Overview of the Module
This module highlights children’s rights and encourages autonomy. Students will research the Birmingham Children’s Crusade of 1963 and put themselves in the children’s position to explore whether or not they would have made some of the same choices during the crusade. Students will also have the opportunity to generate a list of what they consider to be the “core” rights of their school. After creating this list, students will create a display for the rights they select.
What exactly will teachers find in this module?
In this module, teachers will find an in-depth look at the children’s march to help inspire children in their ability to elicit change. This module also houses an interview with a foot soldier from The Civil Rights Movement that supports children’s abilities to advocate for issues that are important to them. Pictures, videos, and hands-on activities throughout this lesson will help students begin to think of themselves as change agents.
Why is this module important?
This module is important because it will help to solidify a sense of advocacy and agency among the students. They will see multiple examples of children making a difference which will hopefully inspire them to do the same.
How does this module connect to bullying?
In each lesson, a child is shown standing up in the face of injustice. Injustice occurs as a seemingly superior and more powerful person tries to assert dominance or bully a minority
or someone that seems to be less powerful.
Content
Additional Resources for Teachers
Children’s March:
https://www.biography.com/news/black-history-birmingham-childrens-crusade-1963-video
Children’s March:
https://www.theroot.com/childrens-march-1963-a-defiant-moment-1790896253
Newspaper Clippings:
http://www.rarenewspapers.com/view/600427
Children’s Crusade:
Children’s rights lesson:
https://www.tolerance.org/classroom-resources/tolerance-lessons/the-rights-of-the-child
Foot Soldier Interview:
https://app.frame.io/f/f89e7268-23a4-44e9-8524-04e54a83f609
Children’s March video:
Lesson Topics
The Children’s March, 1963
More information: https://www.theroot.com/childrens-march-1963-a-defiant-moment-1790896253
Lesson Goals: This lesson will show students how the simplest forms of protest can raise awareness and lead to laws being changed.
Materials/Resources for Lesson: Chart paper, markers
How does this lesson connect to bullying? The Birmingham Children’s March in 1963 was a reaction to segregation laws in Alabama. Keeping things separate and less than equal was a tactic used to bully African Americans.
Lesson structure:
- Open
- Write the words violent and nonviolent on two halves of the same chart paper. Ask students to provide synonyms and examples of both terms Ask students to define the word protest. Watch a video clip about The Children’s March: https://www.youtube.com/watch?v=5c113fq3vhQ
- Body
- Complete a short who, what, when, where, and why with the class to summarize why the students were protesting.
- Turn and talk:
- Was the protest peaceful or nonviolent?
- Which protest is more effective and why?
- What do you think it would have been like to participate in the children’s march?
- Would you have participated in the Children’s March?
- Imagine that you are a child during this time in history. Write a letter to your parents explaining your decision to march in the protest or not. Be sure to explain how you made your decision.
- Close
- Individual: Swap letters with a partner.
- Whole Group: Discuss different rationales for participating/not participating in the march.
Building Our Own Bill of Rights
Lesson Goals: The students will explore their rights as children, reflect on their importance, and work together to identify their rights as members of the school community.
Materials/Resources for Lesson:
- Foot Soldier Interview:
https://app.frame.io/f/f89e7268-23a4-44e9-8524-04e54a83f609
- Children’s Rights lesson:
https://www.tolerance.org/classroom-resources/tolerance-lessons/the-rights-of-the-child
How does this lesson connect to bullying? Rights are violated when bullies infringe upon another student’s personhood. By helping students realize they have the right not to be bullied, they will recognize and respond to social situations that are not appropriate.
Lesson structure:
- Open:
- Show the video of a fifth-grade student interviewing Dr. Paulette Dilworth, a foot soldier in the Civil Rights Movement, who advocated for desegregation and equality as a child.
- Ask students to identify a short list of the children’s rights that were infringed upon during the Civil Rights Movement.
- What rights should children have? Make a list on the board.
- Share the ten core rights of the United Nations. Discuss that although these rights seem basic, can you think of an example of children who do not have these rights? For example, are there young people without adequate nutrition and medical care.
- Body:
- Ask students to think about what their rights should be in their school community. What rights do we all need in order to be safe in our school?
- Divide students into small groups and ask them to brainstorm rights that should apply to their school/classroom? Narrow the individual lists to four or five rights that represent the group’s view.
- Close:
- Share proposed rights with the whole class and agree on a set of rights for the school/classroom.
