Atlanta: 8th Grade Lesson Plan
Segregation

Significance of learning about Segregation in the Civil Rights Movement

Students will be able to identify the different forms of segregation that existed during Civil Rights Movement period in n Georgia. By reading stories on the Freedom on Film web-site, they will be able to understand how segregation was used to oppress, suppress and victimize people of color. They will understand the uniqueness of Atlanta’s Civil Rights Movement experience during the period 1940 to 1970 and the role the churches, social organizations, businesses, and universities of the played in developing black leadership.

Students will demonstrate an understanding that segregation was one of the major issues that the civil rights movement set out to tackle. They will also understand the whole concept of segregation from the stories of the activities in Atlanta.  They should be able to identify significant leaders of the civil rights movement and organizations that fought segregation in Atlanta.

Primary learning outcomes (Teacher’s Questions for Students)

What was the genesis of segregation in Atlanta? Which organizations were formed to tackle this problem? Who were the leaders championing these efforts? What inspired them? What are the specific activities used by the organizations, individuals and groups to fight segregation in Atlanta? When did segregation officially end? How did the desegregation activities in Atlanta influence the whole Civil Rights Movement? What role did the Student Non-Violent Coordinating Committee (SNCC) in the fight against segregation?

Additional learning outcomes (Teacher’s Questions for Students)

Who was the pioneer of desegregation in Atlanta? What role did Lester Maddox and the Pickrick Restaurant play in the Civil Rights Movement? When were the Students for a Democratic Society and Atlanta’s Fat Cats formed? What was their role in the Civil Rights Movement?

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Assessed Georgia Performance Standards
Grade 8: Social Studies
(Note: specific skills addressed are italicized)

SS8H11 The student will evaluate the role of Georgia in the modern Civil Rights Movement.

1. Describe major developments in civil rights and Georgia's role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor's race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag.
2. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.
3. Discuss the impact of Andrew Young on Georgia.

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Class and Web Activity on Segregation

Materials and Equipment

1. Web link to Freedom on Film web-site or handouts containing the site contents if there is no computer and/ internet access.
2. Writing materials
3. Colored construction paper (at least two different colors)

Step 1: Duration – 30 Minutes

Introduce students to the concept of segregation by distributing two sets of directly colored pieces of paper randomly to form two equal groups (if the groups are not demographically balanced make the appropriate changes). “Segregate” one of the two groups by asking then to turn their desks and face the back of the room or away from the class activity area.
Lead the half of the class that is facing the front of the class through an unrelated class discussion from previous class sessions while ignoring the others. You may also scribble something interesting on the white board or play a humorous animated soundless clip on the projector that is likely to elicit laughter from the class. At some point, the students will begin to be uncomfortable at their treatment and you can then turn the discussion and their desks around to civil rights and the concept of segregation.

Step 2: Duration – 20 Minutes

Divide the class into groups that consist of an equal number of those who were earlier “segregated” and those who were not and ask the groups to discuss what it is like to learn in a segregated classroom and how the experience of learning in such a classroom would be.  

Step 3: Duration – 20 Minutes

Bring the class together and get volunteers to share with the class their understanding of segregation. Discuss the highlights of segregation then introduce the class to segregation ion Atlanta by  reading and studying the links of the following Freedom on Film stories of Atlanta:- Lester Maddox and the Pickrick Restaurant.

Total Duration
70 minutes 

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Sample Discussion or Worksheet Questions

1. What characterized segregation in Atlanta?
   
2. What was the genesis of the desegregation in Atlanta?
   
3. Which organizations were formed to tackle this problem?
   
4. Who were the leaders championing the desegregation in efforts Atlanta?
5. How did the desegregation activities in Atlanta influence the whole Civil Rights Movement?
6. What role did the Student Non-Violent Coordinating Committee (SNCC) in the fight against segregation?
7. Who were the pioneers of desegregation in Atlanta?
8. What role did Lester Maddox and the Pickrick Restaurant play in the Civil Rights Movement?
9. When were the Students for a Democratic Society and Atlanta’s Fat Cats formed? What was their role in the Civil Rights Movement?
10. What are the specific activities used by the organizations, individuals and groups to fight segregation in Atlanta?
11. How did the segregationists counter the Civil Rights Movement?
12. Which artifacts marked the first victory against segregation in Atlanta?

