Social Movements Rally by MikeJenny


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									Power of the People

     An Empowering Course in
     American Social Movements

     By Sarah Cantor
Background                          ....1
From the Civil Rights
Movement in the 1960s to
the Anti-War Movements
in the 1970s and today,

                           social activism has
                           played a major role
                           in American History.
Background                                        ....2
   8th Grade Social Studies Classroom
   Approx. 20-30 students
   Students will have basic background
    knowledge of:
       Civil Rights Movement      Anti-Vietnam War Movement
       Suffragist Movement        Anti-Iraqi War Movement

   This unit will follow the Vietnam War Unit
Objectives                                           ... .1
   Learn key facts about social movements (exe: Civil Rights
    movement, Suffragist movement) and anti-war movements (exe:
    Vietnam, Iraq) throughout our history
   Identify effectiveness of different kinds of activism:
       Petition             Communication with Senate/Congress
       Rally/March          Bills/Initiatives/Referendums
   Analyze different protests, form opinions about the value (or lack
    thereof) of protesting
   Recognize that their voices matter and that every
    individual can make a difference
Activities             .DAY 1

   What do you remember about the
    Vietnam Protests?
   Establish the Who, Where, When,
    Why, How, Reactions
   Discussion
    Activities                                   ... .DAY 2
   Quick Review
   What other social movements are there?
   Discussion
   How do people protest?
       Petition                  Communication with Senate/Congress
       Rally/March              Bills/Initiatives/Referendums

   Assignment
       Make a list of 5 things you see as unfair, including one at home and one
        at school
Activities                                 ....DAY 3
   Any new thoughts? Anything we haven’t
    talked about?
   Share injustices with class
       Teacher will write what students came up with on the board,
        putting a tally next to repeated injustices, maybe a trend will

   Teacher lays out game plan
The Game Plan                          ....1
   Students will divide into 3 groups:
       CONGRESS, and PRO and ANTI protestors
   Protest groups will utilize protest methods
    they have learned about to pass or block
    a hypothetical bill
   The groups will present petitions, letters,
    “phone calls,” a “march,” etc to the
The Game Plan                        ....2
   Congress will pass or block the bill
   Congress will also talk in front of the class
    about what they saw as effective, what
    was less effective
   Activity will culminate in a final journal
    entry/in class essay
Activities                               ... .DAY 3
   After all is understood, teacher presents
    bill and divides students into their groups
   Last few minutes students can work
    within their groups and begin planning
       Pro and Anti protestors begin thinking about who is going to
        do what, what their arguments will be
       Congress begins to research topic in computer lab with TA,
        their job is to be informed
Activities                                ....DAY 4
Work Day
   Within groups students plan and prepare
       Student protestors divide tasks and execute them so they will
        be ready to present all their arguments the next day
       Student congress discusses pros and cons, gets educated, any
        special interests, any personal interests, etc
Activities                      ....DAY 5
   Congress will be centrally located, protestors on
    each side will take turns going forward and
   Congress should not be idle, they should be
    actively hearing or watching or reading
    presentations of protestors all day
   Protestors should not be idle, they should be
    presenting or preparing all day
Activities                   ....DAY 6
   Final Day
   Congress Votes
   Then it’s finally Congress’s turn to present,
    sharing in an informal dialogue format
    what they saw as effective and ineffective
   Second half of class is writing time, where
    students write about what they have
    learned from the week

   Participation in class discussions
   Completion of list of injustices
   Participation in the final group project
   Written reflection on what they have
    learned from the activity

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