Inthismodule,Ifound

alessonplan
fromtheinternetandadaptedittoincorporateMobileApps
inameaningfulway.

OriginalLesson
Objectives
Studentswill:
1.understandtheconceptsofcivilrightsand
civilliberty,
2.understandandevaluatetherolesplayed
byPresidentLyndonB.Johnson,Dr.Martin
LutherKingJr.,andJ.EdgarHooverduring
theAmericancivilrightsmovementand
3.understandtherolesofthesethreemenin
thecontextofthetimesinwhichtheylived.

Materials
Referencematerialsonthe1960s,President
LyndonB.Johnson,Dr.MartinLutherKing
Jr.,andFBIDirectorJ.EdgarHoover(See
sourcesinProceduressection.)
TheCivilRightsActof1964(
http://www.archives.gov/education/lessons/ci
vilrightsact/)
Internetaccess(ifpossible)
Writingmaterials
ClassroomActivitySheet:CivilRightsProfile
(seeprintableversion)
TakeHomeActivitySheet:Legacy:ALetter
Home(seeprintableversion)
Procedures

1.Beginbyaskingyourstudentstolistento
thefollowingscenario:
Twostudentsaretalkingquietly,but
seriously,toeachother.Athirdstudent,
standingatthenextlocker,overhearsthe
conversation,whichhappenstobeaboutan
acttheyhavecommittedinviolationofschool

ModifiedLesson

Inaddition,studentswillneeda
Smartphonewiththefollowingapps
installed:
Snapchat
Facebook
Camera
Twitter#CR101
VoicerecorderlikeCogi

1. Inthislesson,Iwouldchangethe
situationfromoneinwhichstudents
eavesdroponanothertooneinwhich
astudenttakesapictureofanother
studentwithouthisorherpermission
andshareitonFacebook.

rules.Thethirdstudentsharesthe
conversationwithtwootherstudents,oneof
whomreportstheincidenttotheprincipal's
office.Theprincipalsearchesthelockersof
thefirsttwostudents,locatessome
incriminatingevidence,andsuspendsthe
studentsinaccordancewithschoolpolicy.

2.Haveyourstudentsconsideranddiscuss
whetherthefirsttwostudentshavearightto
privacythethirdstudenthasarightto
freedomofspeechtheotherstudentsare
morallyorlegallyobligatedtoreportthe
incidentandthelockersearchmaybe
conductedwithoutawarrant.

3.Nowinitiateamoregeneraldiscussionof
civilrightsandliberties.Explaintostudents
thatcivilrightsaretherightstopersonal
libertyguaranteedtoallU.S.citizensbythe
13thand14thAmendmentsandbyactsof
Congress.Civilrightsensureequal
opportunitytocitizensregardlessofrace,
religion,orsex.Civillibertiesrefertothe
freedomsonehasfromarbitrary
governmentalinterferenceandare
guaranteedintheUnitedStatesbytheBillof
RightstotheConstitution.Civilliberties
includefreedomofspeechandpressand
freedomtopracticereligion.Askstudentsto
considerthefollowing:
Whatrightsareguaranteedandprotected
undertheConstitution?
Whataresomeotherlawsthatpreserveand
protectthecivillibertiesofindividuals?(You
maywanttolookattheCivilRightsActof
1964.)
Isthereaconstitutionalrighttoprivacy?(See
whattheAmericanCivilLibertiesUnionsays
aboutprivacy.)
4.
Remindstudentsthataslateinour
nation'shistoryasthe1960s,most
communitiessegregatedwhitesandblacksin
schools,publictransportation,and
restaurants.Discriminationpreventedmany
fromreceivingequalconsiderationfor
employmentandeducation.Insomeareasof

Here,theprincipalwouldconfiscatethe
student'scomputeroraccesstheirFacebook
account.

2.Student'swilldiscussthetopicsincontext
ofonlineprivacyandfreedomofspeech.
Addtheideaofmobiledevicesandtheability
torecordandpublishalmostanywhere.

3.Timetotaketheclassoutside!Organizea
triptotheCivilRightsmuseum.Studentswill
takesnappicturesandTweetusingtheclass
hashtag#CR101onthemost
moving/surprisingaspectsofthemuseum.

4.Usingtheirphone'scamera,studentswill
buildaphotomontageofIntegrationto
emphasizethechangesfromsegregation.
Examplesarebuseswithmixedracesriding
together.,etc.Studentsshouldbereminded
tobresponsibleandrespectfulwhentaking
thesephotos.

thecountry,a"polltax"wasusedto
discourageblacksfromvotinginnationaland
stateelections.TheCivilRightsActof1964
soughttolegallyprohibitandpunishthese
injustices.The1960salsosawanincreasein
organizedeffortstostrengthentherightof
individualstofreedomofspeechbystudents
inuniversitiessuchastheUniversityof
CaliforniaatBerkeley.
Continuetodevelopthecontextofthecivil
rightsmovementofthe1960susingyour
textbookorotherreferences.Aconvenient
resourceistheCivilRightsTimeline.In
addition,youmaywanttohavestudentsread
theCivilRightsActof1964.

