Kentucky Center for African American Heritage

 

 

  
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11.7
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High School – Grade 11
    

 

 

 

 

 

Core Content Guide

1.1.2
Democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, and U.S. Constitution).

2.4.1
As cultures emerge and develop, conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, and genocide) may occur.

3.1.2
Federal, state, and local governments have limited budgets, so they must compare revenues to costs when planning public projects.

3.1.3
To make informed choices, consumers must analyze advertisements, consider personal finances (including the importance of savings, investment, and use of credit), and examine opportunity cost.

5.2.6
After World War II, America experienced economic growth (e.g., suburban growth); struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam).

5.2.7
In the 20th century, the United States has assumed a role in the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War).

    

 

11.7 Crossing Those Rivers of Resistance

Pre-Visit
Using a map of Kentucky, students locate main rivers and streams in the state; identify key waterways; find cities and towns in relation to those waterways; discuss how water has impacted settlement and transportation; and determine how water defines our state borders. Students discuss how bodies of water can both promote and limit human activities. What did the river mean to slaves in Kentucky?

Before a visit to the Center, students discuss the theme, “One More River to Cross,” and what it might possibly mean. Define metaphor and give examples.

While discussing the Civil Rights Movement in class, students put a Kentucky spin on the subject, conduct group research, and begin preparation for reports on local or state history according to these categories:

• Desegregation and Integration

• Strategies of the Movement

• Human Expression

• Ideologies

• Violence

In the Museum
While on a field trip at the Center, students become aware of the various types of river imagery in the exhibits.

Students use the resources of the Center to further research their topic. Students encounter press coverage of many events in state civil rights history and try the “Be a Reporter” station, creating their own news articles on a selected event.

Post-Visit
After visiting the Center, students share impressions of the exhibits with the class and again think what “One More River to Cross” means as the theme for the exhibits.

Students incorporate information gathered at the Center into presentations on the categories above.

Students consider a cause that means a great deal to them today and develop strategies for getting involved with that issue.