Day 2: Protest
Standards
4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
4 – C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy.
Objective
Students will be able to relate events in the past to events that are still occurring.
Instructional Activity
Ask students to explore the listed websited in order to learn more about 1967 in Detroit. Guide them through discussion and keep them on tra
The websites in the resource section provides specifics about dates, locations, reactions
and much more in depth information. There are also many related materials that can be clicked for students to continue their learning about race and protest in the 1960s.
Assessment
This formative assessment uses a KWL chart to gauge what students understand and are learning about this topic.
As students find primary sources such as photos, videos, and documents, ask them some of the following questions. Keep in mind you will need to guide their discussions and talk more when students make assumptions that are not supported by the evidence in a source.
- What is the mood of this picture?
- What in the picture lets you know how people might feel?
- What is a protest? Why do people do it?
- Do people still get treated unfairly because of the color of their skin?
- Do these events from the 1960s have any similarity to today?
- What changes would you make to create peace in the world?
Plan to spend 10 minutes asking, "What was something you learned today?" to make sure students are building analysis skills.
Sources
The Reuther Library's 12th Street Detroit exhibit highlights a range of archival sources that you can select based on your students' needs.
For context and additional sources, consider this History Channel site on 1967 in Detroit.
Note: terminology around these events can be contentious. Many historians prefer the term "uprising" or "unrest."