Modern Civil Rights Movement

TENNESSEE’S TRAVELING TREASURES

TEACHER’S FOR GRADES Lesson Plan 5, 9 – 12

Tennessee’s Modern Civil Rights Movement

An Educational Outreach Program of the TENNESSEE’S TRAVELING TREASURES

Tennessee’s Modern Civil Rights Movement Introduction

GOAL To demonstrate to students how ordinary people changed their world for the better by ending segregation in Tennessee through non-violence

CONTENT It may be hard for you and your students to envision a world divid- ed between black and white. Only a little more than a half century ago, African Americans could not eat at the same places as whites. They could not use the same restrooms or even drink from the same water fountains. What would be a foreign world to us today was the very real world of Jim Crow to people in the first half of the SEGREGATED WATER STAND 20th century. However, this story only begins with this oppressive system. The real story in this trunk is about a group of young brave students who took a stand against segregation by using nonviolent protests to desegregate lunch counters in Nashville and throughout Tennessee. Their story is one of courage, determination, and sacrifice. Your students will learn their story in the lessons that follow.

O B J E C T I V E S • Understand the harsh reality of segregation in Tennessee • Explain crucial events of the Civil Rights Movement that happened in Tennessee • Identify the important leaders in the Clinton school desegregation and Tennessee lunch counter sit-ins • Understand cause and effect relationships through the Civil Rights Movement in Tennessee • Appreciate the role that music played in the movement

INTRODUCTION Using the materials provided in this trunk, your students will learn about the oppressive world of Jim Crow and how ordinary people overcame injustice and violence with courage, dedication, and non-violence. Students will examine the world of Jim Crow and confront the restrictions against African Americans throughout Tennessee.

PAGE 1 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Treasure Trunk

FIVE HISTORY LESSONS TREASURE TRUNK INVENTORY

PAGE 3 S S O L E N Meet Jim Crow, A Very Unpleasant Character This lesson introduces students to basic concepts associated with segregation and also, the personal, daily Goin’ Someplace Special by Patricia McKissack struggles of African Americans in a Jim Crow society with Mounted Images Goin’ Someplace Special by Patricia McKissack. 1 PAGE 5 The Tennessee Sit-Ins Movement: Investigating S S O Primary Sources to Analyze Cause and Effect L E N Relationships

Using primary sources, students will investigate Tennessee’s Sit-Ins Mounted Images impact on the Civil Rights Movement, specifically how sit-ins DVD: The Nashville Sit-Ins across the state helped gain rights for African Americans in the United States after centuries of oppression. 2 PAGE 7 The Clinton 12: Desegregating the South’s E S S O N First Public School L By viewing the documentary, The Clinton 12, students will learn about the events surrounding the desegregation of Clinton High School in Clinton, Tennessee. Students will DVD: The Clinton 12 gain an understanding of how the desegregation crisis in Clinton impacted the Civil Rights Movement on a national 3 level and explore the lives of the Clinton High School students to gain personal connections.

S S O L E N PAGE 9 Bridging the Gap: Analyzing the Role of Music in Tennessee’s Civil Rights Movement CD: The Nashville Sit-In Story Students will use music popular music from a variety of CD with three additional songs genres to compare and analyze music from the Civil Rights Movement, and then, answer broader questions concerning 4 the role of music in social movements and how it is used for a catalyst for change and a medium to discriminate S S O information. L E N

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The Chattanooga Sit-In Movement Chattanooga Sit-In Documentary In this lesson, students will watch a documentary about the Chattanooga sit-ins and gain an understanding of this event 5 on the Civil Rights Movement as a whole.

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 2 FOR GRADES LESSON DURATION LESSON 1 TRUNK MATERIALS 5 1 SESSION 1. Goin’ Someplace Special by Patricia McKissack 2. Mounted Images Lesson 1 Meet Jim Crow: A Very Unpleasant Character

INTRODUCTION This unit gives students the opportunity to build background knowledge so that they can understand segregation. It also has Guiding Questions students examine the efforts and achievements of the earliest civil rights advocates who lay the foundation for the modern What is segregation? How is it Civil Rights Movement. hurtful and demeaning? How did advocates for racial equality try to GOALS put an end to segregation To understand that segregation/discrimination was a practice and discrimination? used to treat African Americans as second class citizens and to learn about the achievements of the Civil Rights Movement in Tennessee.

O B J E C T I V E S ? • Explain the practice and effects of segregation • Describe efforts to end segregation

ASSESSMENT CURRICULUM STANDARDS Students will understand vital concepts and vocabulary through activities and discussion. Then, students will complete graphic organizers and use both worksheets to make See page 12 for the state and national connections to overall the theme of the lesson. curriculum standards for this lesson.

PROCEDURES Activity #1: What is segregation? Vocabulary Study LESSON 1 RESOURCES

1. Prior to students entering the classroom, display the discrimination signs and seg- The handouts and worksheets are regation mounted images provided in the trunk throughout the classroom. This will set located as a pdf on the CD and as a hard the tone for the lesson as well as set a climate for discussion. copy in the back of the book under the Lesson 1 tab. 2. As students enter your classroom or prepare for this lesson, have female students sit at desks in the front of the room while the male students have to stand in the back of the classroom. Then, to add further insult to injury, give all of the female students a treat or sticker.

3. Once everyone is seated, have students look around the room and try to figure out why you asked them to stand or sit in their assigned area. Ask students standing in the back of the room how they felt when they were told to stand in the back of the class for no apparent reason.

4. Ask students if it was fair that the seated students also received treats. Why or why not?

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PAGE 3 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Lesson 1 continued Meet Jim Crow: A Very Unpleasant Character

5. Ask students how this treatment made them feel. WHAT WERE JIM CROW LAWS?

A set of laws passed in different states 6. Explain that this activity demonstrates the practice of segregation (the enforced that required segregation in public separation of groups based on race, ethnicity, religion, nationality, age, or gender.) Add schools, restrooms, restaurants, train that segregation is a form of discrimination (unfair treatment of one person or group passenger cars, parks, and other public because of their race, ethnicity religion, nationality, age, or gender.) Such treatment is accommodations. Supposedly the laws unfair, hurtful, and demeaning. were named after a dance tune, “Jump Activity #2: Read aloud / Vocabulary Study Jim Crow” that ridiculed African Amer- icans. 1. Tell students that you have found a book about segregation and discrimination to read aloud to them. Instruct students to listen carefully for evidence (proof) of discrimination and segregation against African Americans as you read the book.

2. Read aloud the book, Goin’ Someplace Special, by Patricia McKissack.

3. Have students establish the time and setting of the story. (1950s in a big city)

4. Have students share their evidence of discrimination and segregation out loud. Record their answers on the board. a. Colored Section sign on the bus b. For Whites Only sign on park bench c. Whites Only sign in window of Monroe’s Restaurant d. Manager of Southland Hotel telling Tricia Ann-No colored people are allowed. Girl at Grand Music Palace telling her brother-Col- ored people can’t come in the front door. Did Tricia Ann experience discrimination just once or twice on her way to the library or at several stops along the way? What does this evidence tell you about segregation and discrimination? (It was widespread and a part of everyday life before the Civil Rights Movement. Very few places welcomed all people regardless of their color or race.) The time in which segregation took place is often referred to as Jim Crow days or Jim Crow America. The term Jim Crow also refers to the enforcement of actual segregation through laws designed to keep public facilities for blacks and whites separate (i.e. schools, restrooms, dining rooms, water fountains, public transportation, hotel accommodations, etc.)

