benefits of using songs in a movement?

Continued next page

?Guiding Question

how does popular music mirror the protest music of the civil rights era

and how can the similarities and differences help us to understand connections between history and

current social issues?

Lesson 41. cd: The Nashville Sit-In Story2. cd with three additional songs









lesson 4 tab.



lesson 4 continued

4. play song number four on the nashville sit-in story.

5. discuss the sounds the students are hearing. Which genre of music does the song “We shall overcome” and “You Better leave

segregation alone” sound like? do the students hear the gospel and folk melodies in the music?

6. now, pose the question to students: does music today express these same types of messages?

7. pass out partial lyrics to three different popular songs, each from a different musical genre, the Black eyed peas’ song “Where is the

love,” (4.B) muse’s “uprising,” (4.c) and “not ready to make nice” (4.d) by the dixie chicks.

8. listen to portions of each song. have students split into groups of three or four. now, assign each group one of the three songs to

analyze and compare to the civil rights era protest music. What is similar? What is different? are there similar themes and words?

9. have each group share their thoughts with the class.

10. return to a whole group discussion. pose the question to students: Why is music used to speak to social issues? Who is the audi-

ence in these songs?

11. remind students that many issues in society are questioned, addressed, and potentially, changed when one brave individual makes

his or her voice heard. then, play a short portion of “scene on mayor’s steps” from The Nashville Sit-In Story. in this clip, diane

nash (a student leader in the movement) recounts her confrontation with the mayor about segregated lunch counters with a simple,

but powerful and groundbreaking question. (someone else plays the part of the mayor.)

12. ask students to free write for 10 minutes using this clip and the phrase “We shall overcome” as a prompt. What do they hope the

world will overcome? What is a question that they would ask? if they had one question to ask a powerful person, what would they

ask and why?

E X T E N S I o N S

•Studentscanuse“WeShallOvercome…”asanopeninglineinapoem,song,orlisttobesharedwiththeclassorwithinasmallgroup.

•Studentscancreatetheirown“soundtrack”bycompilingsongsthattheyenjoyandthataddressaspecificsocialorpersonalissue.

they can submit the soundtrack along with a written explanation of the songs they selected.

•Studentscanwriteananalysisthatcomparesanoldersongwithamorecurrentsong,investigatingthesimilarityordifferencein

their messages. then, the student can write a brief synopsis of why, in their opinion, this likeness or discrepancy exists.




The Chattanooga Sit-In Movement


1 SESSIoNF o r G r a d E S

5, 9 – 12


after news of successful protests spread throughout tennessee,

high school students in chattanooga held a sit-in at mcclellan’s

department store. this lesson uses a documentary to visually

explore a time that changed our history and our state.

G o a l

to understand the chattanooga sit-in movement and its

effects on tennessee

o B J E C T I V E S

•students will gain a better understanding of Jim crow and its

effect on the city of chattanooga.

•students will understand the sit-in movement and how the movement

changed chattanooga.

a S S E S S M E N T

students will complete a viewer’s guide based on the documentary. then, they will

discuss the events and repercussions of these events in the history of the civil rights

movement..

P r o C E d u r E S

1. students will watch a documentary detailing the events of the chattanooga sit-in

movement.

2. as students watch the documentary, have them complete the viewer’s guide.

3. after the film, instructors can use the guide as a basis for discussion or as an

assessment.

?Guiding Questionin what ways were the

chattanooga sit-ins different from those in nashville? in what ways

were they similar?

Lesson 51. chattanooga sit-in documentaryl E S S o N 1 T r u N k M a T E r I a l S








lesson 5 tab.



Tennessee Grade 5Social Studies5.1.04 understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to ten-nessee.

c. describe the struggle for racial and gender equalitye. explain the contributions of civil rights leaders such as martin luther King, Jr. and caesar chavez.f. describe tennessee’s involvement during the civil rights move-ment.

•5.5.spi.7.interpretaprimaryreadingsample.•5.5.spi.8.recognizeexamplesofhowthehowtheUnitedStatesconfronted civil rights issues, (i.e., Brown v. Board of education, montgomery Bus Boycott, Birmingham civil rights march, american indian movement (aim) civil rights act of 1964).5.5.tpi.7. analyze primary sources not limited to but including artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems to make generalizations about events and life in united states history since 1865.5.5.12 understand domestic policies in the post World War ii period.5.6.01 recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

a. identify and describe examples of tension between an indi-vidual’s beliefs,government policies, and laws.b. identify the accomplishments of notables who have made con-tributions to society in the areas of civil rights, women’s rights, military actions, and politics. c. identify and describe factors that either contribute to coopera-tion or cause disputes within and among groups and actions.

