UNIT SUMMARY
In this Unit on the Civil Rights Movement, we will travel all over the United States and analyze the beginnings and major events that led to the Civil Rights Movement. We will look at the major Civil Rights Leaders, their contributions, and the outcomes that came from the movement. We will analyze the social, political, and economic changes that came from the Movement. This Unit will give you a deeper and more meaningful understanding on the Civil Rights Movement. This Unit is rich in culture and history!
As a Class we will deepen our understanding on this part of History through the analysis of various primary sources like videos, quotes/readings, pictures, and StoryCorp histories. We will engage in discussions and debates, and you will finish the Unit by creating your own Research Project on a Civil Rights Leader that wasn't mentioned throughout the Unit. To get you started, here is a quick overview of the Civil Rights movement by John Greene!
As a Class we will deepen our understanding on this part of History through the analysis of various primary sources like videos, quotes/readings, pictures, and StoryCorp histories. We will engage in discussions and debates, and you will finish the Unit by creating your own Research Project on a Civil Rights Leader that wasn't mentioned throughout the Unit. To get you started, here is a quick overview of the Civil Rights movement by John Greene!
CaliforniA State cONTENT STANDARDS
11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Common core state standards
Reading
CCSS.ELA-LITERACY.RH.11-12.1
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.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-LITERACY.RH.11-12.7
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.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-LITERACY.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.RH.11-12.1
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.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-LITERACY.RH.11-12.7
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.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-LITERACY.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Essential Historical Questions
· 1. How did the passage of several key Supreme Court decisions lead to increased equal rights for African Americans and other Minorities in the 50's and 60's?
· 2. In what ways did Civil Rights Leaders break racial barriers and allowed for the success of the Civil Rights movement?
· 3. In what aspects did Civil Rights Groups often disagree on and how did it often lead to increased violence in the fight for Civil Rights?
· 4. What kind of personal sacrifices did Civil Rights Leaders have to make in order to push for change and how are those sacrifices aligned with the passage of Civil Rights Legislation?
· 5. What kind of impact did the Civil Rights Movement have on Society today?
· 2. In what ways did Civil Rights Leaders break racial barriers and allowed for the success of the Civil Rights movement?
· 3. In what aspects did Civil Rights Groups often disagree on and how did it often lead to increased violence in the fight for Civil Rights?
· 4. What kind of personal sacrifices did Civil Rights Leaders have to make in order to push for change and how are those sacrifices aligned with the passage of Civil Rights Legislation?
· 5. What kind of impact did the Civil Rights Movement have on Society today?
BIG IDEAS
·A series of Supreme Court Decisions advanced Equal Rights for African Americans and other Minorities in the 1950's and 60's.
·Civil Rights Activists broke through Racial Barriers and their activism prompted Landmark Legislation.
·Disagreements among Civil Rights groups and the rise of Black Nationalism created a violent period in the fight for Civil Rights.
·There were many Personal Sacrifices that Civil Rights Leaders and Activists had to make in order to push for Civil Rights.
·The Legacy of the Civil Rights Movement is seen in the increased opportunities that African Americans and other Minorities have today.
·Civil Rights Activists broke through Racial Barriers and their activism prompted Landmark Legislation.
·Disagreements among Civil Rights groups and the rise of Black Nationalism created a violent period in the fight for Civil Rights.
·There were many Personal Sacrifices that Civil Rights Leaders and Activists had to make in order to push for Civil Rights.
·The Legacy of the Civil Rights Movement is seen in the increased opportunities that African Americans and other Minorities have today.
Unit assessments
The following Assessments will be used to target the Big Ideas:
1) Students will create a six-tab foldable on the five major court cases that marked the beginning of the Civil Rights Movement. Students must include four bullet points giving information about the case, one reason as to why its relevant to Civil Rights, and at least one picture per tab.
2) Students will work in pairs to complete a Civil Rights Worksheet on their assigned Activist and participate in a mock interview either as an activist, moderator, or audience.
3) Students will fill out a Venn Diagram on the major differences in philosophy between Martin Luther King, Jr and Malcolm X. Students will also do a close reading activity in which they will analyze MLK's "I Have a Dream" speech.
4) Students will analyze six primary sources on major Civil Rights Legislation, complete a Mini-Q exercise, and compose a Letter to a Congressman suggesting a modification to one of the pieces of legislation.
5) Students will engage in a Jigsaw activity in which they will represent an organization for Women's Rights, analyze various primary sources, and present their findings to the class.
1) Students will create a six-tab foldable on the five major court cases that marked the beginning of the Civil Rights Movement. Students must include four bullet points giving information about the case, one reason as to why its relevant to Civil Rights, and at least one picture per tab.
2) Students will work in pairs to complete a Civil Rights Worksheet on their assigned Activist and participate in a mock interview either as an activist, moderator, or audience.
3) Students will fill out a Venn Diagram on the major differences in philosophy between Martin Luther King, Jr and Malcolm X. Students will also do a close reading activity in which they will analyze MLK's "I Have a Dream" speech.
4) Students will analyze six primary sources on major Civil Rights Legislation, complete a Mini-Q exercise, and compose a Letter to a Congressman suggesting a modification to one of the pieces of legislation.
5) Students will engage in a Jigsaw activity in which they will represent an organization for Women's Rights, analyze various primary sources, and present their findings to the class.