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On Violence and Nonviolence: The Civil Rights Movement in Mississippi lesson plan
Martha Hutson, Clinton, Mississippi
OVERVIEW
In this article for Mississippi History Now,
Dr. Curtis Austin challenges students to investigate both the violent
and nonviolent aspects of the civil rights struggle in Mississippi. Living
in a world increasingly affected by large-scale violent acts, students
will examine in this lesson the crucial role of nonviolence to the success
of the movement.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 3, 4, and 5; Objectives
05, 10, 20.
TEACHING LEVELS
Grades 7 through 12
MATERIALS AND EQUIPMENT
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Mississippi History Now article, "On Violence and Nonviolence:
The Civil Rights Movement in Mississippi"
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Video, “Mississippi: Is This America?” from series “Eyes
on the Prize” (available in most school/public libraries and
from Mississippi History on Loan, Old Capitol Museum, P.O. Box 571,
Jackson, MS 39205-0571 (601-354-6222).
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Minor, Bill, Eyes on Mississippi: A Fifty Year Chronicle of Change, J. Prichard Morris Books, 2001 (optional)
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OBJECTIVES
Students will:
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determine how violence and nonviolence were used as primary “weapons”
in the civil rights movement.
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evaluate the significance of “public exposure” to the
success of the civil rights movement.
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explore the dilemma of public nonviolence versus private violence
faced by many civil rights workers.
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identify Mississippians who were victims of violence during this
period.
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OPENING THE LESSON
Using one or more resources—a classroom text, articles from the
state’s primary newspapers of the time, or excerpts from Eyes
on Mississippi, pp. 165-169, the teacher will read aloud a description
of civil rights protests in Mississippi. Ask students to write several
facts they heard and to briefly describe their feelings regarding the
reading.
DEVELOPING THE LESSON
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Students will read the Mississippi History Now article and will write answers to these questions:
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Both violence and nonviolence were used as “weapons”
in the civil rights struggle. By whom were they used and to
what end?
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How important was it that people outside the South be exposed
to the violence and nonviolence of the civil rights movement?
What did civil rights leaders hope would be accomplished by
this exposure?
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What avenues could be used to “show and tell” the
story of the civil rights struggle?
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What federal legislation resulted, in part, from national
public exposure to the civil rights struggle in the South?
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How did some civil rights participants justify their use
of weapons?
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In small groups, students will discuss their findings. Teacher
will monitor discussions for accuracy.
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Teacher will lead brief large-group discussion to determine understanding.
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To reinforce this activity, students will write a one to two page
essay on the use of violence and nonviolence in the civil rights
struggle. They should incorporate their written answers as well
as what they learned in group discussions.
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Teacher will show scenes from the “Eyes on the Prize”
video. Students will compare/contrast their feelings after having
seen the video with their feelings as they listened to the description
read in opening the lesson. This should enable students to discuss
the impact of public exposure as they realize the powerful impact
of seeing actual footage.
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Assign group projects to create memorials to victims of violence
in Mississippi during the civil rights struggle. Suggestions: a
wall of martyrs, a scrapbook, a video production, an assembly program,
etc.
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CONCLUDING THE LESSON
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Using the “Think-Pair-Share” technique, have each partner
do the following:
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determine what new things you learned about the civil rights
movement;
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speculate on the outcome of the civil rights struggle if
violence had been the only “weapon” used;
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c.
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consider any applications to life today.
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Ask students to respond in writing to this query: In what ways
has your perspective on the civil rights movement changed as a result
of our study?
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ASSESSING STUDENT LEARNING
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Completion of written class assignments.
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Class/Group participation
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Essay
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Group project
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Perception report
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EXTENDING THE LESSON
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View exhibits highlighting the accomplishments of distinguished
black Mississippians at the Old Capitol Museum during Black History
Month programs.
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Investigate the “objectivity” of local print media during
this period. Of particular interest is the article in the June 24,
1963, The Clarion-Ledger, entitled “Californian Is Charged
With Murder of Evers.”
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Review the article, lesson plan and extensions, and resources
in the Mississippi History Now article, "When Youth Protest." Look under the Black history category on the online publication's Archives page.
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