•5.6.tpi.7.illustratehowconflictsoccurbetweenanindividualandorcommunities’ beliefs, systems, traditions, government policies and law.•5.6.tpi.8.describetheresponsibilitiesthatindividualshavebothto themselves and to the groups to which they belong; and give ex-amples of how these responsibilities may sometimes be in conflict.•5.6.tpi.10.identifythesimilaritiesanddifferenceswithinandamongselected racial, ethnic, and religious groups in the united states.

reading 5.1.06 expand reading vocabulary.5.1.09 develop appropriate informational skills and study skills to facilitate learning.

d. understand a variety of informational texts which include pri-mary sources (e.g., autobiographical sketches, letters, and diaries,

directions, and internet sites).j. identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials)

language arts 0501.1.1 demonstrate knowledge of standard english usage, me-chanics, and spelling.0501.1.2 demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0501.1.3 demonstrate knowledge of standard english sentence structure. 0501.3.1 Write for a variety of purposes and to different audiences.0501.3.3 Know and apply the steps of the writing process: prewrit-ing, drafting, revising, editing, evaluating, and publishing.0501.4.2 collect, organize, determine reliability, and use information researched.0501.6.2 recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).0501.6.3 explore the organizational structures of informational texts.0501.7.3 understand that the choice of medium influences the mes-sage in a presentation.0501.7.4 Be aware of how message or meaning changes when a writ-ten work is translated into a visual presentation.

Grade 6Social Studies 6.4.03 identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

b. differentiate between rights and privileges of the individual.c. consider how cooperation and conflict affects the dissemination of resources, rights and privileges.

6.6.01 understand the impact of individual and group decisions on citizens and communities.

a. recognize that individuals can belong to groups but still have their own identity.

reading 6.1.04 use decoding strategies to read unfamiliar words.6.1.06 expand reading vocabulary.

a. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.e. replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.

6.1.07 employ pre-reading strategies to facilitate comprehension.a. continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific ques-

State and National Curriculum Standards



tions, to identify information/facts, to discover models of writing).b. utilize personal experiences to build background knowledge for reading.

6.1.10 develop skills to facilitate reading in the content areas.a. develop and maintain vocabulary specific to content areas and to current events.

language arts 0601.1.1 demonstrate control of standard english through the use of grammar and mechanics (punctuation, capitalization, and spelling).601.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.601.1.3 understand and use a variety of sentence structures.0601.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0601.3.4 refine strategies for editing and revising written work.0601.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0601.6.2 identify the organizational structures of informational texts.0601.6.3 read, interpret, and analyze text features that support informational texts.0601.7.1 analyze media for their ability to inform, persuade, and entertain.0601.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.

Grade 7 Social Studies 7.4.02 understand how cooperation and conflict among people influ-ence the division and control of resources, rights, and privileges.

c. describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

7.6.02 understand how groups can effect change at local, regional, and global levels.

b. demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world.

reading 7.1.02 develop an understanding of the concepts of print and non-print materials.

a. use parts of text effectively for learning (e.g., title page, preface, table of contents, epilogue, glossary, appendix, index).c. identify the differences among various print and non-print formats (i.e. prose, poetry, newspaper/magazine, letters, dramas,

technical manuals, screenplays, photographs, works of art, and textbooks).

7.1.06 expand reading vocabulary.a. continue to build vocabulary by listening to literature, par-ticipating in class discussions, and reading self-selected and assigned texts.

language arts 0701.1.1 demonstrate control of standard english through grammar usage, and mechanics (punctuation, capitalization, and spelling).701.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0701.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0701.3.4 refine strategies for editing and revising written work.0701.1.3 understand and use correctly a variety of sentence struc-tures.0701.4.1 define and narrow a problem or research topic.0701.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0701.6.3 read, interpret, and analyze text features that support informational texts.0701.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.0701.7.4 apply and adapt the principles of written composition to create coherent media productions.

Grade 8 Social studies 8.4.01 appreciate the development of people’s need to organize themselves into a system of governance.

b. analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage con-flict, and establish order and security.c. explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems.