5. Ask students why Tricia Ann (African Americans) was discriminated against during this time. Guide students to the fact that segregation and discrimination were based on prejudice. Ask if anyone can explain what prejudice means (a preconceived belief or judgment about a person or group of people of a particular race, ethnicity, religion, nationality, age, or gender.) Ask students how prejudice is related to racism (a dislike or hatred of people who belong to other races; also the belief that members of different races have different qualities and abilities and that one race may be better or superior to another.)

6. Instruct students to complete the Word Chart Graphic Organizer using one of the Jim Crow vocabulary words (Behind Tab #1).

7. Conclude the lesson by discussing any questions that may have arisen and by sharing student answers to the word chart. Students should use the word chart for the duration of the trunk activities.

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 4 FOR GRADES LESSON DURATION LESSON 2 TRUNK MATERIALS 5, 9 – 12 2 SESSIONS 1. Sit-In Mounted Images 2. DVD: The Nashville Sit-Ins

Investigating Primary Sources to Analyze Cause Lesson 2 and Effect in the Nashville Sit-Ins Movment

INTRODUCTION The Civil Rights Movement in the United States changed the world forever. Tennessee was at the very eye of the social storm that transformed our nation, breaking down centuries old prejudic- Guiding Questions es and modes of oppression. The Nashville Sit-In Movement, How did the participants in the heralded by Dr. Martin Luther King, and revered by many for sit-in movement in Tennessee its discipline and organization, was led by a group of idealistic bring about social change? Is civil and courageous college students. Through this lesson, stu- disobedience an appropriate dents will learn about this movement through actual footage vehicle for social change? and first person accounts, learning from primary sources the power of motivated, inspired people to change their world. GOALS ? To comprehend the strategies and steps taken to desegregate lunch counters in Nashville, Tennessee. They will also ponder how individuals can bring about social change.

O B J E C T I V E S • Students will analyze primary sources. CURRICULUM STANDARDS

• Students will view a documentary and respond to questions. See page 12 for the state and national • Students will determine the subject of historic photographs and place them in curriculum standards for this lesson. sequential order

ASSESSMENT LESSON 2 RESOURCES Students will recognize key events in the history of the Nashville Sit-Ins through a The handouts and worksheets are Viewers Guide and successfully complete a photo analysis. Then, students will located as a pdf on the CD and as a hard correctly display each photo through a timeline. copy in the back of the book under the PROCEDURES Lesson 2 tab. Part One

1. Introduce the sit-in movement in Tennessee. Ask students to imagine going to the mall and not being allowed to sit down in the food court and eat. Imagine that all people under the age of 18 had to buy their food and stand and eat it or take it outside. Would that be fair? What would you do about it? Should that law be changed? What would be the best strategy to get it changed? Lead this to a discussion about the student movement in Nashville and throughout Tennessee during the winter and spring of 1960.

2. Distribute “Timeline of Nashville Sit-Ins” worksheet.

3. Watch documentary “The Nashville Sit-Ins” produced by the Tennessee State Museum. Continued next page

PAGE 5 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Lesson 2 continued Investigating Primary Sources to Analyze Cause and Effect in the Nashville Sit-Ins Movment

4. Hold a discussion on the documentary. Go over the “Timeline of Nashville Sit-Ins” questions. Use the following questions to facilitate a class discussion a. Who were these demonstrators? b. What were they risking by putting themselves in this situation? c. What do you think their parents thought about their involvement in these demonstrations? d. Why did they refuse to pay the fine when arrested?

Part Two: Investigating Primary Sources from 1960 Nashville

5. Split the class into seven groups

6. Distribute two images to each group.

7. Have students analyze the photographs by using the photograph analysis sheets. Allow about 15-20 minutes to analyze photographs.

8. As a class, begin to create a cause and effect sequence using the images from the groups. Each image will be placed in the order that caused the succeeding image.

9. Based on their source analysis, have students choose the sequence of images as they relate to the Nashville Sit-Ins story.

10. As each group chooses the right sequence have them display their image at the front of the class and briefly describe what is happening in the image and how it relates to the story.

CONCLUSION After all images have been placed in the front of the classroom, hold a class discussion on the sit-in movement. Begin with revisiting their photo analysis worksheet. Ask students to volunteer a few of their questions from step 3. Were these questions answered by the cause and effect activity? Were any left unanswered? Discuss.

Optional discussion questions: • How did the students achieve their goals? • How did they react to violence? • Was their movement successful? • If so, what were the keys to their success? • What can this story teach you about affecting change in your life and world?

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 6 FOR GRADES LESSON DURATION LESSON 3 TRUNK MATERIALS 5, 9 – 12 1 – 2 SESSIONS 1. DVD: The Clinton 12

The Clinton 12: Lesson 3 Desegregating the South’s First Public School

INTRODUCTION World War II changed the world in numerous ways, but the racial boundaries that this conflict blurred in the minds of many Amer- icans resonated long after troops had returned home and nor- Guiding Questions mal lives resumed. After fighting and dying for their country, What events helped set the African Americans were ready for a long overdue reassess- Clinton High School desegregation ment of the “separate” lives blacks in the United States had in motion, and how did the Clinton been living that had never been “equal.” One specific concern, 12 change Tennessee and the quality of education and the desegregation of schools placed United States forever? Clinton, Tennessee, on the national stage. This lesson provides an in-depth look at twelve courageous students who crossed racial boundaries despite violence and hate to desegregate Clinton High School. They would be known as “The Clinton 12.” ?

GOAL To understand the impact of the Clinton High School desegregation on Tennessee and CURRICULUM STANDARDS the larger Civil Rights Movement, specifically legal decisions, individuals, and import- See page 13 for the state and national ant events that makes this moment in history important. curriculum standards for this lesson. O B J E C T I V E S • Students will meet initial comprehension goals surrounding the events at Clinton High LESSON 3 RESOURCES School and desegregation. The handouts and worksheets are • Student will draw broader connections to the Civil Rights Movement and successfully located as a pdf on the CD and as a hard discuss the implications of this event for the movement as a whole. copy in the back of the book under the ASSESSMENT Lesson 3 tab. Students will complete the Student Viewing Guide as they watch the film and complete the Clinton 12 Documentary Assessment that tests for comprehension of the film. Students will also discuss the film and make connections beyond its specific focus.

