Living the Legacy


Community Organizing I: Freedom Summer

Unit 2 , Lesson 4

Jewish Women's Archive - Living the Legacy

Community Organizing I: Freedom Summer

Notes to teacher: 

Completing this entire lesson, as it is outlined below, will take multiple class sessions. If you have limited time, you may want to have each group go to only one station (rather than doing a round robin), choose one or two stations for the whole class to focus on, or concentrate on the letters from Freedom Summer in Part IV. Also note that the round robin described involves having two additional staff to run stations. If you are teaching the lesson on your own, consider doing Station 3 with the whole class and then have students do parts of the other two stations on their own, bringing the class back together for the four corners activity at the end of Station 1. The letters from Freedom Summer participants can then be covered in a subsequent class session.

Throughout the round-robin students are asked to imagine themselves as potential participants in the Freedom Summer by attending an information session. In your welcoming remarks the word "Negro" is used to maintain some historical accuracy to the vocabulary that would have been used at the time (and to remind students that they are stepping into a very different era). However, note that the activities the students are participating in do not reflect what an actual Freedom Summer information session would have been like. In addition, Goodman, Cheney, and Schwerner disappeared after Freedom Summer began, meaning that participants already had committed to Freedom Summer and had begun training, or even already arrived in Mississippi, when the three men were discovered missing.

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How to cite this page

Jewish Women's Archive. "Living the Legacy - Lesson: Community Organizing I: Freedom Summer." (Viewed on April 20, 2014) <>.