8.4.02 recognize the purposes and structure of governments.c. identify and explain the roles of formal and informal political ac-tors in influencing and shaping public policy and decision-making.d. analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.

reading 8.1.06 expand reading vocabulary.

l. use connotation and denotation for vocabulary studies.



m. recognize that word choices create a mood to set a tone.o. identify words and phrases that serve as clues to reveal time periods, cultures and regions represented (e.g., use of vocabulary associated with a particular time period, region, or country).

8.1.09 refine study skills and develop methods of research to en-hance learning.

e. distinguish between and use primary and secondary source documents.

8.1.12 experience and explore the elements of various literary and media genres.

m. summarize, paraphrase, and evaluate selected passages for discussion and/or written assignments or presentations.n. make inferences about print and non-print text.o. use deductive reasoning to facilitate and to extend understand-ing of texts.

language arts 0801.1.1 demonstrate control of standard english through grammar usage and mechanics (punctuation, capitalization, and spelling).0801.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0801.1.3 understand and use a variety of sentence structures.0801.4.1 define and narrow a problem or research topic.0801.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0801.4.4 Write a research paper, using primary and secondary sources, a standard format, and technology and graphics, as ap-propriate.801.6.3 read, interpret, and analyze text features that support infor-mational texts.0801.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.0801.7.4 apply and adapt the principles of written composition to create coherent media productions.

9-12 american historyStandard Number 1.0: Cultureinvestigate the effects of desegregation, the civil rights movement, and the turbulent 1960s upon american society.

Standard Number 4.0: Governance and Civics:understand the causes, course, and impact of the civil rights move-ment.

Standard Number 6.0: Individuals Groups and Interactionsunderstand how the “baby boom,” suburbanization, desegregation, and other social movements affected american society.

9.8 identify significant events in the struggle for civil rights (i.e. integration of clinton high school in clinton, tennessee, the clinton 12 and governor clement’s actions, little rock central high, mont-gomery Bus Boycott, freedom riders’ route, Birmingham bombings, nashville lunch counters, martin luther King’s march on Washington speech, civil rights act of 1964, civil rights act of 1968, escobedo v. illinois, great society).

9-12 african american history5.14 analyzes the freedom movement and its impact american his-tory from 1954 to 1965.

b. nashville lunch counter sit-in (diane nash)

National, 5-12 e6.2B the student understands “scientific racism,” race relations, and the struggle for equal rights. e6.2c the student understands how new cultural movements at dif-ferent social levels affected american life. e6.3c the student understands how americans grappled with social, economic, and political issues. e9.4a the student understands the “second reconstruction” and its advancement of civil rights.

State and National Curriculum Standards


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RESOURCES

Meet Jim Crow: A Very Unpleasant Character

L E S S O N p L a N R E S O U R C E S

1. Vocabulary of Jim Crow

2. Vocabulary of Jim Crow Graphic Organizer

Lesson 1

tsm civil rights tabs 1-5.indd 1 12/16/10 4:44 PM

Modern Civil Rights MovementT E N N E S S E E ’ S T E N N E S S E E ’ S T R A V E l I N G T R E A S U R E S

A n E dU c AT I O n A l O U T r E A cH P rOGr Am O f T H E T E nn E S S E E S TAT E mUS EUm • © 2 0 10

racism:

the belief that a particular race is superior to others; usually involving the idea that one’s own race is superior and has the right to rule others.

Segregation:

the enforced separation of a group from the rest of society based on their race, religion, nationality, age, or gender.

discrimination:

unfair treatment of one person or group because of their race, religion, nationality, age, or gender.

Prejudice:

a preconceived belief or judgment about a group of people based on their race, gender, or religion.

Integrate:

to open to people of all races or ethnic groups without restriction. the opposite of segregate.

desegregate:

to stop segregation. Bring together people of all races or ethnic groups.

lunch counter:

a counter, in a store or restaurant, where light meals and snacks are served; usually in a department store.

Jim Crow:

the legalized practice of discriminating against and segregating black people during the late 19th and 20th centuries.

Vocabulary of Jim Crow page 1 of 1




Vocabulary of Jim Crow Graphic organizer page 1 of 1

Word

What is it?

Examples Non-Examples

Definition:

Illustration

© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.


