Freedom Summer and the Civil
Rights Act of 1964
Author
Kevin Cline
Frankton Jr./Sr. High School
Target Audience
Grades 9-12
United States History
Civil Rights
Instructional Time
1-2 Class Periods
Big Ideas
Overview
As students work through this exercise, which leads them through the
turbulent passage of the Civil Rights Act of 1964 and the Voting Rights
Act of 1965, they will be encouraged to not only gain knowledge on the
civil rights movement, but also develop a better understanding of the
work that Congress performs. Students will trace the immediate events
leading up to Congressional action, gain a better understanding of the
process by which a bill becomes a law, see the role of Congressional
committees in this work, visualize the impact of public opinion on
Congressional action, and examine the relationship between the
Executive and Legislative branches in making law.
Evaluate how the United
States Constitution
establishes majority rule
while protecting minority
rights and balances the
common good with
individual liberties
Concepts &
Key Terms





© 2015 Center on Congress
Civil Rights Act of
1964
Congressional
Action
Freedom Summer
Lawmaking
Voting Rights Act of
1965
1
Lesson Key:
Bold and Underlined Text =
Material links and location
can be found in the margin.
Big Ideas
Identify and describe the civil
and constitutional rights
found in the United States
Constitution and Bill of
Rights and expanded by
decisions of the United States
Supreme Court; analyze and
evaluate landmark cases of
the United States Supreme
Court concerning civil rights
and liberties of individuals
Activities



Learn How a Bill
Becomes a Law
Play through the
Freedom Summer
Learning Application
Complete a Freedom
Summer Handout
Materials




Access to a Computer
with Internet
Headphones
Pre-downloaded version
of the Freedom Summer
Activity
Copies of the Freedom
Summer Handout
© 2015 Center on Congress
Unit Overview
Rationale
The chapter of American history devoted to the African-American
story is one that is fraught with some of history’s darkest moments.
Even 100 years after the momentous declaration of the
Emancipation Proclamation, African Americans still dealt with the
realities of the unequal world in which they lived, an inequality
made real through efforts at segregation, disenfranchisement, and
racial violence. This inequality was made legal as well, through the
acceptance of “separate but equal” in the Supreme Court, and socalled “Jim Crow” laws which barred African Americans from
everything including classrooms to bathrooms. Even after the
doctrine of “separate but equal” was overturned in a landmark 1954
Supreme Court decision, it would take over a decade of nonviolent
protest and civil disobedience to bring about real change.
Objectives
 Students will be able to understand the legislative process of the
United States Congress;
 Students will be able to explain the roles of Congressional
committees in passing legislation;
 Students will be able to understand the impact of Congressional
action;
 Students will be able to consider how legislation can improve the
lives of Americans.
Assessment
Assessment will be through the completion of the Freedom Summer
Student Handout.
2
Preparing for and Extending the
Freedom Summer Activity
Big Ideas

Explain how a bill
becomes law in the
legislative process of the
United States

Write routinely over a
variety of time frames for
a range of disciplinespecific tasks, purposes,
and audiences
I. Introduce How a Bill Becomes a Law
Take time to work students through the process by which a bill becomes
a law. Once students have a basic understanding of the process, this
lesson can be used to illustrate, in a real world way, the process.
For help in teaching how a bill becomes a law, please consider using the
following resources:
Center on Congress e-Learning Module
This interactive learning activity is designed to show you how a bill
becomes a law. This module allows you to compare the typical
Materials
 Center on Congress
textbook process with the more realistic "dynamic" process and see how
e-Learning Module
http://tinyurl.com/6o2bj77
our untidy process has produced solid results.

Congress Link Lesson
http://tinyurl.com/oy3bw2y
CongressLink lesson
CongressLink is a website that provides education to the public on the

Included pg. 7
workings of congress. It has special sections devoted to teachers filled
with lesson plans and up-to-the-minute information of Congress. This
lesson plan walks through the steps a bill takes to become a law.
“How a Bill Becomes a Law” Handout
“How a Bill Becomes a
Law” Handout

