Week 35 Activities

 

 
 

 

  

State Standard:

 

SS8H11 The student will evaluate the role of Georgia in the modern civil rights
movement.
       a. Describe major developments in civil rights and Georgia’s role during the 1940s
           and 1950s; include the roles of Herman Talmadge [p. 432], Benjamin Mays [p.
           450], the 1946 governor’s race [pp. 430-432] and the end of the white
           primary, Brown v. Board of Education [pp. 436-437], Martin Luther King, Jr.
           [pp. 440-450], and the 1956 state flag [pp. 486-487].
       b. Analyze the role Georgia and prominent Georgians played in the Civil Rights
           Movement of the 1960s and 1970s; include such events as the founding of the
           Student Non-Violent Coordinating Committee (SNCC) [pp. 442, 444, 445],
           Sibley Commission [pp. 437-438], admission of Hamilton Holmes and
           Charlayne Hunter to the University of Georgia [pp. 438-439], Albany
           Movement [pp. 442-443], March on Washington, Civil Rights Act [pp. 444-
           445], the election of Maynard Jackson as mayor of Atlanta [p. 571], and the
           role of Lester Maddox [pp. 435, 449].
       c. Discuss the impact of Andrew Young on Georgia [pp. 446, 447, 450].
 
   

Monday
4/28/08
 

Tuesday
4/29/08
 

Wednesday
4/30/08
 



 

Thursday
5/1/08
 

Friday
5/2/08
 

 
 
Students worked on a sheet that had them matching Georgia's state symbols.  They then did a word find with the same symbols.
 
For classes that did not meet yesterday: Students worked on a sheet that had them matching Georgia's state symbols.  They then did a word find with the same symbols.
 
Students received their progress reports at the start of class today. 

The remainder of class was spent beginning work on a Civil Rights Timeline.  Students will work in pairs or alone to create an illustrated timeline of events involved in the Civil Rights Movement.  Today, students began researching the dates that will be included on the timeline.
 
Students spent the entire class period researching for information for their Civil Rights Timeline.
 
With many students away for the chorus trip to Disney, we put off continuing on the timelines today so that those students that were absent would not fall behind.  Instead, students that were in class discussed a lengthy trivia question and then viewed a great film on the civil rights movement.
 
 

 

Page last updated on 05/09/2008

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