Living the Story: The Civil Rights Movement in Kentucky
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Lesson Plan: Integrating Public Accommodations in Kentucky

Suggested Grade Level

Middle

This lesson could be taught within a unit on history, government, economics, sociology, or psychology.

Academic Expectations

2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
2.15   Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
2.16   Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.
2.17   Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.
2.18   Students understand economic principles and are able to make economic decisions that have consequences in daily living.
2.20   Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

Program of Studies

    6th Grade:
  • Examine how human and physical geography influenced past decisions and events.
  • Explain economic concepts (e.g., supply, demand, money as a form of exchange, goods, services, markets, competition, opportunity cost) as they apply in regard to individuals, societies, and governments.
  • Analyze social interactions, including conflict and cooperation, among individuals and groups around the world.
  • 7th Grade:
  • Investigate the development of human rights prior to 1500 A.D.
  • Investigate the emergence of social institutions and how they responded to human needs.
  • Give examples of cooperation, conflict, and competition that resulted from the interaction of cultures.
  • 8th Grade:
  • Use a variety of tools (e.g., primary and secondary sources, data, artifacts) to explore the interpretive nature (how perceptions of people and passing of time influence accounts of historical events) of United States history.
  • Develop a chronological understanding of the early history of the United States.
  • Recognize cause-and-effect relationships and multiple causes of events in United States history.
  • Examine the impact of significant individuals and groups in early United States history.
  • Understand the development of democratic thought in early America.
  • Understand how the desire to earn profit influenced the establishment and growth of economic institutions in early United States history.
  • Understand how the U.S. Constitution has changed over time to adjust to different needs and situations.
  • Examine the rights and responsibilities of individuals in American society by analyzing democratic principles (e.g., liberty, justice, individual human dignity, and the rule of law) as expressed in historical events, historical documents (e.g., the Bill of Rights, Declaration of Independence, U.S. Constitution), and American society.
  • Analyze social interactions among diverse groups and individuals in United States history.
  • Analyze social interactions, including conflict and cooperation, among individuals and groups in United States history.

Core Content

  • SS-M-1.1.2
  • SS-M-1.3.1
  • SS-M-2.2.1
  • SS-M-2.4.1
  • SS-M-3.4.1
  • SS-M-5.1.1
  • SS-M-5.2.1
  • SS-M-5.2.2
  • SS-M-5.2.4

Objective of Lesson

  • To develop students’ understanding of culture, belief systems, and values as related to segregation.

Assessment

Students will have a writing and/or presentation assignment. Students will have the option of writing a one- to two-page position paper expressing their personal opinions, combining with a classmate to write and present a bill eliminating segregation to be debated and voted into law, or combining with a classmate to write and perform a television commercial promoting diversity.

Materials Needed for Lesson

Description of Lesson

Students should discuss culture, ethnicity, diversity and multiculturalism, conflict, and rights.

Students should watch segments of the videos Living the Story: The Civil Rights Movement in Kentucky, Africans in America, Eyes on the Prize, and Africans in Kentucky. The teacher will lead follow-up class discussions, reflections, and brainstorming sessions and provide analysis and explanation for issues such as segregation, desegregation, integration, nonviolent resistance, and civil rights.

Students should be invited to access the Living the Story web site to research biographies of Kentuckians who participated in the civil rights movement and access the Kentucky civil rights timeline and bibliography.

A member of the community can be invited to speak with the class about the Kentucky civil rights movement and the era.

Teacher Contact

Don Offutt, Division of Equity, Kentucky Department of Education

Living the Story > For Teachers > Integration Lesson Plan