Chapter 10 Lesson Plan: The Watsons Go to Birmingham 1963
Grade Level:
Middle School: Sixth Grade through Eighth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
60 Minutes
Essential Question
What are some ways you can make places (such as towns, classrooms, etc) more hospitable to African Americans and other marginalized groups?
Objective
In this activity, students will research sundown towns.
Background
Momma did not want to be on the road at night and was nervous when she realized
they’d stopped in Appalachia in the pitch black. Like many other parts of the country,
much of Appalachia was hostile to African Americans and other racial and ethnic
minorities, especially after dark. Momma was right to be nervous. But while many
people think of the South as being more dangerous for racial and ethnic minorities,
the reality is that purposefully all-white towns existed throughout the nation. In this
activity, students will research sundown towns.
Preparation
Gather materials:
* Smartboard or overhead projector
* Tablets or other devices with internet access
* Historical Database of Sundown Towns:
** https://justice.tougaloo.edu/sundown-towns/using-the-sundown-towns-database/state-map/
** https://justice.tougaloo.edu/map/
Procedure
* Introduce students to the concept of sundown towns, providing a brief overview of how they operate.Model how to use the Historical Database of Sundown Towns map, by clicking on towns of interest (for example, the town nearest the Watsons).
* Briefly discuss the different points of research for confirming sundown towns (demographics, oral histories, newspaper articles, etc.) Provide the caveat that the website is a work in progress.
* Divide the class into groups of two and assign each a different town to research. Using the Historical Database of Sundown Towns, students will note and discuss the evidence the town was-or still is-a sundown town.
* Students share their findings with the class.
* Working with their partner, students will use the US Census website to research the current* racial, ethnic, and religious makeup of their town.
* Discuss their findings with their partner.
* Reflection: Formal segregation is illegal, but communities still use informal
exclusionary practices such as zoning laws or housing policies that make it
difficult for people of color to live in certain areas. Some use intimidation
and violence to limit racial and ethnic minorities’ access. Have you
observed other ways towns are inhospitable to African Americans and other
minoritized groups?
To shorten this activity: Research one or two towns as a class.
To lengthen this activity: Research a local town, to help confirm whether it was or is
a Sundown Town. This may involve locating Census data, scouring local newspapers,
etc. See “How to Confirm Sundown Towns" for more information:
https://justice.tougaloo.edu/sundown-towns/research-teach-sundown-towns/how-to-
confirm-sundown-towns/
Contact Information
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Tags: civil rights lesson plans sundown town social studies lesson plan language arts lesson plan christopher paul curtis the watsons go to birmingham birmingham civil rights national monument
Source: U.S. Department of the Interior, National Park Service