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PAGE 7 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Lesson 3 continued The Clinton 12: Desegregating the South’s First Public School

PROCEDURES Activity # 1

Show the film,The Clinton 12, to students using ONE of the following methods: Method 1: Show the film in five parts, pausing the film after each part for class discussion. 1. Start and stop the film at the times indicated in the Teacher’s Guide & Answer Key. 2.After each part, initiate a class discussion using the discussion questions listed in the Teacher’s Guide & Answer Key. Or… Method 2: Show the film in its entirety. At the end of the film, review and/or collect Student Viewing Guide handouts and hold class discussion. 1. Provide each student with a copy of the Student Viewing Guide handout and instruct students to answer the questions as they view the film. 2. After the film, review the answers with the students and/or collect for assessment. Answers to the Student Viewing Guide questions are located in the Teacher’s Guide & Answer Key. 3. Use one or more of the discussion questions listed in the Teacher’s Guide & Answer Key to initiate class discussion.

Activity #2:

Assess students’ comprehension of the film.

1. After students have viewed the film, pass out copies of the Documentary Assessment. Answers are provided in the Teacher’s Guide & Answer Key

EXTENSION • Use one of the discussion questions from the Teacher’s Guide & Answer Key as a writing activity

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 8 FOR GRADES LESSON DURATION LESSON 4 TRUNK MATERIALS 5, 9 – 12 1 – 2 SESSIONS 1. CD: The Nashville Sit-In Story 2. CD with three additional songs

Bridging the Gap: Analyzing the Role of Music Lesson 4 in Tennessee’s Civil Rights Movement

INTRODUCTION Music played a unique role in protests during the Civil Rights Era and has always been a powerful tool for social change. By Guiding Question examining the music of this era as a historical artifact, we are How does popular music mirror the able to clearly analyze the messages and motivations of those who lived during this time of immense social change and con- protest music of the Civil Rights Era sciousness. However, these artifacts also provide excellent and how can the similarities and opportunities for connections and comparisons to present differences help us to understand day, popular music of all genres. This comparative exercise is connections between history and extremely important, especially for students, who are often the current social issues? primary audience for this type of social mouthpiece. GOAL ? To use protest music from the past and present to draw broad comparisons about the messages of the Civil Rights Movement and how this movement influenced CURRICULUM STANDARDS music and similar forms of present day lyrical protest. See page 13 for the state and national O B J E C T I V E S curriculum standards for this lesson. • Analyze historical and popular music • Use music as a writing and discussion prompt LESSON 4 RESOURCES ASSESSMENT Students will critically analyze song lyrics, melody, and discuss themes of social justice The handouts and worksheets are located as a pdf on the CD and as a hard and activism. Then, students will use this analysis and discussion as a writing prompt copy in the back of the book under the to be turned into the instructor. Lesson 4 tab. PROCEDURES 1. As student walk into the classroom, play “We Shall Overcome” softly and have the words “We Shall Overcome…” written on the board. This will set the tone for the class.

2. Pass out the lyrics to this song. Ask the students to take a moment and listen to the words, underlining key words or phrases that stand out.

3. As a whole group, discuss this song. Explain to students that the recording they are listening to was taped by actual participants in the Nashville Sit-In Movement in 1960, one of the first and most organized student movements in the modern Civil Rights Era. Also, explain that when it was impossible for individuals to express their outrage concerning social injustice they would use songs to make their voices heard. Ask the students: What are other methods and/or benefits of using songs in a movement?

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PAGE 9 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Lesson 4 continued Bridging the Gap: Analyzing the Role of Music in Tennessee’s Civil Rights Movement

4. Play song number four on The Nashville Sit-In Story.

5. Discuss the sounds the students are hearing. Which genre of music does the song “We Shall Overcome” and “You Better Leave Segregation Alone” sound like? Do the students hear the gospel and folk melodies in the music?

6. Now, pose the question to students: Does music today express these same types of messages?

7. Pass out partial lyrics to three different popular songs, each from a different musical genre, the Black Eyed Peas’ song “Where is the Love,” (4.B) Muse’s “Uprising,” (4.C) and “Not Ready to Make Nice” (4.D) by the Dixie Chicks.

8. Listen to portions of each song. Have students split into groups of three or four. Now, assign each group one of the three songs to analyze and compare to the Civil Rights Era protest music. What is similar? What is different? Are there similar themes and words?

9. Have each group share their thoughts with the class.

10. Return to a whole group discussion. Pose the question to students: Why is music used to speak to social issues? Who is the audience in these songs?

11. Remind students that many issues in society are questioned, addressed, and potentially, changed when one brave individual makes his or her voice heard. Then, play a short portion of “Scene on Mayor’s Steps” from The Nashville Sit-In Story. In this clip, Diane Nash (a student leader in the movement) recounts her confrontation with the mayor about segregated lunch counters with a simple, but powerful and groundbreaking question. (Someone else plays the part of the mayor.)

12. Ask students to free write for 10 minutes using this clip and the phrase “We Shall Overcome” as a prompt. What do they hope the world will overcome? What is a question that they would ask? If they had one question to ask a powerful person, what would they ask and why?

EXTENSIONS • Students can use “We Shall Overcome…” as an opening line in a poem, song, or list to be shared with the class or within a small group. • Students can create their own “soundtrack” by compiling songs that they enjoy and that address a specific social or personal issue. They can submit the soundtrack along with a written explanation of the songs they selected. • Students can write an analysis that compares an older song with a more current song, investigating the similarity or difference in their messages. Then, the student can write a brief synopsis of why, in their opinion, this likeness or discrepancy exists.

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 10 FOR GRADES LESSON DURATION LESSON 5 TRUNK MATERIALS 5, 9 – 12 1 SESSION 1. Chattanooga Sit-In Documentary

Lesson 5 The Chattanooga Sit-In Movement

INTRODUCTION After news of successful protests spread throughout Tennessee, high school students in Chattanooga held a sit-in at McClellan’s department store. This lesson uses a documentary to visually Guiding Question explore a time that changed our history and our state. In what ways were the GOAL Chattanooga Sit-ins different from To understand the Chattanooga sit-in movement and its those in Nashville? In what ways effects on Tennessee were they similar? O B J E C T I V E S • Students will gain a better understanding of Jim Crow and its effect on the city of Chattanooga. ? • Students will understand the sit-in movement and how the movement changed Chattanooga.

ASSESSMENT CURRICULUM STANDARDS Students will complete a Viewer’s Guide based on the documentary. Then, they will See page 15 for the state and national discuss the events and repercussions of these events in the history of the Civil Rights curriculum standards for this lesson. Movement..

PROCEDURES 1. Students will watch a documentary detailing the events of the Chattanooga sit-in LESSON 5 RESOURCES movement. The handouts and worksheets are

2. As students watch the documentary, have them complete the Viewer’s Guide. located as a pdf on the CD and as a hard copy in the back of the book under the 3. After the film, instructors can use the guide as a basis for discussion or as an Lesson 5 tab. assessment.

