Protesting Segregation in Maryland

by  Maryland Center for History and Culture

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During this live, interactive program students will use the state of Maryland as a lens to  learn about the Civil Rights Movement. They will examine oral histories, photographs, and newspaper articles to understand how people protested segregation and discrimination during the Reconstruction era and up to the 1960's during the Civil Rights Movement.

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About This Program


Point to Point: $125.00
Point to Point Premium: $125.00
By Request: $125.00
By Request Premium: $125.00


60 minutes

Target Audience

Education: Grade(s) 8, 9, 10, 11, 12

Minimum participants:


Maximum participants:


Primary Disciplines

Language Arts/English, Social Studies/History

Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

Programs are offered Tuesday through Friday.

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For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 24 hours notice.

About This Provider

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Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Tyler Osborne

Program Details


1. This program begins with a discussion about the aftermath of the Civil War and segregation in the United States
2. Students will discuss segregation and their knowledge about the Civil Rights Movement.
3. Students examine leaders and organizations who protested against segregation and discrimination
4. Students discuss how what we have learned fits into what students already know about the Civil Rights Movement
5. We examine photographs of people protesting in various ways
6. Participants analyze photographs and newspaper articles
7. Students analyze an oral history, taking note of how people protested and information that was new or surprising to them.
8. We discuss how protesting lead to changes within the United States
9. We will revisit the first discussion we had as a group and examine how our understanding of the Civil Rights Movement has changed.
10. Time will be allowed for questions and answers.


Participants will:
- Analyze primary sources including photographs, newspaper articles, and oral histories
- Gain a deeper understanding of the Civil Rights Movement
-Learn about leaders and organizations that protested segregation and discrimination
- Explore the legacy of the Civil Rights Movement

Standards Alignment

National Standards

National Standards:
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RH.1 -- Reading Literacy in History/Social Studies: Reading Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.1 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.5 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.6 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.1d -- Speaking and Listening

D2.His.10.305: Compare information provided by different historical sources about the past.
D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose

State Standards

5.0 CONTENT STANDARD: HISTORY- Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland and the United States.

Expectation 5.1: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from Reconstruction to 1897.

- Reconstruction and an Expanding America (Reconstruction – 1897)
- Content Topic: Analyze the economic, political and social consequences of Reconstruction
- Analyze the practices, policies and legislation used to deny African-Americans’ civil rights, including black codes, lynching, the Ku Klux Klan, voting restrictions, Jim Crow Laws and Plessy v. Ferguson(1896)
- Examine African-American responses to the denial of civil rights such as the rise of African-American churches, African-American newspapers, historically black colleges and the responses of individuals, such as Ida B. Wells, W.E.B. DuBois, and Booker T. Washington
-Challenges of A New Century (1898 – 1929)
- Content Topic: Analyze the cultural, economic, political, and social impact of the Progressive Movement
- Analyze African American responses to inequality, such as the Niagara Movement, the establishment of the National Association for the Advancement of Colored People (NAACP), the Urban League, and the Universal Negro Improvement Association
- Challenges of the Post War World (1946 – 1968)
-Content Topic: Analyze the major developments, controversies, and consequences of the Civil Rights Movement between 1946 – 1968
-Describe various activities that Civil Rights activists used to protest segregation, including boycotts, sit- ins, marches, and voter registration campaigns
-Describe why urban violence and race riots escalated during the 1960s in reaction to ongoing discrimination and the slow pace of Civil Rights advances