acf domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /nas/content/live/ncchredu/wp-includes/functions.php on line 6121
Lesson Plan
This lesson takes students on a journey to understand why many Black Americans flipped from loyal Republican voters during Reconstruction to hopeful Democrat voters during the Civil Rights Era of the 1960s.
The political shift of Black voters from the Republican Party to the Democratic Party in the United States reflects a complex historical and sociopolitical evolution. Following the Civil War and Reconstruction era, newly enfranchised Black voters primarily aligned with the Republican Party due to its role in advocating for abolition and civil rights. However, the passage of landmark civil rights legislation in the 1960s, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965, marked a pivotal turning point in political allegiance. These legislative milestones, championed by Democratic leaders, contributed to a significant realignment of the Black electorate. In this lesson, students will dive deeper into why this political flip occurred through an examination of primary and secondary sources.
Sixth, Seventh, Eighth
Civics, Social Studies, US History
180 minutes
Three 60-minute class periods
Activities, Background Essay, Glossary, Primary Sources, Rubric, Secondary Sources, Timeline
At the end of this lesson students will be able to:
It will be helpful for students to be familiar with:
Georgia
SS8H5: Analyze the impact of the Civil War on Georgia
SS8H7: Evaluate key political, social, and economic changes that occurred in Georgia during the New South Era
SS8H12: Explain the importance of developments in Georgia since the late 20th century.
L6-8RHSS1: Cite specific textual evidence to support analysis of primary and secondary sources.
L6-8RHSS3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
L6-8RHSS7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
A political belief supporting established institutions and customs and preferring gradual development to sudden change. Specifically: such a philosophy calling for lower taxes, limited government regulation of business and investing, a strong national defense, and individual financial responsibility for personal needs.
An economy operating by free competition.
Sign in
or
create a free account
to access the full lesson plan and more.
Through an exploration of the life of Japanese American activist Richard Aoki, students will examine one man’s story that is more complex than the simple binaries we often find in stories of activism.
In this lesson, students will be introduced to the series of events that occurred over four days in Atlanta, Georgia in 1906 that came to be known as the Atlanta Race Massacre.
In this multi-part lesson, students will examine the connections between the Student Nonviolent Coordinating Committee (SNCC) and the Black Panther Party for Self Defense (Black Panthers) and the impact of both organizations on civil rights. The second lesson focuses on the Panthers and a cumulative exhibit creation project.