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RESOURCES

L E S S O N p L a N R E S O U R C E S

1. Timeline of Nashville Sit-ins

2. Timeline Answer Key

3. Photo Analysis Worksheet

4. Photo Analysis Example

Investigating Primary Sources to Analyze Cause and Effect in the Nashville Sit-Ins MovmentLesson 2


Modern Civil Rights M

ovement

TE

NN

ES

SE

E’S

TE

NN

ES

SE

E’S

TR

AV

El

ING

TR

EA

SU

RE

S

AnE

dUcATIO

nAlO

UTrEAcHP

rOGrAmO

fTHET

EnnESSEES

TATEm

USEUm•©

2010

students participate

in sit-ins

student demonstrators stand trial

and jailed

“don’t buy downtow

n” boycott

silent march; diane Black con-

fronts mayor Ben W

est

violence broke out at sit-ins

(some black students are beaten)

naacp attorney Z. alexander

looby’s home is bom

bed

tennessean newspaper declares segregated

counters won’t be open

lunch counters

desegregated

Instructions:follow

along with the video. as the im

portant dates are mentioned, w

rite a brief description of the event that took place during the nashville sit-ins on the lines provided.

feb. 13

feb. 27

feb. 29

easter season

apr. 19

apr. 20m

ay

apr. 21

Timeline of Nashville Sit-Ins

page 1 of 1


AnE

dUcATIO

nAlO

UTrEAcHP

rOGrAmO

fTHET

EnnESSEES

TATEm

USEUm•©

2010

Modern Civil Rights M

ovement

TE

NN

ES

SE

E’S

TE

NN

ES

SE

E’S

TR

AV

El

ING

TR

EA

SU

RE

S

students participate

in sit-ins

student demonstrators stand trial

and jailed

“don’t buy downtow

n” boycott

silent march; diane Black con-

fronts mayor Ben W

est

violence broke out at sit-ins

(some black students are beaten)

naacp attorney Z. alexander

looby’s home is bom

bed

tennessean newspaper declares segregated

counters won’t be open

lunch counters

desegregated

Instructions:follow

along with the video. as the im

portant dates are mentioned, w

rite a brief description of the event that took place during the nashville sit-ins on the lines provided.

Timeline answ

er keypage 1 of 1

feb. 13

feb. 27

feb. 29

easter season

apr. 19

apr. 20m

ay

apr. 21




Photo analysis Worksheet page 1 of 2

directions: examine the photographs and primary sources you have been provided. then answer the questions to determine

how they relate to the story of the nashville sit-in movement.

Step 1. observing

a. study the photograph for two minutes. form an overall impression of the photograph and then, examine individual items.

next, divide the photo into four equal parts and study each section to see what new details become visible.

B. use the chart below to list people, objects, and activities in the photograph.

Photo Analysis Worksheet continues next page

people oBJects activities

name(s): date:




Photo analysis Worksheet page 2 of 2

Step 2. What do you think it means?

Based on what you have observed above, list three things you can determine about this photograph.

at what point on the sit-ins timeline do you think this photograph best relates?

Step 3. your questions:

What questions do you have about this photograph?

name(s): date:




Photo analysis Worksheet key page 1 of 1

directions: examine the photographs and primary sources you have been provided. then answer the questions to determine

how they relate to the story of the nashville sit-in movement.

Step 1. observing

a. study the photograph for two minutes. form an overall impression of the photograph and then, examine individual items.

next, divide the photo into four equal parts and study each section to see what new details become visible.

B. use the chart below to list people, objects, and activities in the photograph.

Step 2. What do you think it means?

Based on what you have observed above, list three things you can determine about this photograph.

1. Calm 2. No violence 3. Example of social disobedience

at what point on the sit-ins timeline do you think this photograph best relates?

The photo represents the early stages of the movement in Nashville.

Step 3. your questions:

What questions do you have about this photograph?

people oBJects activities

Lunch Counter Workers Lunch Counter Men sitting at the lunch counter

Sit-in Participants Food and Drink Advertisements Employees working

Casual Observers “Fountain Closed” Sign Bystanders watching what is happening

name(s): date:


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RESOURCES

Lesson 3L E S S O N p L a N R E S O U R C E S

1. Student Viewing Guide

2. Documentary Assessment

3. Teachers Guide and Answer Key





Student Viewing Guide page 1 of 2

The Clinton 12

1. in addition to public schools, what other places were segregated in clinton, tn?

2. Where was the black high school located?

3. What did the lawsuit mcswain vs. the Board of education of anderson county demand?

4. in 1954, what famous u.s. supreme court case ruled the law of “separate but equal” to be unconstitutional?

5. What did registration day mark the end of?

6. Why did John Kasper come to clinton?

7. in addition to segregationists, who came to clinton as a result of the national publicity that Kasper’s protest received?

8. What organization did Kasper ask the residents of clinton to join?

9. along with members of the black community, who else became victims of the volatile atmosphere in clinton?

