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A brief look at the civil rights museum and its significance in the american history

Assign subjects to students.

  • Indicate that wherever possible students should check more than one source for each person they are researching;
  • Why was segregation still practiced in southern states in the middle of the 20th century, despite the passage of constitutional amendments prohibiting segregation following the Civil War?
  • In Montgomery, visit the Rosa Parks Museum and feel what it was like to be arrested for not moving to the back of the bus;
  • Ask your students for suggestions for the cover of the encyclopedia;
  • These writings look at how civil rights memories become established as fact through museum exhibits, street naming, and courtroom decisions; how our visual culture transmits the memory of the movement; how certain aspects of the movement have come to be ignored in its "official" narrative; and how other political struggles have appropriated the memory of the movement;
  • Students can set up their data base using a commercially available program.

If you want students to work together in small groups, you can consider giving several subjects to each group. Discuss with your students where they can find biographical information about their subjects: Indicate that wherever possible students should check more than one source for each person they are researching. Go over the fundamentals of taking notes from other sources.

  1. Adaptations Adaptations for Older Students.
  2. Students can set up their data base using a commercially available program.
  3. American cleric committed to nonviolent tactics during the Civil Rights Movement. The wall is inscribed with an excerpt from the Book of Amos quoted in historic speech by Dr.
  4. Adaptations Adaptations for Older Students.
  5. American cleric committed to nonviolent tactics during the Civil Rights Movement. Board of Educationon life in the United States?

Another factor to consider before writing begins is format for the encyclopedia articles. In doing research, students will have found more biographical details about some subjects than others; they will have to decide whether to use blanks or question marks to indicate missing information.

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When birth and death dates and places are reported, consider the option of setting them off instead of running that information into the prose of the article.

You may use the following format, for example: Martin Luther King Died [place] [date] [Main text of encyclopedia entry begins here. American cleric committed to nonviolent tactics during the Civil Rights Movement. Set up a revising-editing-proofreading system so that both students and you have a chance to improve articles for the encyclopedia.

Then consider having all the articles typed or word processed in the same type style and size, with the same line length, and paginated so that when bound, the end product will look professional. Ask your students for suggestions for the cover of the encyclopedia.

  • The authors ask vital questions about who remembers the civil rights struggle and how they do so;
  • American cleric committed to nonviolent tactics during the Civil Rights Movement;
  • Students can set up their data base using a commercially available program;
  • When birth and death dates and places are reported, consider the option of setting them off instead of running that information into the prose of the article.

If possible, make a copy of the finished encyclopedia for each student in your class. Work with first-grade teachers to create an opportunity for your students and the younger ones to meet and share the encyclopedia.

Adaptations Adaptations for Older Students: Suggest that students prepare their encyclopedia as a functioning, electronic data base in which users can search for a term. Students can set up their data base using a commercially available program. Why does racism still exist?

What are some of the steps that would be necessary to eliminate racism, not only in the United States, but also in other parts of the world?

Why was segregation still practiced in southern states in the middle of the 20th century, despite the passage of constitutional amendments prohibiting segregation following the Civil War? To what extent were things different in northern states, and why? What was the impact of the 1954 Supreme Court decisionBrown v.

Board of Educationon life in the United States?

  • Then consider having all the articles typed or word processed in the same type style and size, with the same line length, and paginated so that when bound, the end product will look professional;
  • To what extent do you agree or disagree with it?
  • Memories of the movement are being created and maintained--in ways and for purposes we sometimes only vaguely perceive--through memorials, art exhibits, community celebrations, and even street names.

Discuss the implications of this decision for the martyrs of the civil rights movement. Consider whether this decision continues to have an effect on civil rights in America. The families of civil rights martyrs like Medgar Evers and Vernon Dahmer played an important role in their efforts.

Civil Rights Trail Itinerary

Analyze their participation, and consider the extent to which you would have offered similar support had your family members been involved in this way. Dignity was more important than a comfort zone. To what extent do you agree or disagree with it?

Compare the role that hatred has played in the civil rights movement in the United States and in human rights violations around the world, such as in Kosovo, Chechnya, and Sierra Leone. You can find information at the Web site of the Human Rights Watch: Analyze the role of hatred in these arenas, and discuss possible ways for resolving some of the issues you discover.

Martin Luther King Jr. Many people see protecting civil rights as a political problem, but many of the causes of racism and prejudice are personal and societal as well as political.

Compare the strengths and weaknesses of personal, societal, and political solutions to civil rights problems. Which are most effective and why?

  1. Assign subjects to students. Visit the Alabama State Capitol, the birthplace of the Confederacy and the final stop along the Selma-to-Montgomery march.
  2. When birth and death dates and places are reported, consider the option of setting them off instead of running that information into the prose of the article.
  3. Consider whether this decision continues to have an effect on civil rights in America. These writings look at how civil rights memories become established as fact through museum exhibits, street naming, and courtroom decisions; how our visual culture transmits the memory of the movement; how certain aspects of the movement have come to be ignored in its "official" narrative; and how other political struggles have appropriated the memory of the movement.
  4. Discuss the implications of this decision for the martyrs of the civil rights movement. These writings look at how civil rights memories become established as fact through museum exhibits, street naming, and courtroom decisions; how our visual culture transmits the memory of the movement; how certain aspects of the movement have come to be ignored in its "official" narrative; and how other political struggles have appropriated the memory of the movement.
  5. Students can set up their data base using a commercially available program. Indicate that wherever possible students should check more than one source for each person they are researching.