PAGE 11 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT State Curriculum Standards

Tennessee’s Modern Civil Rights Movement visual, quantitative, and oral formats. Grades 5, 9-12 5.SL.PKI.4 Report on a topic or text, or present an opinion, sequenc- ing ideas logically and using appropriate facts and relevant, descrip- Lesson 1: Meet Jim Crow: A Very Unpleasant Character tive details to support main ideas Grade 5 High School Grade 5 Social Studies Social Studies SSP.01 Collect data and information from a variety of primary and SSP.01 Collect data and information from a variety of primary and secondary sources, including secondary sources, including: • Graphic representations (photographs) • Printed Materials (literary texts) • Media and technology sources (Video) SSP.02 Carefully examine a primary or secondary source in order to: SSP.02 Critically examine a primary or secondary source in order to: • Extract and paraphrase significant ideas and relevant information. • Extract and paraphrase significant ideas and relevant information. SSP.05 Develop historical awareness by: • Draw inferences and conclusions • Evaluating how unique circumstances of time and place create SSP.03 Synthesize data from multiple sources in order to: context and contribute to action and reaction. • Recognize differences among multiple accounts. Lesson 2: Investigating Primary Sources to Analyze Cause and Effect SSP.04 Construct and communicate arguments citing supporting in the Nashville Sit-Ins Movement evidence to: • Illustrate cause and effect Grade 5 • Predict likely outcomes. Social Studies SSP.05 Develop historical awareness by: SSP.01 Collect data and information from a variety of primary and • Identifying patterns of continuity and change over time, making secondary sources, including connections to the present. • Graphic representations (photographs) TN.56 Describe Tennessee’s role in the Civil Rights Movement (e.g. • Media and technology sources (Video) Nashville Sit-Ins). SSP.02 Critically examine a primary or secondary source in order to: TN.57 Identify major Tennessee figures involved in the Civil Rights • Extract and paraphrase significant ideas and relevant information. Movements (e.g. Rev. James Lawson). • Draw inferences and conclusions AAH.41 Describe various methods employed by African Americans SSP.03 Synthesize data from multiple sources in order to: to obtain civil rights. • Recognize differences among multiple accounts. AAH.42 Summarize the Civil Rights Movement in Tennessee, includ- SSP.04 Construct and communicate arguments citing supporting ing: sit-ins in Nashville evidence to: US.79 Examine the roles and actions of civil rights advocates and • Illustrate cause and effect how they coincided with, confronted, and challenged each other. • Predict likely outcomes. US.80 Describe the significant events in the struggle to secure civil SSP.05 Develop historical awareness by: rights for African Americans, including: • Identifying patterns of continuity and change over time, making • Marches, demonstrations, boycotts, and sit-ins (Nashville) connections to the present. Speaking and Listening 5.25 Analyze the key people and events of the Civil Rights Move- 9-10.SL.CC.1 Initiate and participate effectively with varied partners ment. in a range of collaborative discussions on appropriate 9th- 10th 5.50 Identify Tennessee’s significant contributions to the Civil Rights grade topics, texts, and issues, building on others’ ideas and ex- Movement, including pressing one’s own ideas clearly and persuasively. • Nashville Sit-Ins 11-12.SL.CC.1 Initiate and participate effectively with varied partners Speaking and Listening in a range of collaborative discussions on appropriate 11th - 12th 5.SL.CC.1 Prepare for collaborative discussions on 5th grade level grade topics, texts, and issues, building on others’ ideas and ex- topics and texts; engage effectively with varied partners, building on pressing one’s own ideas clearly and persuasively. others’ ideas and expressing one’s own ideas clearly. 9-10.SL.CC.2 Integrate and evaluate multiple sources of information 5.SL.CC.2 Summarize a text presented in diverse media such as presented in diverse media formats; evaluate the credibility and

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 12 accuracy of each source. • Evaluating how unique circumstances of time and place create 11-12.SL.CC.2 Integrate multiple sources of information presented in context and contribute to action and reaction. diverse media formats in order to make informed decisions and solve TN.56 Describe Tennessee’s Role in the Civil Rights Movement (e.g. problems; evaluate the credibility and accuracy of each source and Clinton Twelve). note any discrepancies among the data. TN.57 Identify major Tennessee figures involved in the Civil Rights 9-10.SL.PKI.4 Present information, findings, and supporting evi- Movement dence clearly, concisely, and logically, so that listeners can follow the AAH.41 Describe various methods employed by African Americans line of reasoning; ensure the organization, development, substance, to obtain civil rights. and style are appropriate to purpose, audience, and task. AAH.42 Summarize the Civil Rights Movement in Tennessee, includ- 11-12.SL.PKI.4 Present information, findings, and supporting evi- ing: the integration of Clinton High School dence, conveying a clear and distinct perspective so that listeners US.79 Examine the roles and actions of civil rights advocates and can follow the line of reasoning; address alternative or opposing per- how they coincided with, confronted, and challenged each other. spectives; and organize and develop substance and style appropriate US.80 Describe the significant events in the struggle to secure civil to task, purpose, and audience. rights for African Americans, including: • Integration of Clinton High School in Clinton, TN Lesson 3: The Clinton 12: Desegregating the South’s First Public Speaking and Listening School 9-10.SL.CC.1 Initiate and participate effectively with varied partners 5, 9-12 in a range of collaborative discussions on appropriate 9th- 10th grade topics, texts, and issues, building on others’ ideas and ex- Grade 5 pressing one’s own ideas clearly and persuasively Social Studies 11-12.SL.CC.1 Initiate and participate effectively with varied partners SSP.01 Gather information from a variety of sources, including: in a range of collaborative discussions on appropriate 11th - 12th • Media and technology sources grade topics, texts, and issues, building on others’ ideas and ex- SSP.02 Critically examine a primary or secondary source in order to pressing one’s own ideas clearly and persuasively • Extract and paraphrase significant ideas and relevant information • Draw inferences and conclusions Lesson 4: Bridging the Gap: Analyzing the Role of Music in Ten- SSP.05 Develop historical awareness by nessee’s Civil Rights Movement • Evaluating how unique circumstances of time and place create 5, 9-12 context and contribute to action and reaction. 5.24 Analyze the key people and events of the Civil Rights Move- Grade 5 ment. Social Studies 5.50 Identify Tennessee’s significant contributions to the Civil Rights SSP.01 Collect data and information from a variety of primary and Movement, including secondary sources, including: • The Clinton 12 • Media and Technology Sources Speaking and Listening SSP.02 Critically examine a primary or secondary source in order to: 5.SL.CC.1 Prepare for collaborative discussions on 5th grade level • Extract and paraphrase significant ideas and relevant information topics and texts; engage effectively with varied partners, building on • Draw inferences and conclusions others’ ideas and expressing one’s own ideas clearly. • Recognize the author’s purpose, point of view, and bias. SSP.03 Synthesize data from multiple sources in order to: High School • Recognize differences among multiple accounts Social Studies SSP.04 Construct and communicate arguments citing supporting SSP.01 Gather information from a variety of sources, including: evidence to: • Media and technology sources • Demonstrate and defend an understanding of ideas SSP.02 Critically examine a primary or secondary source in order to • Devise new outcomes or solutions • Extract and paraphrase significant ideas and relevant information SSP.05 Develop historical awareness by: • Draw inferences and conclusions • Evaluating how unique circumstances of time and place create SSP.05 Develop historical awareness by context and contribute to action and reaction