10. What group was organized by the mayor of clinton to aid the local police force?




Student Viewing Guide page 2 of 2

11. What happened on the night of the first home football game of the season?

12. Who was the governor of tennessee during the integration crisis in clinton?

13. What was the verdict of John Kasper’s trial?

14. What group did John Kasper organize to start trouble inside of clinton high school?

15. What happened to reverend turner after he escorted the clinton 12 to school on election day?

16. Who was the first black graduate of a court ordered, integrated school in the south?

17. What happened on sunday october 5, 1958?

18. Who greeted the clinton high school students when they arrived in oak ridge?

19. What was the old green mcadoo elementary school in clinton, tn converted into?

The Clinton 12




1. Briefly describe race relations in clinton, prior to 1956.

2. explain how education in clinton was separate, but not equal, prior to the integration of clinton high school.

3. explain why the supreme court’s ruling on Brown v. Board of education was integral to the civil rights movement in america.

4. What caused the number of protesters in clinton to drastically increase during the first week of school?

5. What protective measures were taken by the black community in clinton?

6. in addition to members of the black community, who else became victims of the volatile atmosphere in clinton?

The Clinton 12

documentary assessment page 1 of 2




7. Who were the volunteers that made up the home guard?

8. Who did the principal of clinton high school recruit to patrol the school’s hallways and classrooms?

9. Why did residents of clinton support integrating clinton high school, even though many disagreed with it?

10. on graduation day at clinton high school, what happened to Bobby cain following the commencement ceremony?

11. What did segregationists do as a final attempt at keeping black students from attending clinton high school?

12. if integration had failed at clinton high school do you believe it would have failed elsewhere? explain.

The Clinton 12

documentary assessment page 2 of 2




Teacher’s Guide & answer key page 1 of 4

activity # 1: Show the film, The Clinton 12, to students using oNE of the following methods:Method 1: show the film in five parts; pause the film after each part for class discussion.Part I running time - 18 minutes/40 seconds*start - 00:00:00*stop - 00:18:40… Following commentary on Ku Klux Klan… “By the end of the summer of 1956, the town of Clinton and the teach-ers and administrators at Clinton High School thought they had prepared for the end of segregation in the schools. Yet they would soon discover that nothing could have prepared them for what was about to happen.”optional discussion Questions: •WhydidBrownv.BoardofEducationresultin“thebeginningoftheendofsegregationinU.S.schools?” •HowwouldyoufeelifyouwereanAfricanAmericanin1956andtoldthatyouhadtoattendanallwhitehighschoolinthefall? •HowwouldgrowingupinasegregatedschoolsysteminfluencethewaywhitestudentsperceivedtheirAfricanAmericanpeers?

Part II running time - 15 minutes/25 seconds*start - 00:18:40*stop - 00:34:05… After commentary from Clinton 12 member Anna Theresser Caswell… “Nobody was saying much. Nobody was saying much of anything.”optional discussion Questions: •HowdoyouthinktheresidentsofclintonwillrespondtoJohnKasperandhissupporters? •Whatroledidthemediaplayintheeventsthattranspiredinclinton?

Part III running time - 15 minutes/15 seconds*start - 00:34:05*stop - 00:49:20… After Tennessee National Guard Arrives in Clinton.optional discussion Questions: •WhywouldGovernorclement’sdecisiontosendthenationalGuardtoclintonhavebeenunpopular?

Part IV running time - 16 minutes/45 seconds*start - 00:49:20*stop - 00:66:06… After members of the White Citizens Council are sentenced to prison by Judge Taylor for violating his desegregation order.optional discussion Questions: •WhywouldtheresidentsofclintonviewtheattacksonreverendTurnerandms.Brittainasanassaultontheentiretown? •HowdidtheactionsoftheWhitecitizenscouncilonelectiondaybackfire? •WhatwasthemessageofreverendTurner’ssermonandwhatimpact,ifany,doyouthinkithadonthepeopleofclinton? •WithoutJohnKasper,wouldtheeventsinclintonhaveplayedoutdifferently?

Continued next page

The Clinton 12





Part V

running time - 18 minutes/54 seconds

*start - 00:66:06

*stop - end of film

optional discussion Questions:

•IfintegrationhadfailedatclintonHighSchooldoyoubelieveitwouldhavefailedelsewhere?

•Whyisitimportanttocontinuetellingthestoryoftheclinton12?

