Being a Gamifed teacher does not necessarily mean playing games all the time. For example, I am currently constructing a “Civil Rights Timeline” using game inspired mechanics to increase engagement. In this case I am using Relatedness, Autonomy, Mastery, and Purpose (the RAMP motivators) to design an engaging and meaningful experience for students regarding our Civil Rights era standard. It is going to tie in some People fun, Hard fun, and Serious Fun. While they are not “gaming” these tools are making a much more student centered experience.

This is Part 1 of the Timeline Project. The students are using their History skills to identify and source information on Civil Rights era events, people, and organizations. They are then working as a Junior class (I have about 65 in person students at the moment) to create a physical timeline that will be used for a Second Part of this project dealing with Continuities and Changes over time. There are a few small things that I did not include in the overview below which include the various databases we have access to and the Google Slides template that I designed that I quickly realized students needed a refresher with.

This Timeline reframes the Civil Rights Era as beginning during WWII and ending in 1980. This is a random window since one could argue Civil Rights has always been and continues to be an important American issue. I am envisioning 3 parts to this project with Part 2 identifying continuities and changes in the movement and Part 3 making modern connections to modern Civil Rights movements, goals, and oppositions.

Civil Rights Timeline Project Pt 1 

USHC.5.CC: Evaluate continuities and changes during the Civil Rights Movement and other subsequent movements for equal rights.

●       Examine how the leaders of different groups sought to promote or limit the expansion of civil rights across time.

Can work in small groups but EACH person is responsible for at least 2 person/group or event entries.

For every Person/Group or Event include:

  • 1 Primary Source that is ACAPed, cited and summarized
    • Print and post the primary source with important information highlighted
  • 1 Secondary Source that is cited, bullet point summary, Author Validated
    • Post a bullet point summary of the main information
  • Choice 
    • 1 Song that represents the core principle of the person or event (can be modern or contemporary). Short paragraph explaining along with a QR code link to the music.
    • 1 Student-created image that represents the core principle of the person or event along with a short paragraph explaining the image and symbolism.
    • 1 Student-created video/podcast recapping the significance of the person or event. Short paragraph explaining along with a QR code link.
  • Include anything significant that you wish that I have not added.

For Each Person/Group also include:

  • A String starting at the person’s birth and ending at their death. If the person is still alive continue the string to the end of the timeline. If a group or organization, place a string at the starting time of the group and end the string when the group disbands or significantly alters its mission.

For Each Event:

  • Place a pin on the US Map to indicate where the event took place

Once completed, Write the title and place the materials in the appropriate location on the timeline.

Events to Students Choose From

WWII Era and Post-WWII

  • A. Phillip Randolph
  • National Council for a Permanent Fair Employment Practices Commission (FEPC)
  • Jackie Robinson
  • Tuskegee Airmen
  • Bayard Rustin 
  • 51st Defense Battalion (Composite)
  • Double V Campaign
  • Executive Order No. 9066
  • Korematsu V. United States
  • Manzanar
  • the Bracero Program
  • the Zoot Suit Riots
  • Congress of Racial Equality (CORE)
  • States Rights Party (Dixiecrats)
  • Women’s Political Council (WPC)
  • Mendez v. Westminster
  • Hernandez v. Texas


  • Mattachine Society
  • Daughters of Bilitis 
  • White Citizens’ Councils formed in the South
  • Emmett Till
  • Montgomery bus boycott
  • Brown v. Board of Education 
  • “Southern Manifesto” 
  • Little Rock 9
  • Youth Marches for Integrated Schools
  • Greensboro sit-in movement
  • Student Nonviolent Coordinating Committee (SNCC)
  • Martin Luther King, Jr.
  • President’s Commission on the Status of Women (PCSW)

1960s (Pre-Voting Rights Act)

  • James Meredith
  • Daniel K. Inouye (D-HI)
  •  the Birmingham Campaign
  • “Letter from a Birmingham Jail”
  • Governor George Wallace at the University of Alabama
  • Medgar Evers
  • John Lewis
  • March on Washington for Jobs and Freedom
  • bombing at the Sixteenth Street Baptist Church in Birmingham
  • James Baldwin
  • Betty Friedan published The Feminine Mystique
  • Civil Rights Act of 1964
  •  24th Amendment
  • Freedom Summer 
  • James E. Chaney; Andrew Goodman; and Michael Schwerner
  • Malcolm X
  • Selma March
  •  Voting Rights Act of 1965

1960s (Post-Voting Rights Act)

  • Watts Riots
  • Executive Order 11246
  • Black Panthers
  • Stokely Carmichael
  • Thurgood Marshall
  • Loving v. Virginia
  • Fair Housing Act
  • Shirley Chisholm
  • Orangeburg Massacre
  • The American Indian Movement
  • Occupation of Alcatraz


  • Swann v. Charlotte-Mecklenburg Board of Education
  • National Organization for Women (NOW)
  • César Chávez 
  • Dolores Huerta 
  • The United Farm Workers Union
  • The Grape Boycott
  •  the Young Lords Organization
  • The Stonewall riot
  • Gay Liberation Movement
  • Lau v. Nichols
  • Trail of Broken Treaties
  • Bureau of Indian Affairs building takeover
  • 1973 Wounded Knee Occupation
  • Equal Educational Opportunity Act of 1974
  • Kent State Massacre
  • Phyllis Schlafly
  • Reverend Jesse Jackson
  • the miniseries “Roots”
  • The Longest Walk 1978
  • California’s Proposition 187