PAGE 13 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT State Curriculum Standards

• Identifying patterns of continuity and change over time, making AAH.41 Describe various methods employed by African Americans connections to the present. to obtain civil rights. 5.24 Analyze the key people and events of the Civil Rights Move- AAH.42 Summarize the Civil Rights Movement in Tennessee. ment. AAH.49 Compare and contrast the responses of African Americans economic, social, and political challenges in the contemporary U.S. Speaking and Listening TN.56 Describe Tennessee’s role in the Civil Rights Movement (e.g. 5.SL.CC.1 Prepare for collaborative discussions on 5th grade level sit-ins). topics and texts; engage effectively with varied partners, building on U.S. 79 Examine the roles and actions of civil rights advocates and others’ ideas and expressing one’s own ideas clearly how they coincided with, confronted, and challenged each other. 5.SL.PKI.4 Report on a topic or text, or present an opinion, sequenc- ing ideas logically and using appropriate facts and relevant, descrip- Speaking and Listening tive details to support main ideas. 9-10.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th- 10th Writing grade topics, texts, and issues, building on others’ ideas and ex- 5.W.TTP.1 Write opinion pieces on topics or texts, supporting a point pressing one’s own ideas clearly and persuasively of view with reasons and information. 11-12.SL.CC.1 Initiate and participate effectively with varied partners a. Introduce a topic or text. in a range of collaborative discussions on appropriate 11th - 12th b. Develop an opinion through logically-ordered reasons that are grade topics, texts, and issues, building on others’ ideas and ex- supported by facts and details. pressing one’s own ideas clearly and persuasively. c. Create an organizational structure in which ideas are logically 9-10.SL.PKI.4 Present information, findings, and supporting evi- grouped to support the writer’s purpose. dence clearly, concisely, and logically, so that listeners can follow the d. Provide a concluding statement or section related to the opinion line of reasoning; ensure the organization, development, substance, presented. and style are appropriate to purpose, audience, and task. e. Link opinion and reasons using words, phrases, and clauses. f. Apply language standards addressed in the Foundational Literacy Writing standards. 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by High School relevant and sufficient evidence. Social Studies a. Introduce precise claim(s). SSP.01 Collect data and information from a variety of primary and b. Develop claim(s) and counterclaim(s) fairly, supplying evidence secondary sources, including: for each claim and counterclaim while pointing out the strengths • Media and Technology Sources and limitations of both in a manner that anticipates the audience’s SSP.02 Critically examine a primary or secondary source in order to: knowledge level and concerns. • Extract and paraphrase significant ideas and relevant information c. Create an organization that establishes cohesion and clear rela- • Draw inferences and conclusions tionships among claim(s), counterclaim(s), reasons, and evidence. • Recognize the author’s purpose, point of view, and bias. d. Provide a concluding statement or section that follows from and SSP.03 Synthesize data from multiple sources in order to: supports the argument presented. • Recognize differences among multiple accounts e. Use precise language and domain-specific vocabulary to manage SSP.04 Construct and communicate arguments citing supporting the complexity of the topic. evidence to: f. Establish and maintain a formal style and objective tone. • Demonstrate and defend an understanding of ideas 11-12.W.TTP.1 Write arguments to support claims in an analysis • Devise new outcomes or solutions of substantive topics or texts, using valid reasoning supported by SSP.05 Develop historical awareness by: relevant and sufficient evidence. • Evaluating how unique circumstances of time and place create a. Introduce precise claim(s). context and contribute to action and reaction b. Develop claim(s) and counterclaim(s) fairly, supplying evidence • Identifying patterns of continuity and change over time, making for each claim and counterclaim while pointing out the strengths connections to the present. and limitations of both in a manner that anticipates the audience’s

AN EDUCATIONAL OUTREACH PROGRAM OF THE TENNESSEE STATE MUSEUM PAGE 14 knowledge level and concerns. c. Create an organization that establishes cohesion and clear rela- High School tionships among claim(s), counterclaim(s), reasons, and evidence. Social Studies d. Provide a concluding statement or section that follows from and SSP.01 Collect data and information from a variety of primary and supports the argument presented. secondary sources, including: e. Use precise language and domain-specific vocabulary to manage • Media and technology sources the complexity of the topic. SSP.02 Critically examine a primary or secondary source in order to: f. Establish and maintain a formal style and objective tone • Extract and paraphrase significant ideas and relevant information TN.56 Describe Tennessee’s role in the Civil Rights Movement (e.g. Lesson 5: The Chattanooga Sit-In Movement sit-ins). 5, 9-12 AAH.41 Describe various methods employed by African Americans Grade 5 to obtain civil rights. Social Studies AAH.42 Summarize the Civil Rights Movement in Tennessee. SSP.01 Collect data and information from a variety of primary and AAH.49 Compare and contrast the responses of African Americans secondary sources, including: economic, social, and political challenges in the contemporary U.S. • Media and technology sources U.S. 79 Examine the roles and actions of civil rights advocates and SSP.02 Critically examine a primary or secondary source in order to: how they coincided with, confronted, and challenged each other. • Extract and paraphrase significant ideas and relevant information U.S.80 Describe the significant events in the struggle to secure civil 5.24 Analyze the key people and events of the Civil Rights Move- rights for African Americans, including: ment. Marches, demonstrations, boycotts, and sit-ins. 5.50 Identify Tennessee’s significant contributions to the Civil Rights Movement.

PAGE 15 TENNESSEE’S MODERN CIVIL RIGHTS MOVEMENT Lesson 1 Meet Jim Crow: A Very Unpleasant Character

LESSON PLAN RESOURCES 1. Vocabulary of Jim Crow 2. Vocabulary of Jim Crow Graphic Organizer TENNESSEE’S TENNESSEE’S TRAVELING TREASURES Modern Civil Rights Movement

Vocabulary of Jim Crow Page 1 of 1

Racism: The belief that a particular race is superior to others; usually involving the idea that one’s own race is superior and has the right to rule others.

Segregation: The enforced separation of a group from the rest of society based on their race, religion, nationality, age, or gender.

Discrimination: Unfair treatment of one person or group because of their race, religion, nationality, age, or gender.

Prejudice: A preconceived belief or judgment about a group of people based on their race, gender, or religion.

Integrate: To open to people of all races or ethnic groups without restriction. The opposite of segregate.

Desegregate: To stop segregation. Bring together people of all races or ethnic groups.

Lunch counter: A counter, in a store or restaurant, where light meals and snacks are served; usually in a department store.

Jim Crow: The legalized practice of discriminating against and segregating black people during the late 19th and 20th centuries.

Vocabulary of Jim Crow Graphic Organizer Page 1 of 1

What is it?

Definition:

Examples Non-Examples

Word

Illustration

LESSON PLAN RESOURCES 1. Timeline of Nashville Sit-ins 2. Timeline Answer Key 3. Photo Analysis Worksheet 4. Photo Analysis Example TENNESSEE’S TENNESSEE’S TRAVELING TREASURES Modern Civil Rights Movement

Timeline of Nashville Sit-Ins Page 1 of 1

Instructions: Follow along with the video. As the important dates are mentioned, write a brief description of the event that took place during the Nashville Sit-Ins on the lines provided.