•WhatlastingcontributionsdoyouthinkclintonHighSchoolmadetothecivilrightsmovement?

•membersoftheclinton12commentedthattheyrarelytalkedabouttheirexperience.Whydoyouthinkthatis?

•Explainwhatthenarratormeantwhenhesaidthattheclinton12“facedthebestandtheworstinallofus.”

•Howdoyouthinkmembersoftheclinton12eventuallyovercamethefeelingsofhatetheyharboredfollowingthe

desegregation crisis?

•Explainthefollowingstatement:“Althougheveryoneinthissmallsoutherntownwasshockedbythebombing,

no one was surprised.”

•Arethemembersoftheclinton12heroes?Whyorwhynot?

Method 2: show the film in its entirety. at the end of the film, review and/or collect student viewing guide handouts and hold

class discussion.

Student Viewing Guide answer key:

1. in addition to public schools, what other places were segregated in clinton, tn?

Movie theaters, ball parks, drugstores, restaurants

2. Where was the black high school located?

Knoxville

3. What did the lawsuit mcswain vs. the Board of education of anderson county demand?

That the Anderson County Board of Education allow black students to attend Clinton High School

4. in 1954, what famous u.s. supreme court case ruled the law of “separate but equal” to be unconstitutional?

Brown v. Board of Education

5. What did registration day mark the end of?

Segregation

6. Why did John Kasper come to clinton?

To keep black students out of Clinton High School

7. in addition to segregationists, who came to clinton as a result of the national publicity that Kasper’s protest received?

Reporters and television crews from around the world

Continued next page

The Clinton 12





8. What organization did Kasper ask the residents of clinton to join?

The Anderson County White Citizens Council

9. along with members of the black community, who else became victims of the volatile atmosphere in clinton?

Teachers and school administrators

10. What group was organized by the mayor of clinton to aid the local police force?

The Home Guard

11. What happened on the night of the first home football game of the season?

Riots broke out around the courthouse. Black people were dragged from their cars and beaten

12. Who was the governor of tennessee during the integration crisis in clinton?

Frank Clement

13. What was the verdict of John Kasper’s trial?

Not guilty

14. What group did John Kasper organize to start trouble inside of clinton high school?

The Junior White Citizens Council

15. What happened to reverend turner after he escorted the clinton 12 to school on election day?

He was beaten by members of the White Citizens Council

16. Who was the first black graduate of a court ordered, integrated school in the south?

Bobby Cain

17. What happened on sunday october 5, 1958?

Segregationists tried to destroy Clinton High School with dynamite

18. Who greeted the clinton high school students when they arrived in oak ridge?

The Oak Ridge High School band

19. What was the old green mcadoo elementary school in clinton, tn converted into?

A museum

optional discussion Questions:

•WhydidBrownv.BoardofEducationresultin“thebeginningoftheendofsegregationinU.S.schools?”

•HowwouldyoufeelifyouwereanAfricanAmericanin1956andtoldthatyouhadtoattendanallwhitehighschoolinthefall?

•HowwouldgrowingupinasegregatedschoolsysteminfluencethewaywhitestudentsperceivedtheirAfricanAmericanpeers?

•IfintegrationhadfailedatclintonHighSchooldoyoubelieveitwouldhavefailedelsewhere?

•Whyisitimportanttocontinuetellingthestoryoftheclinton12?

•Explainwhatthenarratormeantwhenhesaidthattheclinton12“facedthebestandtheworstinallofus.”

•Arethemembersoftheclinton12heroes?Whyorwhynot?

Continued next page

The Clinton 12





activity # 1: assess students’ comprehension of the film

documentary assessment answer key

1. Briefly describe race relations in clinton, prior to 1956.

There were few problems between Clinton’s white and black residents, however racism was commonplace. Almost everything was

segregated and the two races didn’t socialize.

2. explain how education in clinton was separate, but not equal, prior to the integration of clinton high school.

African American students had to be bused to Knoxville, while all-white Clinton High School was within walking distance. Clinton

High School was free, but the black junior high and high school cost tuition and many families couldn’t afford it. African Americans

lived, worked, and paid taxes in Clinton.

3. explain why the supreme court’s ruling on Brown v. Board of education was integral to the civil rights movement in america.

The Supreme Court ruled that the law of “separate but equal” was unconstitutional, and this decision led to the desegregation of

schools in the United States.

4. What caused the number of protesters in clinton to drastically increase during the first week of school?

The protests received national publicity and as a result, segregationists and media outlets from around the world came to Clinton.

