The Civil Rights Movement: The Montgomery Bus Boycott and March on Washington


        America has change dramatically because of the outcome of the Civil Rights Movement. The struggles that took place not only effected laws, but also influenced a variety of disciplines. In this week unit, English, Math, and History have come together to exemplify the effects the Civil Rights Movement had in all of these areas. Even though this collaboration has great potential to be a greater unit, in the essence of time this group has decided to focus on the Montgomery Bus Boycott and The March on Washington for one week. In math, the students will learn the economical impact of the boycott. Students will also learn how to discover the population of the March by using mass approximations with minimal information. In history, students will be exposed to various documents and will be asked to analyze and interpret the significance of each event. In English, the students will be expected to actually relive the events of the boycott and the march in the classroom each week. Accommodations have been made in all of the lesson plans so that 'no child is left behind'.

Names and Majors of the Team Members

Subjects Integrated: 





Special Education:


        The purpose of this project is to show students that value of the Civil Rights Movement and why it is so monumental to American development. By all the disciplines coming together, students will come to an understanding of the impact that this era had on all Americans. The Civil Rights Movement was about unity. There is no better way to exemplify to our students what true unity is then by combining our disciplines and proving that there is unity in all subject areas. The intent of this lesson is to have students not only appreciate the struggles and triumphs of the Civil Rights Movement, but also an appreciation of all subject matters and to answer the repetitive question, "Why do we have to learn this?" or "What does this have to do with me?"

Resources Needed: 

        Each subgroup (ex: English, History, and Math) is responsible for including this in their unit description.

Unit Description


Day one and two: 

Day three: 

Day four and five: 

Illinois State Standards met by the proposed lesson: 


        English Students will be doing some hands on learning. They will be asked to re-enact what they research. The English class will turn into a micro-theater production. In the interest of time, facilitators should have a list of Internet sites that the students can choose from. Other resources that the facilitator should have available are poster boards, markers, and a few dress up clothes from the 60's. The key to this lesson is to let the students discover this era mostly by themselves. It will be their responsibility to make sure that the re-enactment events replicate the actual events (this is a means to enforce some kind of evaluation).

Day 1: Research day

Day 2: Preparation for re-enactment

Day 3: The role playing begins

Day 4: Role playing continues

Day 5: Assessment and Evaluation


        Students will engage in a variety of learning activities that will allow students to not only learn what happened during the Modern Civil Rights Movement, but to question the motives of all players involved (i.e. the activists, state governments, businesses, key historical figures, etc.). Furthermore, students will have several opportunities to express their thoughts about this important era in ?our? ? every citizen's ? history by examining these events from: reading primary sources from the era, writing poems about the movement, organizing a mock demonstration, and examining the relationship between the protestors. Finally, the students will be asked and expected to list the various strengths and weaknesses of the movement and the strengths influenced the United States government to adopt the Civil Rights Acts of 1964 and 1965.

Day 1 and part of Day 2: 

Day 2: 

The students will be required to ask their interviewees: 

Day 3: 

Day 4: 

Day 5: 

Over the weekend