Black Power Movements

Objectives

• Students will examine photos related to Black Power Movements within the U.S. context.
• Students will learn how to engage in transactive discussions.

Objectives

• Students will gain a more nuanced understanding of Jim Crow and how these laws impacted the daily lives of Black Americans.
• Students will understand Jim Crow was put in place to resist Black Americans’ constitutionally protected rights.
• Students will understand how these “separate but equal” laws set the context for activism in the civil rights movement.
• Students will understand that “separate but equal” schools, facilities, and amenities were never equal.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives

• Students will examine the origins, values, and efforts of the Student Nonviolent Coordinating Committee (SNCC) in helping Black Mississippians and Southerners in the struggle for civil rights and social equality.
• Students will gain an understanding of the elements of grassroots organizing and will recognize that ordinary people can be leaders of social movements.
• Students will understand the diversity and complexity of social movements and the tensions that can result because of this.
• Students will grapple with these tensions through critical examination and peer discussion.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives

• Students will understand the origins and foundation of Black Power ideology, its principles, and important key figures to the movement.
• Students will understand that Black Power was about empowering local Black people to take control of their own lives.
• Students will examine how SNCC as an organization evolved but ultimately remained loyal to its grassroots organizing strategies.
• Students will also examine the tensions that can exist between different organizations and people (such as SNCC and the SCLC) working to achieve social equality.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives

• Students will gain a nuanced and holistic understanding of the Black Panther Party (BPP), including its origins, legacy, and its relationship to the Black Power movement.
• Students will gain an understanding of the key figures of the BPP and their respective roles in the party.
• Students will learn about key issues that the BPP was concerned with as well as the challenges and tensions it faced within the party and from outside.
• Students will learn about the BPP different strategies and tactics (such as self-defense) than previously used in civil rights direct nonviolent protests.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives

• Students will trace the origins of policing and police brutality back to slavery.
• Students will understand how police violence has evolved over time in order to oppress and control Black people and other people of color.
• Students will learn about perspectives related to police reform and police accountability.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives

• Students will learn about the origins of the Black Lives Matter (BLM) movement, as well as its goals, issues, and tactics used to address these issues.
• Students will compare and contrast BLM to other organizations and movements that they have read about in this unit.
• Students will understand BLM, BPP, and SNCC have evolved over time in their approach to empowering Black people and achieving social justice.
• Students will also learn criticisms of BLM including those who do not support the organization and those who do not support their tactics.  
• Students will understand social justice movements have always faced resistance and tensions from those who may support the goal.
• Teacher will introduce, clarify, and reinforce challenging terms that will support students’ understanding of the materials.
• Teacher will introduce and/or review the use of primary source documents in supporting historical inquiry. Students will be able to distinguish between primary and secondary sources.

Objectives  

• Students will chose a civic engagement activity to advocate on behalf of their positions on the topic at hand