5. What protective measures were taken by the black community in clinton?

Men armed themselves and stood guard at night. Mt. Sinai Baptist Church became a safe haven.

6. in addition to members of the black community, who else became victims of the volatile atmosphere in clinton?

Teachers and school administrators, the Home Guard, Reverend Turner

7. Who were the volunteers that made up the home guard?

Everyday citizens of Clinton including plant workers, lawyers, the football coach, and veterans of WWI and WWII

8. Who did the principal of clinton high school recruit to patrol the school’s hallways and classrooms?

Members of the football team

9. Why did residents of clinton support integrating clinton high school, even though many disagreed with it?

It was the law and therefore they felt it should be followed

10. on graduation day at clinton high school, what happened to Bobby cain following the commencement ceremony?

He was attacked by a group of white students

11. What did segregationists do as a final attempt at keeping black students from attending clinton high school?

They bombed the school with dynamite

12. if integration had failed at clinton high school do you believe it would have failed elsewhere? explain.

(Various answers acceptable)

The Clinton 12


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RESOURCES


1. “We Shall Overcome” Song Lyrics

2. “Where is the Love?” Song Lyrics

3. “Uprising” Song Lyrics

4. “Not Ready to Make Nice” Song Lyrics





Song lyrics

“We Shall overcome”

page 1 of 4

1. We shall overcome We shall overcome We shall overcome some day

chorus: oh, deep in my heart i do believe We shall overcome some day

2. We’ll walk hand in hand We’ll walk hand in hand We’ll walk hand in hand some day

chorus

3. We shall all be free We shall all be free We shall all be free some day

chorus

4. We are not afraid We are not afraid We are not afraid some day

chorus

5. We are not alone We are not alone We are not alone some day

chorus




Song lyrics page 2 of 4

What’s wrong with the world, mama people livin’ like they ain’t got no mamas i think the whole world addicted to the drama only attracted to things that’ll bring you trauma overseas, yeah, we try to stop terrorism But we still got terrorists here livin’ in the usa, the big cia the Bloods and the crips and the KKK But if you only have love for your own race then you only leave space to discriminate and to discriminate only generates hate and when you hate then you’re bound to get irate, yeah madness is what you demonstrate and that’s exactly how anger works and operates man, you gotta have love just to set it straight take control of your mind and meditate let your soul gravitate to the love, y’all, y’all

people killin’, people dyin’ children hurt and you hear them cryin’ can you practice what you preach and would you turn the other cheek

father, father, father help us send us some guidance from above ‘cause people got me, got me questionin’ Where is the love (love)

it just ain’t the same, always unchanged new days are strange, is the world insane if love and peace is so strong Why are there pieces of love that don’t belong nations droppin’ bombs chemical gasses fillin’ lungs of little ones

With ongoin’ sufferin’ as the youth die young so ask yourself is the lovin’ really gone so i could ask myself really what is goin’ wrong in this world that we livin’ in people keep on givin’in makin’ wrong decisions, only visions of them dividends not respectin’ each other, deny thy brother a war is goin’ on but the reason’s undercover the truth is kept secret, it’s swept under the rug if you never know truth then you never know love Where’s the love, y’all, come on (i don’t know) Where’s the truth, y’all, come on (i don’t know) Where’s the love, y’all

people killin’, people dyin’ children hurt and you hear them cryin’ can you practice what you preach

i feel the weight of the world on my shoulder as i’m gettin’ older, y’all, people gets colder most of us only care about money makin’ selfishness got us followin’ our wrong direction Wrong information always shown by the media negative images is the main criteria infecting the young minds faster than bacteria Kids wanna act like what they see in the cinema Yo’, whatever happened to the values of humanity Whatever happened to the fairness in equality instead of spreading love we spreading animosity lack of understanding, leading lives away from unity that’s the reason why sometimes i’m feelin’ under that’s the reason why sometimes i’m feelin’ down there’s no wonder why sometimes i’m feelin’ under gotta keep my faith alive till love is found

Where is the love? by The Black Eyed Peas (partial lyrics)





uprising by Muse (partial lyrics)

the paranoia is in bloom

the pr transmissions will resume

Keep us all dumbed down and hope that

We will never see the truth around

(so come on!)

another promise, another scene, another

a package not to keep us trapped in greed

With all the green belts wrapped around our minds

and endless red tape to keep the truth confined

(so come on!)

chorus

they will not force us

they will stop degrading us

they will not control us

We will be victorious

interchanging mind control

come let the revolution take its toll if you could

chorus

they will not force us

they will stop degrading us

they will not control us

We will be victorious

rise up and take the power back

it’s time that the fat cats had a heart attack

You know that their time’s coming to an end.