Feb. 13 Feb. 29 Apr. 20 May

Easter Season

Feb. 27 Apr. 19 Apr. 21

Timeline Answer Key Page 1 of 1

Instructions: Follow along with the video. As the important dates are mentioned, write a brief description of the event that took place during the Nashville Sit-Ins on the lines provided.

Students participate Student demonstrators stand trial Silent march; Diane Black con- Lunch counters

in sit-ins and jailed fronts Mayor Ben West desegregated

Feb. 13 Feb. 29 Apr. 20 May

“Don’t buy downtown” boycott

Easter Season

Feb. 27 Apr. 19 Apr. 21

Violence broke out at sit-ins NAACP attorney Z. Alexander Tennessean newspaper declares segregated

(some black students are beaten) Looby’s home is bombed counters won’t be open

Photo Analysis Worksheet Page 1 of 2

Name(s): Date:

Directions: Examine the photographs and primary sources you have been provided. Then answer the questions to determine how they relate to the story of the Nashville sit-in movement.

Step 1. Observing A. Study the photograph for two minutes. Form an overall impression of the photograph and then, examine individual items. Next, divide the photo into four equal parts and study each section to see what new details become visible.

B. Use the chart below to list people, objects, and activities in the photograph.

PEOPLE OBJECTS ACTIVITIES

Photo Analysis Worksheet continues next page

Photo Analysis Worksheet Page 2 of 2

Name(s): Date:

Step 2. What do you think it means? Based on what you have observed above, list three things you can determine about this photograph.

At what point on the sit-ins timeline do you think this photograph best relates?

Step 3. Your questions: What questions do you have about this photograph?

Photo Analysis Worksheet Key Page 1 of 1

Name(s): Date:

Directions: Examine the photographs and primary sources you have been provided. Then answer the questions to determine how they relate to the story of the Nashville sit-in movement.

B. Use the chart below to list people, objects, and activities in the photograph.

PEOPLE OBJECTS ACTIVITIES Lunch Counter Workers Lunch Counter Men sitting at the lunch counter

Sit-in Participants Food and Drink Advertisements Employees working

Casual Observers “Fountain Closed” Sign Bystanders watching what is happening

Step 2. What do you think it means? Based on what you have observed above, list three things you can determine about this photograph.

1. Calm 2. No violence 3. Example of social disobedience

At what point on the sit-ins timeline do you think this photograph best relates?

The photo represents the early stages of the movement in Nashville.

Step 3. Your questions: What questions do you have about this photograph?

LESSON PLAN RESOURCES 1. Student Viewing Guide 2. Documentary Assessment 3. Teachers Guide and Answer Key TENNESSEE’S TENNESSEE’S TRAVELING TREASURES Modern Civil Rights Movement

Student Viewing Guide Page 1 of 2 The Clinton 12

1. In addition to public schools, what other places were segregated in Clinton, TN?

2. Where was the black high school located?

3. What did the lawsuit McSwain vs. The Board of Education of Anderson County demand?

4. In 1954, what famous U.S. Supreme Court case ruled the law of “separate but equal” to be unconstitutional?

5. What did registration day mark the end of?

6. Why did John Kasper come to Clinton?

7. In addition to segregationists, who came to Clinton as a result of the national publicity that Kasper’s protest received?

8. What organization did Kasper ask the residents of Clinton to join?

9. Along with members of the black community, who else became victims of the volatile atmosphere in Clinton?

10. What group was organized by the mayor of Clinton to aid the local police force?

Student Viewing Guide Page 2 of 2 The Clinton 12

11. What happened on the night of the first home football game of the season?

12. Who was the Governor of Tennessee during the integration crisis in Clinton?

13. What was the verdict of John Kasper’s trial?

14. What group did John Kasper organize to start trouble inside of Clinton High School?

15. What happened to Reverend Turner after he escorted the Clinton 12 to school on election day?

16. Who was the first black graduate of a court ordered, integrated school in the South?

17. What happened on Sunday October 5, 1958?

18. Who greeted the Clinton High School students when they arrived in Oak Ridge?

19. What was the old Green McAdoo Elementary School in Clinton, TN converted into?

Documentary Assessment Page 1 of 2 The Clinton 12

1. Briefly describe race relations in Clinton, prior to 1956.

2. Explain how education in Clinton was separate, but not equal, prior to the integration of Clinton High School.

3. Explain why the Supreme Court’s ruling on Brown v. Board of Education was integral to the Civil Rights Movement in America.

4. What caused the number of protesters in Clinton to drastically increase during the first week of school?

5. What protective measures were taken by the black community in Clinton?

6. In addition to members of the black community, who else became victims of the volatile atmosphere in Clinton?

Documentary Assessment Page 2 of 2 The Clinton 12

7. Who were the volunteers that made up the Home Guard?

8. Who did the principal of Clinton High School recruit to patrol the school’s hallways and classrooms?

9. Why did residents of Clinton support integrating Clinton High School, even though many disagreed with it?

10. On graduation day at Clinton High School, what happened to Bobby Cain following the commencement ceremony?

11. What did segregationists do as a final attempt at keeping black students from attending Clinton High School?

12. If integration had failed at Clinton High School do you believe it would have failed elsewhere? Explain.

Teacher’s Guide & Answer Key Page 1 of 4 The Clinton 12

Activity # 1: Show the film, The Clinton 12, to students using ONE of the following methods: Method 1: Show the film in five parts; pause the film after each part for class discussion. Part I Running Time - 18 minutes/40 seconds *Start - 00:00:00 *Stop - 00:18:40… Following commentary on Ku Klux Klan… “By the end of the summer of 1956, the town of Clinton and the teachers and administrators at Clinton High School thought they had prepared for the end of segregation in the schools. Yet they would soon discover that nothing could have prepared them for what was about to happen.” Optional Discussion Questions: • Why did Brown v. Board of Education result in “the beginning of the end of segregation in U.S. schools?” • How would you feel if you were an African American in 1956 and told that you had to attend an all white high school in the fall? • How would growing up in a segregated school system influence the way white students perceived their African American peers?

Part II Running Time - 15 minutes/25 seconds *Start - 00:18:40 *Stop - 00:34:05… After commentary from Clinton 12 member Anna Theresser Caswell… “Nobody was saying much. Nobody was saying much of anything.” Optional Discussion Questions: • How do you think the residents of Clinton will respond to John Kasper and his supporters? • What role did the media play in the events that transpired in Clinton?

Part III Running Time - 15 minutes/15 seconds *Start - 00:34:05 *Stop - 00:49:20… After Tennessee National Guard Arrives in Clinton. Optional Discussion Questions: • Why would Governor Clement’s decision to send the National Guard to Clinton have been unpopular?

