On February 1, 1960, four African American college students--Ezell A. Blair, Jr.
Grade Range: 9-12
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This annotated inquiry leads students through an investigation of the civil rights movement using the lens of nonviolent direct-action protest. The content of this inquiry relates to Key Idea 11.10, Social and Economic Change/Domestic Issues (1945 – Present). The compelling question “What made nonviolent protest effective during the civil rights movement?” asks students to grapple with the means of achieving the various ends of the civil rights movement—an end to segregation as well as the achievement of voting rights and true equality as citizens. This investigation is situated in the unique time of the civil rights movement in which a large number of individuals and organizations strategically chose to use tactics that on the surface may have seemed counterintuitive and yet yielded effective results.
United States History Standards (Grades 5-12)
Era 9: Postwar United States (1945 to early 1970s)
Era 10: Contemporary United States (1968 to the present)
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 2: Historical Comprehension
Historical Thinking Standard 3: Historical Analysis and Interpretation
Common Core State Standards (Grades 9-10)
Literacy in History/Social Studies (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): 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.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
2: Applying Disciplinary Tools and Concepts
D2.Civ.5.9-12. (Civics): Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.12.9-12. (Civics): Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
D2.His.3.9-12. (History): Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.12.9-12. (History): Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
3: Evaluating Sources and Using Evidence
D3.3.9-12. (Developing Claims and Using Evidence): Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.