Lesson Plan
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.
The Student Nonviolent Coordinating Committee (SNCC) was made up of young people who played a big role in the civil rights movement. This was the first time that young people led a national civil rights movement. As they helped guide voter registration and education efforts across the South, SNCC involvement was a key catalyst for the development of pivotal events and organizations. In particular, SNCC’s work in Lowndes County, Alabama led to the creation of the Lowndes County Freedom Party which came to be known as the “Black Panther Party” because of the symbol used to help illiterate voters identify party members on the ballot. In the following years, the Black Panther became a widespread icon and groups inspired by the successes in Lowndes formed throughout the country. In Oakland, California, the Black Panther Party for Self-Defense was established in 1966. Led by Bobby Seale and Huey Newton, they organized Black community members into the most iconic organization of the Black Power era.
Ninth, Tenth, Eleventh, Twelfth
Social Studies, US History
180 minutes
Three 60-minute class periods
Activities, Background Essays, Biographies, Glossary, Primary Sources, Rubrics, Secondary Sources, Timeline
At the end of this lesson, students will be able to:
It will be helpful for students to be familiar with:
SSSocIC1: Analyze forms of social inequality.
SSCG7: Demonstrate knowledge of civil liberties and civil rights.
SSUSH21: Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Kennedy and Johnson administrations.
L9-10RHSS3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
L9-10RHSS9: Compare and contrast treatments of the same topic in several primary and secondary sources.
L9-10WHST1: Write arguments focused on discipline-specific content.
L9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
An organization that embraced self-defense and community support programs as key to the survival of Black people within and beyond a capitalist society.
A movement that emphasized black self-reliance and self-determination over integration and created political, economic, and cultural organizations through which African Americans could secure basic civil and human rights. Source: National Museum of African American History and Culture.
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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 first lesson focuses on the history of SNCC.
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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.