Library of Congress
lesson plan, Segregation:
Jim Crow to Linda
Brown.
http://tinyurl.com/qbr4plo
At the end of this lesson, you will find a handout focused on the process
that makes a bill become a law. The handout has students match written
descriptions of steps to a location on a graphic organizer.
Extending the Lesson
For more historical research on the topics within the passage of the
Civil Rights Act, consider using the Library of Congress lesson plan:
“Segregation: Jim Crow to Linda Brown”.
© 2015 Center on Congress
3
Big Ideas


Integrate and evaluate
multiple sources of
information presented in
diverse formats and media
(e.g., visually,
quantitatively, as well as
in words) in order to
address a question or
solve a problem
Cite specific textual
evidence to support
analysis of primary and
secondary sources,
connecting insights gained
from specific details to an
understanding of the text
as a whole
Exploring Freedom Summer
I. Accessing the Freedom Summer Application
To begin, take students to a computer lab and ask them to open the
Freedom Summer Application. Teachers are recommended to also
open the app on a projected screen, if available. Once all students
have the opening screen on their computers, ask them to follow the
teacher through a quick explanation on how to use the app.
II. Beginning the Freedom Summer Journey
Students will click on “Begin”. Teachers may want students to
utilize headphones while watching the introduction, or it can be
viewed as a class. After viewing the introduction, ask students to
work through the timeline activity. Students will be given a scenario
which either asks a question pertaining to the work of Congress to
get the legislation passed or to the events leading to its passage.
Students will be given three predictions from which they will have to
Materials

Access to a computer
with Internet

Headphones

Freedom Summer
Application
choose what happens next.
III. Tips for Working Through Freedom Summer

Students should be encouraged to utilize the “Explore Further”
button to access further information on the event before
answering.
http://tinyurl.com/m579xxv

Teachers will want also to point out the “Related Media” and
“Biography” options at the bottom, which can give the students
both visual and print information that may lead to a more
informed choice.

Teachers will also want to point out the gallery and glossary tabs
on the right side of the timeline screen. Students can see images
of the events and people involved in the gallery and can get
definitions of major terms in the glossary.
© 2015 Center on Congress
4
Exploring Freedom Summer
Continued
Big Ideas

IV. Navigating Freedom Summer
Additionally, teachers may want to point out the following, all of which
will help students with navigation:

A "hidden button" in the upper right-hand corner that is active
during the "INTRODUCTION." This allows the teacher/presenter to
quickly get back to the opening menu when demonstrating the game
to various audiences.

A "MAIN" tab on the right-hand edge of screen that allows the
player to return to the main menu. It is no longer necessary to
complete all 20 events if the player needs/wants to start over.

Conduct short as well as
more sustained research
assignments and tasks to
answer a question
(including a self-generated
question) or solve a
problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the
subject under
investigation
Clicking the red X on the "CORRECT" screen now goes directly to
the next event, eliminating the need to click another X to proceed.
V. Making Choices in Freedom Summer
Once a choice has been made, a new box will appear that will inform
Materials

