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The overarching topic of this unit is East Central Indiana’s Civil Rights History. The preliminary lesson is an introduction to the Civil Rights Movement. It is an overview of the events taking place in the nation. This will build background knowledge and more meaningful connections before students board the Freedom Bus. Once on the bus, students will be delving deeper into how Civil Rights specifically impacted East Central Indiana. They will look at how employment, education, neighborhood parks, and other areas were affected locally. The final follow-up lesson is a culmination of the previous two lessons. It will allow students to summarize all the information they have learned from the unit. Students will be describing important events and movements that impacted life in Indiana and the entire United States.

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Students will be able to identify primary and secondary sources.

 

  • Students will be able to compare events of the American Civil Rights Movement to current events.

  • Students will be able to grasp the importance of the events that took place during the American Civil Rights Movement.

  • Students will be able to summarize the events that they saw displayed on the Freedom Bus.

       

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  • Identify the helpers of the Underground Railroad

  • Identify and explain Indiana’s stance/role in the Civil War

  • Identify and explain the significance of storytelling in our community

  • Use maps as tools for research and travel.

  • Define civil rights

  • Identify and explain why the Civil Rights Movement emerged

Meets Indiana Grade 4 State Standards for Social Studies Education:

4.1.7        4.3.2        4.3.13

 

Meets Indiana Grade 4 State Standards for English/Language Arts:

4.RL.2.1        4.RN.2.2        4.RN.2.3        4.RN.3.1        4.RN.3.2        4.W.3.2         4.SL.2.1         4.SL.2.4

Objectives:

Topic:

Civil War/Underground Railroad in Indiana

Objectives:

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  •  Identify and explain changes in Indiana’s government from the late 19th century to the early 20th century

  • Acknowledge the limitations and restrictions put on minorities by the government

  • Compare differences in opinions expressed in historical document

  • Analyze historical documents

  • Work together in groups

Meets Indiana Grade 4 State Standards for Social Studies Education:

4.1.13        4.1.16

 

Meets Indiana Grade 4 State Standards for English/Language Arts:

4.SL.2.1        4.SL.2.2        4.SL.2.3        4.SL.2.4        4.SL.2.5

Objectives:

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  • Identify and define key phrases: hate crime, prejudice, equality, discrimination, bullying, and Ku Klux Klan

  • Compare and contrast the difference between a hate crime and a hate incident

  • Discuss the negative effects of prejudice and discrimination

  • Identify ways that students can address prejudice, bullying and/or discrimination

  • Learn the history, ideologies, and membership associated with the Klu Klux Klan (KKK) in the United States and in Indiana

 

 

 

 Meets Indiana Grade 4 State Standards for Social Studies Education

4.1.11        4.1.15        4.1.17        4.2.2

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Meets Indiana Grade 4 State Standards for English/Language Arts Education

4.RN.2.1        4.RN.2.2        4.RN.2.3        4.RN.3.1        4.RN.3.2        4.RN.3.3

4.RN.4.1        4.RN.4.2        4.W.3.2  

Objectives:

  • Identify and describe important events in history related to the civil rights movement

  • Recognize the changes in Indiana from the mid 20th century to the present related to the civil rights movement

  • Identify the duties and rights of an American Citizens

  • Investigate civic/political issues/problems from the mid 20th century to present times locally and throughout the United States

Meets Indiana Grade 4 State Standards for

Social Studies Education:

4.1.11        4.2.5        4.2.7        4.2.2

 

Meets Indiana Grade 4 State Standards for English/Language Arts:

4.RL.2.1        4.RL.4.1       4.RN.2.1        4.RN.2.2        4.RN.2.3       4.RN.3.2       4.SL.2.1        4.SL.2.2        4.SL.2.3        4.SL.2.4        4.SL.2.5        4.SL.3.1        4.SL.4.1

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  • Define key terms: inclusivity, segregation, integration, and equality

  •  Identify differences between being inclusive and being equal

  • Determine whether an institution and its policies are inclusive, equal, or both

  • Describe the political climate of schools and public education during the Civil Rights era

  • Analyze, interpret, and discuss public education legislation and its effects

  • Distinguish between de facto and de jure segregation

 

Meets Indiana Grade 4 State Standards for Social Studies Education:

4.1.11        4.1.13        4.1.15        4.1.17        4.2.2        4.2.3

 

Meets Indiana Grade 4 State Standards for English/Language Arts:

4.RL.2.1        4.RN.2.2        4.RN.2.3        4.RN.3.1        4.RN.3.2       4.RN.3.3        4.RN.4.1         4.W.3.1          4.SL.2.1          4.SL.2.2         4.SL.2.3          4.SL.2.4          4.SL.2.5         4.SL.3.1         4.SL.3.2

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  • Define leader and leadership

  • Identify qualities that we seek in leaders

  • Identify examples of people that students believe are leaders (national leaders or local leaders)

  • Speculate how students themselves can be leaders or embody the characteristics of good leadership

  • Identify individual rights (e.g., freedom of speech, religion, & public education) identified under Article 1 of Indiana’s Constitution

  • Identify entrepreneurs who have benefited Indiana & local communities economically

  • Identify/describe important events or movements that changed 20th century Indiana life

Meets Indiana Grade 4 State Standards for Social Studies Education:

4.2.5        4.2.6        4.1.11        4.2.2       4.4.7

 

 

Meets Indiana Grade 4 State Standards for English/Language Arts:

4.W.3.2        4.SL.2.1       4.SL.2.2        4.SL.2.3        4.SL.2.4       4.SL.2.5        4.SL.3.1       4.SL.3.2

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