5.Readthefollowingscenariototheclass.
Askstudentstoconsideritinlightoftheir
earlierresponsesconcerningcivilrightsand
civilliberties.
Theyearis1963.TheU.S.presidenthas
beenassassinated,andthevicepresident,
oncetheSenatemajorityleader,assumes
thepresidency.Heisdeterminedtocarryout
oneofthemissionsoftheslainpresident,
whichistoexpandcivilrightsforallpeople.
However,heisalsoveryconcernedabouthis
ownlegacy,sohetapesasmany
conversationsaspossibleinordertodevelop
afullandcompleterecordofhispresidency.
Hedoesnotinformothersthattheyarebeing
taped.
Aministerisbusytryingtocontinuethe
missionofhislifetime,whichistoexpandand
ensurethecivilrightsofallpeople,
particularlythosewhoareblack.Thismanis
bothaspiritualandpoliticalleader.However,
duringthecourseofhisefforts,hebehavesin
somemorallyquestionablewaysunrelatedto
hismission.
Thedirectorofapowerfulpoliceforceis
chargedwiththeresponsibilityofensuring
thatnofederallawsarebrokenandthat
democracyisnotundermined.Thisdirector
oftenkeepsindividualsundersurveillance,
althoughtheyarenotawareofthis.Helearns
aboutthemorallyquestionablebehaviorsof

5.Studentswillconsidertheeaseof
recordingaudiodiscreetlywiththeir
smartphonebyhavingaconversationwhile
recordingitwiththephoneinan
unobservableway.Howgoodistheaudio
quality?

theministerandattemptstodiscredithimto
thepresidentandtotheminister'swifeand
family,hoping,infact,tounderminethe
minister'spower.
Thepresidentiscountingontheministerto
assisthiminproducingandpassingthemost
importantlegislationofthedecadeand
possiblythecenturyacivilrightsbillthat
wouldoutlawracialdiscrimination.Thecivil
rightslegislationiseventuallypassed.The
presidentandthedirectorcontinuetotape
otherswithouttheirknowledge.Theminister's
familyisanonymouslyinformedofhis
behavior.Theministerisassassinated.The
secretaudiotapesthepresidenthasmade
arereleased20yearslater.

6.Tellstudentsthatthescenariodescribedis
anactualseriesofeventsinAmerican
history.ThepresidentwasLyndonBaines
Johnson,whoassumedofficeafterPresident
JohnF.Kennedywasassassinatedin
November1963.Theministerwascivilrights
leaderDr.MartinLutherKingJr.,himself
assassinatedin1968.Thedirectorofthe
policeforcewasJ.EdgarHoover,directorof
theFBIfrom1924to1972.

7.Noworganizetheclassintoseveralgroups
ofthreetofivestudentstoresearcheachof
thehistoricalfiguresmentionedabove:Martin
LutherKing,PresidentLyndonBaines
Johnson,andJ.EdgarHoover.Assigneach
groupafigureorallowgroupstochoose
whichmantheywouldliketolearnmore
about.Tellstudentstheywillbeconducting
aninvestigationofeachman's
responsibilities,roles,andactionsduringthe
periodfrom1963to1969andhowthey
relatedtotheCivilRightsAct.Provide
studentswithreferencematerialand
resourcesrelatedtotheperiod,aswellas
suggestionsforcollectingbiographicaldata.
UsethefollowingWebsitesasresourcesfor
beginningtheinvestigations:
CivilRightsTimeline
SittingforJustice:NationalMuseumof

7.StudentswillresearchusingJStor's
WebappJSTORSnap:

http://teach.jstor.org/blog/jstorsnapnewway
research?cid=eml_jstor_educationupdatApril
2016

AmericanHistory
InvestigativeResponsibilitiesoftheFBIin
CivilRights
LyndonBainesJohnsonLibrary
ThePresident'sDailyDiaries,19631969
NewReleaseofTelephoneConversations
MartinLutherKingJr.:ABiographicalSketch
JohnEdgarHoover(aBritishWebsite
offeringadistantperspective)
AShortHistoryoftheFBI

8.PassoutacopyoftheClassroomActivity
Sheettoeachstudent.Studentswillusethis
sheetasaguidetoworkfromintheirgroups,
andtheywillcompleteasmuchofitas
possibleinclass.Studentsshouldcontinue
workingontheiractivitysheetsindividuallyor
forhomework.

9.Whentheclassmeetsagain,restructure
studentgroupssothattheycomprisethree
studentseachwhohaveresearched
Johnson,King,andHoover.Havestudents
sharetheirresearchwiththegroupand
discusstheroleseachmanplayedinthe
contextofthetimesinwhichhelived.

10.Next,leadaclassdiscussionusingsome
ofthefollowingquestions:
WhywasitimportanttoLyndonJohnsonto
havetheCivilRightsActof1964passedby
Congress?
WhywasJ.EdgarHooverinterestedin
discreditingMartinLutherKingJr.?Whydid
heusethespecterofcommunismasa
reasonforhavingDr.Kingunder
surveillance?
WhywasLyndonJohnsontapingasmany
conversationsaspossible?
Whydidn'tDr.Kingrealizethathecouldhave
beenundersurveillance?
WhydidLyndonJohnsonextendHoover's
tenurebeyondthemandatoryretirement
age?
Whatiseachman'slegacy?