Part IV Running Time - 16 minutes/45 seconds *Start - 00:49:20 *Stop - 00:66:06… After members of the White Citizens Council are sentenced to prison by Judge Taylor for violating his desegregation order. Optional Discussion Questions: • Why would the residents of Clinton view the attacks on Reverend Turner and Ms. Brittain as an assault on the entire town? • How did the actions of the White Citizens Council on election day backfire? • What was the message of Reverend Turner’s sermon and what impact, if any, do you think it had on the people of Clinton? • Without John Kasper, would the events in Clinton have played out differently?

Continued next page

Teacher’s Guide & Answer Key Page 2 of 4 The Clinton 12

Part V Running Time - 18 minutes/54 seconds *Start - 00:66:06 *Stop - End of film Optional Discussion Questions: • If integration had failed at Clinton High School do you believe it would have failed elsewhere? • Why is it important to continue telling the story of the Clinton 12? • What lasting contributions do you think Clinton High School made to the Civil Rights Movement? • Members of the Clinton 12 commented that they rarely talked about their experience. Why do you think that is? • Explain what the narrator meant when he said that the Clinton 12 “faced the best and the worst in all of us.” • How do you think members of the Clinton 12 eventually overcame the feelings of hate they harbored following the desegregation crisis? • Explain the following statement: “Although everyone in this small southern town was shocked by the bombing, no one was surprised.” • Are the members of the Clinton 12 heroes? Why or why not?

Method 2: Show the film in its entirety. At the end of the film, review and/or collect Student Viewing Guide handouts and hold class discussion.

Student Viewing Guide Answer Key: 1. In addition to public schools, what other places were segregated in Clinton, TN? Movie theaters, ball parks, drugstores, restaurants 2. Where was the black high school located? Knoxville 3. What did the lawsuit McSwain vs. The Board of Education of Anderson County demand? That the Anderson County Board of Education allow black students to attend Clinton High School 4. In 1954, what famous U.S. Supreme Court case ruled the law of “separate but equal” to be unconstitutional? Brown v. Board of Education 5. What did registration day mark the end of? Segregation 6. Why did John Kasper come to Clinton? To keep black students out of Clinton High School 7. In addition to segregationists, who came to Clinton as a result of the national publicity that Kasper’s protest received? Reporters and television crews from around the world

Continued next page

Teacher’s Guide & Answer Key Page 3 of 4 The Clinton 12

8. What organization did Kasper ask the residents of Clinton to join? The Anderson County White Citizens Council 9. Along with members of the black community, who else became victims of the volatile atmosphere in Clinton? Teachers and school administrators 10. What group was organized by the mayor of Clinton to aid the local police force? The Home Guard 11. What happened on the night of the first home football game of the season? Riots broke out around the courthouse. Black people were dragged from their cars and beaten 12. Who was the Governor of Tennessee during the integration crisis in Clinton? Frank Clement 13. What was the verdict of John Kasper’s trial? Not guilty 14. What group did John Kasper organize to start trouble inside of Clinton High School? The Junior White Citizens Council 15. What happened to Reverend Turner after he escorted the Clinton 12 to school on election day? He was beaten by members of the White Citizens Council 16. Who was the first black graduate of a court ordered, integrated school in the South? Bobby Cain 17. What happened on Sunday October 5, 1958? Segregationists tried to destroy Clinton High School with dynamite 18. Who greeted the Clinton High School students when they arrived in Oak Ridge? The Oak Ridge High School band 19. What was the old Green McAdoo Elementary School in Clinton, TN converted into? A museum

Optional Discussion Questions: • Why did Brown v. Board of Education result in “the beginning of the end of segregation in U.S. schools?” • How would you feel if you were an African American in 1956 and told that you had to attend an all white high school in the fall? • How would growing up in a segregated school system influence the way white students perceived their African American peers? • If integration had failed at Clinton High School do you believe it would have failed elsewhere? • Why is it important to continue telling the story of the Clinton 12? • Explain what the narrator meant when he said that the Clinton 12 “faced the best and the worst in all of us.” • Are the members of the Clinton 12 heroes? Why or why not?

Continued next page

Teacher’s Guide & Answer Key Page 4 of 4 The Clinton 12

Activity # 1: Assess students’ comprehension of the film

Documentary Assessment Answer Key 1. Briefly describe race relations in Clinton, prior to 1956. There were few problems between Clinton’s white and black residents, however racism was commonplace. Almost everything was segregated and the two races didn’t socialize. 2. Explain how education in Clinton was separate, but not equal, prior to the integration of Clinton High School. African American students had to be bused to Knoxville, while all-white Clinton High School was within walking distance. Clinton High School was free, but the black junior high and high school cost tuition and many families couldn’t afford it. African Americans lived, worked, and paid taxes in Clinton. 3. Explain why the Supreme Court’s ruling on Brown v. Board of Education was integral to the Civil Rights Movement in America. The Supreme Court ruled that the law of “separate but equal” was unconstitutional, and this decision led to the desegregation of schools in the United States. 4. What caused the number of protesters in Clinton to drastically increase during the first week of school? The protests received national publicity and as a result, segregationists and media outlets from around the world came to Clinton. 5. What protective measures were taken by the black community in Clinton? Men armed themselves and stood guard at night. Mt. Sinai Baptist Church became a safe haven. 6. In addition to members of the black community, who else became victims of the volatile atmosphere in Clinton? Teachers and school administrators, the Home Guard, Reverend Turner 7. Who were the volunteers that made up the Home Guard? Everyday citizens of Clinton including plant workers, lawyers, the football coach, and veterans of WWI and WWII 8. Who did the principal of Clinton High School recruit to patrol the school’s hallways and classrooms? Members of the football team 9. Why did residents of Clinton support integrating Clinton High School, even though many disagreed with it? It was the law and therefore they felt it should be followed 10. On graduation day at Clinton High School, what happened to Bobby Cain following the commencement ceremony? He was attacked by a group of white students 11. What did segregationists do as a final attempt at keeping black students from attending Clinton High School? They bombed the school with dynamite 12. If integration had failed at Clinton High School do you believe it would have failed elsewhere? Explain. (Various answers acceptable)

LESSON PLAN RESOURCES 1. “We Shall Overcome” Song Lyrics 2. “Where is the Love?” Song Lyrics 3. “Uprising” Song Lyrics 4. “Not Ready to Make Nice” Song Lyrics TENNESSEE’S TENNESSEE’S TRAVELING TREASURES Modern Civil Rights Movement

Song Lyrics Page 1 of 4

“We Shall Overcome”

1. We shall overcome We shall overcome We shall overcome some day

CHORUS: Oh, deep in my heart I do believe We shall overcome some day

2. We’ll walk hand in hand We’ll walk hand in hand We’ll walk hand in hand some day

CHORUS

3. We shall all be free We shall all be free We shall all be free some day

CHORUS

4. We are not afraid We are not afraid We are not afraid some day

CHORUS

5. We are not alone We are not alone We are not alone some day

CHORUS

Song Lyrics Page 2 of 4

Where is the Love? by The Black Eyed Peas (partial lyrics)

