60 song titles are shared between the class.
a. Locate the lyrics of the song titles you are given (e.g. using elyrics.net) and read them.
b. Decide which one song you like best overall from its lyrics.
c. Copy an extract from these lyrics into a shared Google Presentation like this one.
d. Embed a video of the song from YouTube and listen to it.
e. Place an “interesting fact” about the song and/or its writer into the “Did you know…?” box.
f. Vote on the most interesting songs as the basis of a “Best of…” CD.

Students complete this worksheet following from the image, and then students in the class who researched musicians as their “Fakebook” project now feedback to the class with their findings by identifying the one most important event in their lives which illustrates their importance to the civil rights struggle. Everyone in the class uses this to continue developing their thematic timeline document.

Students are presented with two famous images. What is going on in each one? This introduces to 1968 as a “Year of Tragedy” for the Civil Rights struggle and also makes use of this video file.

Using this worksheet to help them, students conduct a “Head to Head” Interview with Martin Luther King Jr. to spot mistakes in an account of his life, then produce a newspaper report based on the extra questions they choose to ask him. There is also a completed teacher version available.

Students complete this worksheet following from the image, and then students in the class who researched politicians as their “Fakebook” project now feedback to the class with their findings by identifying the one most important event in their lives which illustrates their importance to the civil rights struggle. Everyone in the class uses this to continue developing their thematic timeline document.

Students are presented with a famous image of two black politicians shaking hands. Why was this such a newsworthy event? A good way of setting up the focus on politicians.