Freedom Riders
Thematic Statement
During the civil rights movement, many people rebelled against discrimination directed towards African Americans—making this time period pivotal in American history. To understand the civil rights movement, students need a compelling and interesting unit of study so that they can discover, study, and analyze past areas of discrimination in the hope that they will work toward ways of minimizing and erasing these stereotypes. In this two week integrated unit on the Civil Rights Movement of the 1950’s and 1960’s, seventh grade students will learn about key figures of the Movement such as Rosa Parks, Melba Patillo Beals, and Martin Luther King Jr. Using drama and role play, students will stage a “sit-in” and will put themselves in the place of both the pro-Civil Rights activists and those who were against the Civil Rights movement. Students will also study the laws of the time and the integration of schools and public places.
In language arts, students will study literature and read works by African American authors. In science, they will see how scientists and popular culture encouraged the idea of separation by studying African Americans brains to prove that they were smaller than European or American brains. The space race was also an important, influential factor of this time, so students will study Sputnik and the first moon landing. In social studies, students will study the time-frame of the period, including major contributors to the movement.
Throughout this unit, students will gain a larger understanding of our fallen nature exemplified in discrimination towards others, so that they can recognize areas of injustice in their own worlds, and work to find ways to change those situations. In this unit students will perform the “Class Divided” test, and see how they respond when they are split in two, and one half of the class is told they are superior to the other half. We will have student groups discuss what it felt like to be discriminated against after the test. In contrast, those that discriminated against the others will have insight into what it was like to have the “power of the mob” behind them. This test will reinforce the teachings of Romans 12:2, which says, “Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—His good, pleasing and perfect will.” This activity will force students to question their participation in common culture, and begin to ask “what is this God’s will for his creation?”
The purpose of the Christian school is prepare and equip our students for the Christian life. Through their study of the Civil Rights Movement, students will be stirred into action, taking Christ’s example of attention to social justice as a model. God created many different types of people, and He called everything He created “good” (Genesis 1:31). Therefore, Christians should also celebrate and respect the diversity of creation. Learning about past and current discrimination will equip students to work to find ways to minimize injustice in their own communities. Biblical principals of justice, the importance of all people because they are made in the image of God, and loving one’s neighbor will permeate the unit. The following main Bible texts will be the focus of learning:
· The Lord loves righteousness and justice, the earth is full of his unfailing love.” Psalm 33:5
· “So God created man in his own image, in the image of God he created him; male and female he created them.” Genesis 1:27
· “’Teacher, which is the greatest commandment in the law?’ Jesus replied: ‘Love the Lord your God will all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’” Matthew 22:36-39
· “There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus.” Galatians 3:28
Middle school students can fall into a pattern of thinking that focuses only on themselves and their needs. In this unit, students will be encouraged to focus on others and on differences between people and how these differences should cause us to celebrate the diversity that God created. Also, students will focus on their own misconceptions and work to address the misconceptions of the society that surrounds them. Because they have a strong desire to change the world and to take social action, middle school students will feel the need to actively participate in the activities planned.
As a result of this unit, students will grow intellectually, emotionally, socially, physically and spiritually by engaging themselves in the topic. They will learn about many kinds of discrimination—both in the past and present. They will discover their own discriminatory thoughts and actions, and attempt to address practical ways to combat our fallen natures. Students will respond to reactions to the Civil Rights Movement in personal journals as well as by making active decisions about how to participate in changing society. Using Christ as an example, students will make active plans to fight discrimination. Students will know the key figures and promoters of the Civil Rights Movement as well as major dates and important places involved in the Civil Rights Movement. They will be able to compare and contrast the economic situation of the 1950’s to our own economic situation today, and will be able to evaluate how economics plays a role in the cultural aspects of our societies. Through studying the Civil Rights Movement, students will become advocates for all people as they see them through the eyes of faith and realize that their struggles are our struggles.