What’s wrong with the world, mama With ongoin’ sufferin’ as the youth die young People livin’ like they ain’t got no mamas So ask yourself is the lovin’ really gone I think the whole world addicted to the drama So I could ask myself really what is goin’ wrong Only attracted to things that’ll bring you trauma In this world that we livin’ in people keep on givin’in Overseas, yeah, we try to stop terrorism Makin’ wrong decisions, only visions of them dividends But we still got terrorists here livin’ Not respectin’ each other, deny thy brother In the USA, the big CIA A war is goin’ on but the reason’s undercover The Bloods and The Crips and the KKK The truth is kept secret, it’s swept under the rug But if you only have love for your own race If you never know truth then you never know love Then you only leave space to discriminate Where’s the love, y’all, come on (I don’t know) And to discriminate only generates hate Where’s the truth, y’all, come on (I don’t know) And when you hate then you’re bound to get irate, yeah Where’s the love, y’all Madness is what you demonstrate And that’s exactly how anger works and operates People killin’, people dyin’ Man, you gotta have love just to set it straight Children hurt and you hear them cryin’ Take control of your mind and meditate Can you practice what you preach Let your soul gravitate to the love, y’all, y’all I feel the weight of the world on my shoulder People killin’, people dyin’ As I’m gettin’ older, y’all, people gets colder Children hurt and you hear them cryin’ Most of us only care about money makin’ Can you practice what you preach Selfishness got us followin’ our wrong direction And would you turn the other cheek Wrong information always shown by the media Negative images is the main criteria Father, Father, Father help us Infecting the young minds faster than bacteria Send us some guidance from above Kids wanna act like what they see in the cinema ‘Cause people got me, got me questionin’ Yo’, whatever happened to the values of humanity Where is the love (Love) Whatever happened to the fairness in equality Instead of spreading love we spreading animosity It just ain’t the same, always unchanged Lack of understanding, leading lives away from unity New days are strange, is the world insane That’s the reason why sometimes I’m feelin’ under If love and peace is so strong That’s the reason why sometimes I’m feelin’ down Why are there pieces of love that don’t belong There’s no wonder why sometimes I’m feelin’ under Nations droppin’ bombs Gotta keep my faith alive till love is found Chemical gasses fillin’ lungs of little ones

Song Lyrics Page 3 of 4

Uprising by Muse (partial lyrics)

The paranoia is in bloom Chorus The PR transmissions will resume They will not force us Keep us all dumbed down and hope that They will stop degrading us We will never see the truth around They will not control us (So come on!) We will be victorious Rise up and take the power back Another promise, another scene, another It’s time that the fat cats had a heart attack A package not to keep us trapped in greed You know that their time’s coming to an end. With all the green belts wrapped around our minds We have to unify and watch our flag ascend! And endless red tape to keep the truth confined (So come on!) Hey .. hey ... hey .. hey! (repeat) Chorus They will not force us They will stop degrading us They will not control us We will be victorious Interchanging mind control Come let the revolution take its toll if you could

Song Lyrics Page 4 of 4

Not Ready to Make Nice by the Dixie Chicks (partial lyrics)

Forgive, sounds good I made my bed and I sleep like a baby Forget, I’m not sure I could With no regrets and I don’t mind sayin’ They say time heals everything It’s a sad sad story when a mother will teach her But I’m still waiting Daughter that she ought to hate a perfect stranger And how in the world can the words that I said I’m not ready to make nice Send somebody so over the edge I’m not ready to back down That they’d write me a letter Sayin’ that I better shut up and sing It’s too late to make it right Or my life will be over I probably wouldn’t if I could Can’t bring myself to do what it is you think I should I’m not ready to make nice I’m not ready to back down I know you said It’s too late to make it right Can’t you just get over it I probably wouldn’t if I could It turned my whole world around And I kind of like it Forgive, sounds good Forget, I’m not sure I could They say time heals everything But I’m still waiting

LESSON PLAN RESOURCES 1. Student Viewing Guide 2. Viewing Guide Answer Key TENNESSEE’S TENNESSEE’S TRAVELING TREASURES Modern Civil Rights Movement

Chattanooga Sit-Ins Documentary Page 1 of 1 Student Viewing Guide

Name: Date:

Directions: As you watch this documentary, answer the following questions that relate to the Chattanooga sit-ins.

1. What motivated the students in Chattanooga to conduct sit-ins, despite an initial lack of support from the city’s black leaders?

A.) They were inspired by the sit-ins happening in other cities B.) A fellow student was violently attacked for trying to eat at a lunch counter C.) They were angry because the mayor had used racial slurs in a recent speech

2. The majority of the young people who were at the frontline of the Chattanooga sit-in protests were:

A.) College students B.) High school students C.) Factory workers

3. For years, the participants didn’t talk about their experiences because:

A.) They were ashamed B.) They were too traumatized C.) They feared they could get in trouble with the law

4. In Chattanooga and across much of the South, what happened if you violated segregation laws?

A.) You were arrested and taken to jail B.) Local authorities would confiscate your home and personal possessions C.) Nothing, but it was frowned upon

5. Which of the following was not one of the rules that the sit-in participants were instructed to follow?

A.) Try to buy something B.) Bring a weapon in case you need to defend yourself C.) Be on your best behavior

6. What happened on the first day of the sit-ins?

A.) All of the participants were immediately arrested B.) Violence erupted C.) The lunch counters closed and the participants were photographed by the Chattanooga Times.

7. Later a symbol of the Civil Rights Movement, what did the City of Chattanooga use to “keep the peace”?

A.) Police dogs B.) Tear gas C.) Fire hoses

Chattanooga Sit-Ins Documentary Page 1 of 1 Student Viewing Guide Answer Key

Name: Date:

Directions: As you watch this documentary, answer the following questions that relate to the Chattanooga sit-ins.

1. What motivated the students in Chattanooga to conduct sit-ins, despite an initial lack of support from the city’s black leaders?

X A.) They were inspired by the sit-ins happening in other cities B.) A fellow student was violently attacked for trying to eat at a lunch counter C.) They were angry because the mayor had used racial slurs in a recent speech

2. The majority of the young people who were at the frontline of the Chattanooga sit-in protests were:

A.) College students X B.) High school students C.) Factory workers

3. For years, the participants didn’t talk about their experiences because:

A.) They were ashamed B.) They were too traumatized X C.) They feared they could get in trouble with the law

4. In Chattanooga and across much of the South, what happened if you violated segregation laws?

X A.) You were arrested and taken to jail B.) Local authorities would confiscate your home and personal possessions C.) Nothing, but it was frowned upon

5. Which of the following was not one of the rules that the sit-in participants were instructed to follow?

A.) Try to buy something X B.) Bring a weapon in case you need to defend yourself C.) Be on your best behavior

6. What happened on the first day of the sit-ins?

A.) All of the participants were immediately arrested B.) Violence erupted X C.) The lunch counters closed and the participants were photographed by the Chattanooga Times.

7. Later a symbol of the Civil Rights Movement, what did the City of Chattanooga use to “keep the peace”?

A.) Police dogs B.) Tear gas X C.) Fire hoses