Goals & Objectives
Goal: Students will comprehend the importance of federal intervention to enforce civil rights.
Objective: Students will understand the rising tensions and legal confrontations between segregationists and the federal government.
Objective: Students will understand the rising tensions and legal confrontations between segregationists and the federal government.
California State Content Standards
State Content Standards:
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Common Core Literacy Standards
CCSS.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Driving Historical Question
How was the federal government able to integrate public schools in the South in the face of legal and political obstacles placed by powerful elected leaders in those states?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 min.
The teacher begins class by taking the role of a TV news anchor. The teacher pretends he is broadcasting an important story and the students are his audience. The story: California’s governor is at that moment blocking the entrance to UC Berkeley with state National Guard troops. The reason? He’s refusing to let in any student who was not born in the United States. He claims this is his right under the Constitution. The “anchor” informs the students that the President of the United States has just put the National Guard under federal control and is forcing the governor to step aside and let foreign-born students enter. Next, the teacher will ask the students if this sounds conceivable. Students will engage in an open 3 minute discussion about the plausibility of this scenario. This will access prior knowledge and foster student interest in the issues of civil rights, federal power and integration.
Vocabulary (Content Language Development) ‖ Time: Throughout lesson
The teacher will highlight the following key terms during the lesson. The teacher will pause to note when each term is used in context:
Integration
Segregation
Federalization
States’ rights
10th Amendment
Supremacy clause
Integration
Segregation
Federalization
States’ rights
10th Amendment
Supremacy clause
Content Delivery (Method of Instruction) ‖ Time: 40 min.
The teacher will present this lesson in the computer lab during a 90-minute block. First, the teacher will give a brief review. The teacher will remind the students that Brown v. Board had overturned school segregation in 1954. The teacher will also remind the students that many Southern governors kept trying to keep public schools segregated. The teacher will use the 1957 integration of Little Rock Central High as an example. Then the teacher will introduce the lesson by explaining how Governor George Wallace was refusing to let black students enter the University of Alabama in 1963 – nine years after Brown v. Board. The teacher will BRIEFLY explain the conflicting legal views framed by the 10th Amendment and the Supremacy Clause of the U.S. Constitution. The teacher will explain why Gov. Wallace believed he was protected by the 10th Amendment (“states’ rights”) and why the federal government decided to use a Supremacy Clause argument (“supreme law of the land”)
The teacher will use all the computers in the lab for a “digital gallery walk”. Half of the computers will be playing the edited NBC News TV footage of the “Stand in the Schoolhouse Door” where Gov. Wallace gave a speech and refused a federal order by the U.S. Deputy Attorney General to integrate the university. The other half of the computers will be playing President Kennedy’s address to the nation regarding his decision to federalize the National Guard and integrate the University of Alabama. Around the lab, the teacher will post multiple printed versions of the speeches delivered by Wallace and Kennedy. Ample headphones will be available so several students can watch on each monitor. The students will be given the "motion picture analysis worksheet" and the "written document analysis worksheet". Students will pair up and work on the two worksheets while they examine the TV news footage and the written addresses.
Since both videos are 5-6 minutes in length, students should finish each video around the same time and rotate around the “digital gallery walk”. Students will be instructed to read the printed copies of the speeches after they watch the respective video (there will be extra copies provided to each student). This way they’ll be able to hone in on key arguments and important vocabulary words. It will also allow them to see how the speech was structured and where edits where made. Students will be encouraged to compare and contrast the videos with the written versions and look for tone and structure.
The teacher will use all the computers in the lab for a “digital gallery walk”. Half of the computers will be playing the edited NBC News TV footage of the “Stand in the Schoolhouse Door” where Gov. Wallace gave a speech and refused a federal order by the U.S. Deputy Attorney General to integrate the university. The other half of the computers will be playing President Kennedy’s address to the nation regarding his decision to federalize the National Guard and integrate the University of Alabama. Around the lab, the teacher will post multiple printed versions of the speeches delivered by Wallace and Kennedy. Ample headphones will be available so several students can watch on each monitor. The students will be given the "motion picture analysis worksheet" and the "written document analysis worksheet". Students will pair up and work on the two worksheets while they examine the TV news footage and the written addresses.
Since both videos are 5-6 minutes in length, students should finish each video around the same time and rotate around the “digital gallery walk”. Students will be instructed to read the printed copies of the speeches after they watch the respective video (there will be extra copies provided to each student). This way they’ll be able to hone in on key arguments and important vocabulary words. It will also allow them to see how the speech was structured and where edits where made. Students will be encouraged to compare and contrast the videos with the written versions and look for tone and structure.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30
Students will be engaged from the moment the class starts and the “anchor” presents them with the anticipatory set. The students will be able to access prior knowledge during the beginning of the class and at the start of the content delivery. Learning about the “Stand in the Schoolhouse Door” will allow them to apply their knowledge as they expand their schema. Analyzing the primary sources will require them to critically examine the words and actions taken by the politicians, students and the National Guard members. Students will be instructed to source and contextualize the primary sources. This will allow them to think critically about the motivations and biases that may be present in the texts and videos – including any potential bias by the news media. Students will also be able to conduct a close reading of the documents. Analyzing the tone, syntax and edits made to the documents will allow the students to dig deeper into the primary sources. Students can also find instances where a primary source offers corroboration, such as a court decision
More than anything, students are able to interact with primary sources, and by extension, history. The use of early TV News allows the students to see history evolve in a matter of hours. From Wallace standing in the doorway to Kennedy talking to the American public, this set of primary sources gives students an opportunity to watch history unfold. It also engages students in a then-new medium: TV news. They can see how a new type of primary source evolved during the Civil Rights Era. And with this lesson, they can see how that primary source helped shape events and the speed at which those events transpired.
