Georgia SS8H11.c
The Standard
Explain the resistance to the 1964 Civil Rights Act, emphasizing the role of Lester Maddox.
Georgia Standards of Excellence for Social Studies · Evaluate the role of Georgia in the modern civil rights movement.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify why some white Georgians opposed federally required desegregation of public places. They use Lester Maddox’s actions at the Pickrick restaurant to connect resistance with his political rise.
What Mastery Looks Like
- Students can explain Maddox’s refusal to serve Black customers, the use of axe handles for intimidation, and his decision to close the restaurant. They connect these actions to his later election as governor.
Common Misconceptions
- Students may assume all Georgians resisted desegregation or that Maddox was governor during the Pickrick confrontation. They may also think the new federal law ended segregation immediately.
How to Assess It
- Exit ticket: In three sentences, explain how Maddox resisted desegregation at the Pickrick and how the episode affected his political career. Include one action and one consequence.
Lesson moves
Ways to Teach It
Give pairs event cards for the federal law, Pickrick confrontation, restaurant closure, and 1966 election, then have them build and annotate a timeline.
Ask students to write: How did Maddox turn resistance at one restaurant into statewide political support? Cite two details from provided sources.
Run a cause-and-effect matching game using cards labeled federal law, local response, media attention, restaurant closure, campaign message, and election.
Use a current article about a state challenging a federal rule, then list parallels and limits in the comparison.
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Analyze the effects of Jim Crow laws and practices.
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- SS8H11
Evaluate the role of Georgia in the modern civil rights movement.
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