Goals and Objectives
Students will understand the major court cases that aided in the evolution of Civil Rights. Students will analyze the specific cases by reading articles on each case. Students will describe who was involved, what was the outcome, and why its significant to Civil Rights. Students will create a six section Foldable that will have a tab for each court case stating the information they found.
California State Content Standards
11.10 Students analyze the development of federal civil rights and voting rights.
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.
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.
Common Core literacy 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.11-12.7
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.11-12.8
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.11-12.7
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.11-12.8
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.
Driving Historical question
How did the passage of several key Supreme Court decisions lead to increased equal rights for African Americans and other Minorities in the 1950's and 60's?
Lesson Introduction
Students will engage in a Warm-up activity in which they will analyze a Political Cartoon. In their warm-up sheets they will answer the following questions:
1) What issue do you think this cartoon is about?
2) What do you think the cartoonist's opinion on this issue is?
After three minutes of analysis, students will the engage in a Think-Pair-Share where they will discuss their answers to the questions posed. The Teacher will walk around and monitor students discussions and assessing their prior knowledge.
1) What issue do you think this cartoon is about?
2) What do you think the cartoonist's opinion on this issue is?
After three minutes of analysis, students will the engage in a Think-Pair-Share where they will discuss their answers to the questions posed. The Teacher will walk around and monitor students discussions and assessing their prior knowledge.
Key Vocabulary
Students will create a Vocabulary Concept Map in which they will have to include the word and its definition, the use of the word in a sentence, and an image. During class students will only be expected to write in the word and the definition, and will be allowed to finish the rest of the map at home for homework. The vocabulary words for this lesson are as follows:
1) Due Process
2) Equal Protection
3) School Segregation
4) Separate but Equal
5) Affirmative Action
1) Due Process
2) Equal Protection
3) School Segregation
4) Separate but Equal
5) Affirmative Action
Content Delivery (Read-Aloud)
The Teacher will begin by having students open up their textbooks to Chapter 21, Section One titled “Taking on Segregation” (Pg. 700). The teacher will then read aloud the two sections of this chapter titled "Plessy v. Ferguson" and "Brown v. Board of Education". After each section, the Teacher will ask a discussion question that students will answer in their pairs. The two questions are:
1) Does having "Separate but Equal" institutions violate the 14th Amendment? (The 14th Amendment guarantees all Americans equal treatment under the law)
2) Why is the Brown ruling important?
1) Does having "Separate but Equal" institutions violate the 14th Amendment? (The 14th Amendment guarantees all Americans equal treatment under the law)
2) Why is the Brown ruling important?
Student Engagement (Foldable Activity)
Students will receive a worksheet that contains a short article on four major court cases and one Proposition that aided in the movement of Civil Rights. These are Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. Students will be required to create a six-tab foldable in which they must address every court case. Students will also receive a sheet with seven pictures that they must match to the court case and glue onto the corresponding section. Students will need to provide at least four bullet points and a picture per flap. On the back of the Foldable students will write a 6-7 sentence reflection on why they think those cases are important/relevant today. On every flap, students will address the following:
1) Background Information on the Case
2) What was the Ruling?
Students will be graded on the quality of information they provide, the level of creativity they exhibit, and the organization of the project. Students will be allowed to work on it in class, but whatever they don't finish they will do for homework and turn it in the next day at the beginning of class.
1) Background Information on the Case
2) What was the Ruling?
Students will be graded on the quality of information they provide, the level of creativity they exhibit, and the organization of the project. Students will be allowed to work on it in class, but whatever they don't finish they will do for homework and turn it in the next day at the beginning of class.
Lesson Closure (3-2-1)
Students will engage in a 3-2-1 Activity in which they will write an Exit Slip stating three things they learned, two things they found the most interesting, and one question they still have in regards to the material. Students will turn these slips at the door before they leave.
Assessments
Analyzing a Political Cartoon: This is a formal and formative assessment in which the teacher can assess the students prior knowledge on the key phrase "Separate but Equal". If students are able to successfully answer the questions about the Political Cartoon then the teacher knows that they have sufficient prior knowledge to understand the lesson. The students will engage in a T-P-S activity and based on the complexity of their responses, the Teacher can assess what they student knows and can use that information to shape the lesson. This will help meet the needs of the students more efficiently.
Vocabulary Concept Maps: This is a formal and formative assessment in which students can use their prior knowledge to answer questions about the Key Academic Vocabulary needed to understand the lesson. Students are able to express their understanding not only in writing, but also through the creation of a visual.
Six-tab Foldable: This is a Formal and Summative assessment that the Teacher can use to assess how much students learned and understood the lesson on the major court cases. The activity allows students not only to practice reading skills, but also practice writing and organizational skills.
3-2-1 Activity: This activity is informal and summative. This exit slip is used more as a reference for the Teacher in regards to the effectiveness of the lesson. The Teacher can use this activity to identify the misconceptions that students might still have on the court cases, and find the topics that students are most interested in.
Vocabulary Concept Maps: This is a formal and formative assessment in which students can use their prior knowledge to answer questions about the Key Academic Vocabulary needed to understand the lesson. Students are able to express their understanding not only in writing, but also through the creation of a visual.
Six-tab Foldable: This is a Formal and Summative assessment that the Teacher can use to assess how much students learned and understood the lesson on the major court cases. The activity allows students not only to practice reading skills, but also practice writing and organizational skills.
3-2-1 Activity: This activity is informal and summative. This exit slip is used more as a reference for the Teacher in regards to the effectiveness of the lesson. The Teacher can use this activity to identify the misconceptions that students might still have on the court cases, and find the topics that students are most interested in.
Accommodations for English Learners, Striving Readers and Students with Special Needs
These activities help to accommodate the differencing needs of English Learners, Students with Special Needs, and Striving readers because it gives them ample opportunities to familiarize themselves with the vocabulary, provides them modeling of the English Language through the read-aloud, and allows them to express their understanding in the form of drawing and visuals. All students are also given additional sources; other than the textbook, that they can use to obtain information about the five cases. Students are also asked to engage in discussion activities like T-P-S and a whole class discussion that will allow them to practice the use of the English Language. Students will be given time to work on the assignments at home if not finished, except for the Exit Slip. This will allow Students with Special needs to take their time on the activity without feeling the pressure of being timed. These activities will not only benefit EL's, SSN, and Striving Readers but ALL students!
Resources
*Text on Proposition 209 http://vote96.sos.ca.gov/Vote96/html/BP/209.htm
*Landmark cases of the US Supreme Court http://www.streetlaw.org/en/landmark/cases/regents_of_the_u_of_california_v_bakke
*The Americans History Textbook http://www.mrlocke.com/US_History/book.html
*Landmark cases of the US Supreme Court http://www.streetlaw.org/en/landmark/cases/regents_of_the_u_of_california_v_bakke
*The Americans History Textbook http://www.mrlocke.com/US_History/book.html