Below is the NBC News TV footage of Gov. Wallace's speech, President Kennedy's address to the nation and links to the texts of both speeches:
More than anything, students are able to interact with primary sources, and by extension, history. The use of early TV News allows the students to see history evolve in a matter of hours. From Wallace standing in the doorway to Kennedy talking to the American public, this set of primary sources gives students an opportunity to watch history unfold. It also engages students in a then-new medium: TV news. They can see how a new type of primary source evolved during the Civil Rights Era. And with this lesson, they can see how that primary source helped shape events and the speed at which those events transpired.
Below is the NBC News TV footage of Gov. Wallace's speech, President Kennedy's address to the nation and links to the texts of both speeches:
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Lesson Closure ‖ Time: 5
The teacher will end the lesson with a discussion of George Wallace’s life after the “Stand in the Schoolhouse Door”. The teacher will discuss Wallace’s unsuccessful runs for president and his near assassination in 1972. The teacher will talk about Wallace’s eventual apology for his segregationist past and his decision to appoint many African Americans leading up to his retirement as governor in 1987. The students will be left with one final question to ponder: Given everything you now know, how should history judge George Wallace?
Assessments (Formative & Summative)
Formative:
Students will complete their Wallace/Kennedy graphic organizer. This will give the teacher important feedback about student learning. The teacher will see if the students are utilizing higher-order and critical thinking as they grapple with the vexing issues involved in the “Stand in the Schoolhouse Door”. The teacher will also observe how well students utilize the key vocabulary words and phrases.
Summative:
In the final 10 minutes of the content delivery, students will write a one page analysis of the arguments presented in the various primary sources. They will collect and organize relevant information from the primary sources to present a convincing, evidence-based analysis of the arguments presented by Gov. Wallace and President Kennedy.
Students will complete their Wallace/Kennedy graphic organizer. This will give the teacher important feedback about student learning. The teacher will see if the students are utilizing higher-order and critical thinking as they grapple with the vexing issues involved in the “Stand in the Schoolhouse Door”. The teacher will also observe how well students utilize the key vocabulary words and phrases.
Summative:
In the final 10 minutes of the content delivery, students will write a one page analysis of the arguments presented in the various primary sources. They will collect and organize relevant information from the primary sources to present a convincing, evidence-based analysis of the arguments presented by Gov. Wallace and President Kennedy.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL students will be given a transcript of the speech in advance so they can follow along as they watch the video. This will allow them to decode complicated or outdated words. They will be able to make notes on the transcript and underline key vocabulary words. If needed, they can also partner up with a bilingual student who can help translate the material.
Striving readers will also be given a transcript to use as they watch the video. When they are reading the documents on the wall, the striving readers will be able to use a heterogeneous reading partner. This will allow them to fully grasp the content.
Students with special needs will be accommodated in accordance with their needs and with any legal requirements. For instance, a deaf or hearing impaired student can team up with a signing partner, if available. If not available, that student can complete the assignment based on the written documents and a viewing of the NBC video images. Blind students can be accommodated in a similar fashion. All students with special needs can also take extra time to complete the assignment, including during a study period and/or at home.
Striving readers will also be given a transcript to use as they watch the video. When they are reading the documents on the wall, the striving readers will be able to use a heterogeneous reading partner. This will allow them to fully grasp the content.
Students with special needs will be accommodated in accordance with their needs and with any legal requirements. For instance, a deaf or hearing impaired student can team up with a signing partner, if available. If not available, that student can complete the assignment based on the written documents and a viewing of the NBC video images. Blind students can be accommodated in a similar fashion. All students with special needs can also take extra time to complete the assignment, including during a study period and/or at home.
Resources (Books, Websites, Handouts, Materials)
Edited NBC News TV footage of “Stand in the Schoolhouse Door” featuring statements by Gov. George Wallace, U.S. Dep. Attorney General Katzenbach, National Guard troops and black students. https://www.youtube.com/watch?v=4WbLGlIzW88
Text (with edits) of Gov. George Wallace’s speech at schoolhouse door: http://digital.archives.alabama.gov/cdm/ref/collection/voices/id/2050
President Kennedy’s address to the nation about his order to integrate the University.
Transcript and film: http://millercenter.org/president/speeches/speech-3375
Film only: https://www.youtube.com/watch?v=rS4Qw4lIckg
39 copies of the motion picture analysis worksheet and the written document analysis worksheet
50 copies of Kennedy address and Wallace address (11 for the classroom walls and 39 for each student)
Text (with edits) of Gov. George Wallace’s speech at schoolhouse door: http://digital.archives.alabama.gov/cdm/ref/collection/voices/id/2050
President Kennedy’s address to the nation about his order to integrate the University.
Transcript and film: http://millercenter.org/president/speeches/speech-3375
Film only: https://www.youtube.com/watch?v=rS4Qw4lIckg
39 copies of the motion picture analysis worksheet and the written document analysis worksheet
50 copies of Kennedy address and Wallace address (11 for the classroom walls and 39 for each student)