Access to a computer
with Internet

Headphones

Freedom Summer
Handout
the student of a correct or incorrect choice and provide an explanation.
Once students have made the correct choice, they will be taken back to
the timeline screen. A blue dot will appear. Students must drag the
event to the dot to place it on the timeline. Teachers are encouraged to
work through the first event with the class to ensure that all students
Included pg. 9 & 10
understand the activity.
VI. Freedom Summer Handout
Students should complete the Freedom Summer Handout while
working through the activity. This activity can be done individually or
in pairs.
VII. Concluding Freedom Summer
When finished, allow time to go over the handout. Focus on the
analysis questions.
© 2015 Center on Congress
5
Standards
The Center on Congress at
Preparing for and Extending
the Freedom Summer Activity
Indiana University
The Center seeks to inspire young
people and adults to take an active part
in revitalizing representative
government in America. To that end,
the Center offers multiple resources,
programs, and projects that foster an
informed electorate that understands our
system of government and participates
in civic life.
The Center was established in January
1999. It developed out of Lee
Hamilton’s recognition during his time
in the U.S. House of Representatives
that the public should be more familiar
with Congress’ strengths and
weaknesses, its role in our system of
government, and its impact on the lives
of ordinary people every day.
Indiana Standards:
USG.3.9
National Standards:
Standard III.B. 1
11-12.LH.1.2
Exploring Freedom Summer
Indiana Standards:
USG.1.9
National Standards:
Standard II.B. 4
USG.5.4
Standard II.B. 2
11-12.LH.2.1
Standard II.D. 3
11-12.LH.4.1
Standard II.D. 4
11-12.LH.7.1
Contact the Center On Congress
The Center on Congress
1315 E. Tenth St, Suite 320,
Bloomington, IN 47405-1701
812-856-4706
[email protected]
The Center on Congress is a research
center of the Office of the Vice Provost
for Research at Indiana University
Bloomington
© 2014 Center on Congress
6
Name:__________________________________ Date:___________________________________
“How a Bill Becomes a Law”
In the chart on the left below, fill in the letter from the list on the right that matches each step of the legislative
process by which a bill becomes a law. Be sure to read each letter on the right carefully. Each letter (with the
exception of one) will be used once.
SENATE
HOUSE
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
A. Approved version of bill crosses over
to other chamber where it must go
through the same process
B. Bill is dropped in the hopper
C. Bill is read aloud formally on the floor
and given to the clerk
D. Bill referred for committee action
E. Conference committee
F. Bill heads back to Floor
G. Chamber whose membership is based
on population
H. Idea generated from a citizen, member
of Congress, etc.
I. Bill written, sponsored and introduced
by member(s) of a chamber
J. Debate usually limited to 1 hour
K. Majority of both houses must approve
revised bill from conference committee
L. Markup, or editing, occurs (changes,
additions are made)
M. Members from each chamber meet to
reconcile different versions of same bill
N. Passed bill goes to President
O. Each state receives two members in
this chamber
P. Unlimited debate unless a cloture vote
to end a filibuster
Q. Voting takes place (roll call, standing,
or voice)
R. President can sign bill into law
S. President can veto bill
Step 7
Step 8
© 2015 Center on Congress
7
Name:__________________________________ Date:___________________________________
“How a Bill Becomes a Law” Key
SENATE
O
HOUSE
G
Step 1
H
Step 2
C
I
B
Step 3
L
D
L
Step 4
P
F
J
Q
Step 5
A
Step 6
M
E
A. Approved version of bill crosses over
to other chamber where it must go
through the same process
B. Bill is dropped in the hopper
C. Bill is read aloud formally on the floor
and given to the clerk
D. Bill referred for committee action
E. Conference committee
F. Bill heads back to Floor
G. Chamber whose membership is based
on population
H. Idea generated from a citizen, member
of Congress, etc.
I. Bill written, sponsored and introduced
by member(s) of a chamber
J. Debate usually limited to 1 hour
K. Majority of both houses must approve
revised bill from conference committee
L. Markup, or editing, occurs (changes,
additions are made)
M. Members from each chamber meet to
reconcile different versions of same bill
N. Passed bill goes to President
O. Each state receives two members in
this chamber
P. Unlimited debate unless a cloture vote
to end a filibuster
Q. Voting takes place (roll call, standing,
or voice)
R. President can sign bill into law
S. President can veto bill
Step 7
K
Step 8
R
N
© 2015 Center on Congress
S
8
Name:_______________________________
Date:________________________________
Freedom Summer Student Handout
Instructions– Complete the three sections below. These three sections will ask you to demonstrate
comprehension of the events, make connections to a deeper analysis of the topics being discussed in
class, and expand your vocabulary.
I. Comprehension- In no more than three sentences, and in your own words, summarize the
events as they pop up, and the response to the event (example given for the first). If needed,
please utilize another sheet of paper.
Civil
Rights
1
Congress
President Kennedy asks Congress to expand on already-existing legal protections of African Americans,
but the response is mixed with some believing the effort is too weak and some refusing to even consider
any new efforts.
2
3
4
5
6
7
© 2015 Center on Congress
9
8
9
10
II. Analysis- Answer each of the following questions in complete sentences.
a. Identify at least three obstacles that Congress had to overcome in order to eventually pass the
CRA.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
b. Identify and explain at least three reasons for how and why the country had changed enough
that something like the CRA was even possible in 1965.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
c. Explain, in at least two specific ways, resistance to the passage of the CRA, and how the VRA
answered some of these issues.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
III. Vocabulary
a. Identify three terms that you did not know and use the glossary to define.
b. Identify three figures that you did not know, and use the resources to explain their
significance.
© 2015 Center on Congress
10