civil rights

Introducing South Africa

— Google Arts and Culture

3-11 0 favorites 0 promising practices https://artsandculture.google.com/story/introducing-south-africa/uQISrgvLt3poLw Last updated: Fri, 08/27/2021 - 11:50 share

How It Works

Explore beautiful landscapes and visit famous South African museums with this Arts and Culture presentation from Google. Scroll through the page to take a 360-degree look at Cape Peninsula and Table Mountain. Learn about the Cape of Good Hope and Portuguese navigator Bartolomeu Dias. Additional images share the flora that is unique to the country. On a more serious note, visit Robben Island, home to the imprisoned African leader Nelson Mandela from 1964 - 1982.

In the Classroom

Engage students with this interesting site by asking them to explore it independently to introduce your unit on African countries or when learning about Nelson Mandela and his home. Be sure to show students how to use the arrows to view images from the many different angles provided. As students begin your lessons, create a Google Jamboard, reviewed here, to share interesting information learned from students’ explorations. Use their notes to guide students toward enhancing learning by choosing specific areas to explore further. For example, some students may want to learn more about the geography found in South Africa, while others may want to learn about animals or famous people. Have students share the findings of their research by writing blogs using Edublogs, reviewed here, or use Google My Maps, reviewed here, to create virtual tours around South Africa that include links to images, videos, or student writing projects to tell the story of the country.

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Tag(s): civil rights, south africa, africa,

Civil Rights Movement Interactive Map

— NewseumEd

7-11 0 favorites 0 promising practices https://newseumed.org/tools/map-page/civil-rights-media-map Last updated: Fri, 08/27/2021 - 11:50 share

How It Works

This interactive map includes links to newspaper coverage of civil rights stories from around the nation beginning with 1954 through 1965. Choose any year to view several front pages with coverage of major events. Read each front page by clicking "view larger image." For additional information on similar topics, scroll to the bottom of the page to find links to more artifacts.

In the Classroom

Share a link to this site on your class website and allow students to explore on their own. Discuss their findings and interpretations of media coverage of civil rights events in class. Replace pen and paper and use an online tool such as Interactive Two Circle Venn Diagram, reviewed here, to compare and contrast media coverage in two different cities. Enhance learning by asking students to investigate newspapers from additional locations, then create a presentation sharing their findings using Presentious, reviewed here.

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Tag(s): newspapers, civil rights, black history,

’The Press and the Civil Rights Movement’ Video Lesson

— NewseumED

7-11 0 favorites 0 promising practices https://newseumed.org/activity/the-press-and-the-civil-rights-movement-video-lesson/ Last updated: Fri, 08/27/2021 - 11:50 share

How It Works

’The Press and the Civil Rights Movement’ video portrays the importance to democracy of having a free press. Using original clips from different television news shows, newspapers, and photographs (all primary sources) of the 1950s and 1960s the video delves into the idea that the civil rights movement may not have gotten very far without a free press. Find a step by step lesson plan including before and after viewing discussion questions, a viewing guide with short answer questions, and a handout with the names of the major figures in the video and what they had to do with the civil rights movement. View the video before showing to students to deem whether the strong language, gestures, and violence may be inappropriate for your class.

In the Classroom

Using the Activity lesson plan/viewing guide, have the before viewing discussion with your class. Consider giving all students a chance to voice their opinions (even the shyest and quiet ones) by using a backchannel tool like 81 Dash, reviewed here. Then, show the video to the whole class, or "flip" the class and have them watch it at home. Either way, the viewing guide questions could be inserted into the video using a tool such as playposit (formerly known as eduCanon), reviewed here. After the video, use the discussion questions and 81 Dash again. Next, have students (or small groups) choose one of the extension activities to complete and share with classmates.

rnThe reviewers at TeachersFirst have some suggestions for tools to use for those final projects: For items 1-4 make a chart using a tool such as Canva, reviewed here, or Draw.io, reviewed here. For managing a project like item 5 use Google Keep, reviewed here, Workflowy, reviewed here, or Todoist, reviewed here. For items 6 & 7, biography type projects, use Fakebook, reviewed here, and for item 8, make a collage, use Fotojet, reviewed here.

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Tag(s): constitution, civil rights, martin luther king, freedom of speech,

’45 Words’ Video Lesson

— NewseumED

7-11 0 favorites 0 promising practices https://newseumed.org/activity/45-words-video-lesson/ Last updated: Fri, 08/27/2021 - 11:50 share

How It Works

Brought to you by NewseumED, this video is a perfect fit to introduce any unit on the First Amendment and its freedoms. Find a comprehensive lesson plan, watch the video through the NewseumEd site, and download documents in either PDF or Word formats. The documents include a list of historical figures and their involvement with the issues from the period, and a viewing guide worksheet for students to fill in. All of the actors’ words, in the video, are direct quotations taken from primary sources. Since the video focuses on the origins of the freedom of the press, it would make a fascinating intro to a media literacy unit, too.

In the Classroom

Whether studying the First Amendment or media literacy, upload this video to a tool such as EDPuzzle, reviewed here, to edit the video to show only portions you select, or to pause the video automatically and add questions for students to answer, and/or add your verbal comments. Some of the Discuss questions would be appropriate to insert after viewing parts of the video. Break students into small groups after the video and assign them different Discuss questions for reflection and investigation. Challenge small groups to create a presentation to share what they learned using a tool like slides, reviewed here. After watching and discussing the video, extend either a media literacy unit or a civics/government unit. Do this by asking students to view news articles in our present political situation i.e. election time, civil rights discussed, etc. Then have them compare how the news media during the late 1700s would have handled issues of today, and how politicians of the Federalist party would have reacted to our issues today. Alternatively, have students create a simple infographic comparing the problems in the news of then and now. Use a tool such as Infogram, reviewed here.

Technology Heads-up!
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Tag(s): video, media literacy, constitution, civil rights,
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