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Procedures/Learning Activities

Journal- Writing Activity on Segregation  

Materials and Equipment

1. Web link to Freedom on Film web-site or handouts containing the site contents if there is no computer and/ internet access.
2. Writing materials

Step 1: Duration – 30 Minutes

Introduce the students to segregation by reading and studying the links of the following Freedom on Film stories: - The desegregation of Atlanta schools and Students for a Democratic Society and Atlanta’s Fat Cats

Step 2: Duration –20 Minutes

Discuss with the class about the different strategies used by the Civil Rights Movement and groups to fight segregation. The following questions can help guide the discussions: What were some of the approaches used by the Students for a Democratic Society and Atlanta’s Fat Cats to fight segregation? How did the segregationists counter these strategies? Ask the student to support their responses using the Freedom on Film website story on Atlanta.

Step 3: Duration – 30 Minutes

Ask the students to write a one page journal entry describing what the learnt about segregation in Atlanta schools and how the Civil Rights Movement desegregated them.  Ask the student to support their entries using the Freedom on Film website story on Atlanta: - The desegregation of Atlanta schools. The students should be prepared to present their write-ups to the rest of the class.

Total Duration
70 minutes

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Procedures/Learning Activities

Essay Activity on Segregation

Materials and Equipment

1. Web link to Freedom on Film web-site or handouts containing the site contents if there is no computer and/ internet access.
2. whiteboard or chalkboard
3. Writing materials

Step 1: Duration – 20 Minutes

Introduce the students to the milestones of the civil rights movement by reading and studying the links of the following Freedom on Film stories in Atlanta:- Barbwire theatre  comes to Atlanta and  Maynard Jackson’s vision for the movement.

Step 2: Duration – 15 Minutes

Discuss with the class the mile-stones made by the Civil Rights Movements in Atlanta in their quest fro a desegregated society. Using the using the Freedom on Film website story on Atlanta :- Lester Maddox and the Pickrick Restaurant story as a defining artifact of segregation, ask the students to identify the progress the civil rights movements made in fighting segregation.

Step 3: Duration – 15 Minutes

Ask the students to write an essay on why they think about segregation in Atlanta documenting key civil rights leaders and organizations that championed desegregation using the New Georgia Encyclopedia found in theFreedom on Film web-site

Total Duration
70 minutes

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Materials and Equipment

1. Web link to Freedom on Film web-site or handouts containing the site contents if there is no computer and/ internet access.
2. whiteboard or chalkboard
3. Writing materials

Introduce the students to the activities in Atlanta during the fight against segregation by reading and studying the links of the following Freedom on Film stories: - Georgia’s Evolving State Flag and the Multicultural Vision of Andrew Young (Atlanta)

Step 2: Duration – 15 Minutes

Using the Georgia’s Evolving State Flag story in the Freedom on Film website as reference, lead the class in a discussion about the artifacts of segregation.

Step 3: Duration – 15 Minutes

Discuss the role and impact of Andrew Young on the desegregation efforts in Atlanta and ask the students to write key points on the same using the Freedom on Film story on: -The Multicultural Vision of Andrew Young

Step 4: Duration – 25 Minutes

Ask the students to write an essay on Lester Maddox's role in the fight for segregation and include the roles played by Students for a Democratic Society and Atlanta’s Fat Cats amongst other groups. Get volunteers to share their essays in the next class meeting.

Total Duration
70 minutes

Assessment:

Asses the students ability to identify the characteristics of the non-violent approached used in the Civil Rights Movement and be able to discuss the successes of the approach while outlining the losses averted.

Suggested Resources (click here)

Writer: Anthony Omerikwa 
Editors: Christina L. Davis and Professor Barbara McCaskill  
Researchers: Anthony Omerikwa 
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