• Special chair designated as the 'Hot Seat'
• Role cards with biographical information
• Simple costume elements or name tags
• Question prompt cards for audience members
• Research materials on civil rights figures
• Preparation worksheet for Hot Seat students
• Feedback forms for audience

Select 4-6 important civil rights figures (e.g., Rosa Parks, Martin Luther King Jr., Ruby Bridges). Create role cards with key biographical information. Prepare question prompt cards for audience members. Designate a special area with a chair as the 'Hot Seat' space.

1. Introduce the concept of Hot Seat as a way to deeply understand historical figures through role-play.
2. Assign historical figures to student volunteers or small groups (1-3 days in advance).
3. Preparation phase (homework or previous class period):
4. Students research their assigned figure using provided materials and additional sources
5. Complete preparation worksheet with key biographical details, accomplishments, challenges, beliefs, and quotes
6. Practice speaking in first person as their character
7. Prepare 2-3 opening statements to introduce themselves
4. For audience members, review respectful questioning techniques and provide question stems:
5. 'What did you think about...'
6. 'How did you feel when...'
7. 'Why did you decide to...'
8. 'What was most challenging about...'
5. Hot Seat implementation (8-10 minutes per historical figure):
6. Student enters as historical figure and sits in the Hot Seat
7. Gives brief introduction in character
8. Classmates ask questions, which the student answers in character
9. Teacher facilitates, ensuring respectful discourse and historical accuracy
6. Brief debrief after each Hot Seat:
7. What new insights did we gain about this person?
8. What surprised us about their perspective?
9. How did their actions impact the Civil Rights Movement?
7. Final reflection: Students write a paragraph comparing two of the civil rights figures, highlighting their different approaches and contributions.

For students uncomfortable with solo performance, allow partner Hot Seats where students can support each other. For struggling students, provide more detailed preparation sheets with possible Q&A. For advanced students, introduce more complex historical figures or challenging ethical dilemmas for the character to address.

Evaluate Hot Seat students on historical accuracy, depth of understanding, and ability to respond in character. Assess audience members on quality and insight of questions. Review final reflection paragraphs for comparative analysis skills.