Chapter 7

For my high school history class in the inner city, I will teach a lesson that will bring history alive. If I were in Memphis and teaching U.S. history in the 1960s, I would go to the National Civil Rights Museum. When I get funding for this field trip, everyone in my class will go for the day. I will have other history teachers involved as well. My purpose is to provide opportunities for firsthand observation to see "history in the flesh." With a journal I have already assigned at the beginning of the school year, they will write observations and questions in their journal. As they can write anything they want, this day will be part self-reflecting, group, and class discussions. With the field trip, I also want the kids to have a conceptual understanding of the topic we are going through in class. I want them to feel the emotions, hear sounds, and understand the reason for the Civil Rights Movement. I also want, for those with hardened minds, to realize that the world is not against them. I want them to realize that this movement was bigger than those who participated in this historical event... The Civil Rights Movement was not a race war or riot, but a fight for injustice. This is also the Lorraine Motel, where Dr. King was murdered. Though MLK's role in the Civil Rights Movement halted in front of Room 306, the spirit for justice lives on. SKIN color does not matter. I also want my students to know that they are in a good environment when they are in my classroom. 

 

The next day, I will have those who want to share their experiences come up to the class/ or have group discussions. I will tie in everything we observed at the NCRM and our curriculum the students' personal lives. If I have more money and time, I will dedicate one more day to bring in a person who participated in the Civil Rights Movement and speak of his/her experiences.

 

This would be awesome to do.  

 

Their history, is my students' history as well.