We have to unify and watch our flag ascend!

hey .. hey ... hey .. hey!

(repeat)




Not ready to Make Nice by the dixie Chicks (partial lyrics)

forgive, sounds good

forget, i’m not sure i could

they say time heals everything

But i’m still waiting

i’m not ready to make nice

i’m not ready to back down

it’s too late to make it right

i probably wouldn’t if i could

can’t bring myself to do what it is you think i should

i know you said

can’t you just get over it

it turned my whole world around

and i kind of like it

i made my bed and i sleep like a baby

With no regrets and i don’t mind sayin’

it’s a sad sad story when a mother will teach her

daughter that she ought to hate a perfect stranger

and how in the world can the words that i said

send somebody so over the edge

that they’d write me a letter

sayin’ that i better shut up and sing

or my life will be over

i’m not ready to make nice

i’m not ready to back down

it’s too late to make it right

i probably wouldn’t if i could

forgive, sounds good

forget, i’m not sure i could

they say time heals everything

But i’m still waiting



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RESOURCES


1. Student Viewing Guide

2. Viewing Guide Answer Key

The Chattanooga Sit-In Movement




Chattanooga Sit-Ins documentaryStudent Viewing Guide

page 1 of 1

name: date:

directions: as you watch this documentary, answer the following questions that relate to the chattanooga sit-ins.

1. What motivated the students in Chattanooga to conduct sit-ins, despite an initial lack of support from the city’s black leaders?

a.) they were inspired by the sit-ins happening in other cities B.) a fellow student was violently attacked for trying to eat at a lunch counter c.) they were angry because the mayor had used racial slurs in a recent speech

2. The majority of the young people who were at the frontline of the Chattanooga sit-in protests were:

a.) college students B.) high school students c.) factory workers

3. For years, the participants didn’t talk about their experiences because:

a.) they were ashamed B.) they were too traumatized c.) they feared they could get in trouble with the law

4. In Chattanooga and across much of the South, what happened if you violated segregation laws?

a.) You were arrested and taken to jail B.) local authorities would confiscate your home and personal possessions c.) nothing, but it was frowned upon

5. Which of the following was not one of the rules that the sit-in participants were instructed to follow?

a.) try to buy something B.) Bring a weapon in case you need to defend yourself c.) Be on your best behavior

6. What happened on the first day of the sit-ins?

a.) all of the participants were immediately arrested B.) violence erupted c.) the lunch counters closed and the participants were photographed by the chattanooga times.

7. later a symbol of the Civil rights Movement, what did the City of Chattanooga use to “keep the peace”?

a.) police dogs B.) tear gas c.) fire hoses




Chattanooga Sit-Ins documentaryStudent Viewing Guide answer key

page 1 of 1

name: date:

directions: as you watch this documentary, answer the following questions that relate to the chattanooga sit-ins.

1. What motivated the students in Chattanooga to conduct sit-ins, despite an initial lack of support from the city’s black leaders?

a.) they were inspired by the sit-ins happening in other cities B.) a fellow student was violently attacked for trying to eat at a lunch counter c.) they were angry because the mayor had used racial slurs in a recent speech

2. The majority of the young people who were at the frontline of the Chattanooga sit-in protests were:

a.) college students B.) high school students c.) factory workers

3. For years, the participants didn’t talk about their experiences because:

a.) they were ashamed B.) they were too traumatized c.) they feared they could get in trouble with the law

4. In Chattanooga and across much of the South, what happened if you violated segregation laws?

a.) You were arrested and taken to jail B.) local authorities would confiscate your home and personal possessions c.) nothing, but it was frowned upon

5. Which of the following was not one of the rules that the sit-in participants were instructed to follow?

a.) try to buy something B.) Bring a weapon in case you need to defend yourself c.) Be on your best behavior

6. What happened on the first day of the sit-ins?

a.) all of the participants were immediately arrested B.) violence erupted c.) the lunch counters closed and the participants were photographed by the chattanooga times.

7. later a symbol of the Civil rights Movement, what did the City of Chattanooga use to “keep the peace”?

a.) police dogs B.) tear gas c.) fire hoses

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Tennessee’s Modern Civil Rights Movement - Tennessee … civil rights final.… · · 2011-10-07civil rights advocates who lay the foundation for the modern civil rights movement.

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