Voice+of+Freedom+Reinforcing+Activity

i. 9: to define the Jim Crow Laws ii. 12: to reread the last paragraph, “A Mississippi law at the time said poor folks had no business making babies.” iii. 17: to define a poll tax iv. 21: ask students to write two or three more sentences reflecting on this second portion of the story. v. 33: ask students to write their thoughts on Fannie Lou Hamer’s thoughts on the Black Power Movement. How did they differ from other members that participated in this movement? Why was she uneasy about their actions? i. What was your reaction to Fannie’s action? ii. What did this make you think of Fannie? iii. What did this make you think of the inequality? iv. What is something that you can do to make yourself more active in your own community?
 * __Objective:__**
 * Students will be able to write a reflection upon the reality of events throughout the Civil Rights Movement
 * Students will be able to develop ways of getting involved in their own communities based upon their completion of reading Voice of Freedom: Fannie Lou Hamer
 * __Materials:__**
 * 1) **1.** Teacher:
 * 2) **a.** Computer opened to []
 * 3) **b.** Projector
 * 4) **c.** Voice of Freedom: Fannie Lou Hamer book
 * 5) **2.** Students:
 * 6) **a.** Notebook
 * 7) **b.** Pen\pencil
 * __Procedures:__**
 * 1) 1. The teacher will introduce the topic of the Civil Rights Movement by first asking the students to write down three to five adjectives to describe the Civil Rights Movement.
 * 2) 2. Display the short video on Fannie Lou Hamer, and several other civil rights activists, where they were arrested and beaten by other jailers due to force by the police. (2:17 minutes long)
 * 3) 3. Have students write three to five different adjectives describing the Civil Rights Movement after watching the video.
 * 4) a. Discuss as a class how their adjectives\views of the Civil Rights Movement has changed or remained the same before and after watching the video.
 * 5) 4. Read //Voice of Freedom: Fannie Lou Hamer// aloud to the class.
 * 6) a. Stop on pages:
 * 1) 1. Ask students to write two to three sentences reflecting on this half of the story at this point.
 * 1) 5. Once book is finished, give students the next 10-12 minutes to choose one event that was mentioned in the book and have them write about this event in a journal format as if they were alive during this time.
 * 2) a. Have them answer:
 * 1) 1. How did Fannie influence this?
 * __Additional Standards:__** Citizenship Rights and Responsibilities
 * __Key Concepts:__**
 * Jim Crow Laws
 * Poll Tax
 * The Civil Rights Act
 * Voting Rights Act
 * Race Riot