Hardwicke, Chris

Unit: “America’s Second Civil War” (The modern Civil Rights Movement)

Standard 11.10 and partial review from 11.1

Goal:

  1. To improve student knowledge of the Civil Rights Movement and the Civil War.
  2. To have 90% of students attain a score of 70% or better on the unit exam.

Day 1

Goal:

  1. To increase student knowledge of Modern Civil Rights Movement.
  2. To attain a 100% by 100% of the class on the assessment at the end of class or beginning of day two.

Objectives: Students will be able to

  1. Identify and compare the legal and political catalysts of the two Civil Wars.
  2. Analyze primary documents and identify key documents in U.S. History.
  3. Properly take Cornell notes and develop higher order thinking questions.
  4. Summarize each court case and states its significance.
  5. Define key terms from both civil wars.
  6. Recall previously learned material from 11.1 thru 11.7

Opener: Each student will write down everything they know about the Civil Rights Movement.

  1. Teacher call on volunteers to hear responses.

1. Play the song “We Shall Overcome” for students and explain that we shall overcome their lack of knowledge on the movement.

2. America’s Second Civil War Ppt.

  1. Instruct students to take Cornell notes on the Ppt.
  2. Instruct students to develop questions.
  3. Teacher lead students through Ppt. Lecture comparing the first and second Civil War.
  4. Key Terms definition slide
  5. Time period timeline slide
  6. Early rebellions and successes
  7. First Civil War: Slave rebellions, abolitionists, Underground Railroad.
  8. Second Civil War: Tuskegee Airmen, 761st, Triple Nichols, A. Philip Randolph, Executive Order 8802, Double V, desegregation of the military, Jackie Robinson, etc.
  9. legal catalyst for 1st Civil War
  10. Stop Ppt. And pass out legal catalyst document analysis handout.
  11. Each student needs to read each of the three document excerpts and SOAPS it.
  12. When finished instruct students to pair-share SOAPS results.
  13. Then instruct students to pair-share squared-share SOAPS results and identify the name of each document.
  14. Teacher picks groups to show SOAPS results on the board for each document. Teacher facilitate.
  15. Students read short descriptive articles on the three landmark court cases listed below.

(Plessy v. Ferguson)

(Mendez v. Westminster)

(Brown v. Board of education)

5. Student groups of four summarize the importance of each case. Check each other for understanding by “quizzing” each other.

*Did you know slide? Hernandez v. Texas case on Ppt.

  1. political catalyst for 1st Civil War on Ppt.-Teacher led. Students cont. notes.
  2. political catalyst for 2nd Civil War on Ppt.-Teacher led
  3. Teacher explain story of Earl Warren being appointed Chief Justice of the Supreme Court and its effects.
  4. (Web site for teacher information)
  5. Include the significance of the timing of Chief Justice Fred Vinson’s death and Warren’s appointment to the Supreme Court.

8. Assessment: Matching quiz to be completed individually without notes. Ticket out the door. Teacher analyze results for any re-teaching needed.

Day 2

Objectives: Students will be able to:

  1. Recall information about the legal and political catalysts of the two civil wars.
  2. Explain the significance of the Emmett Till lynching.
  3. Explain the significance of Uncle Tom’s Cabin
  4. Compare the emotional catalysts from each war.
  5. Analyze and question a visual.
  6. Discuss and question the issue of racism, lynching, discrimination, and/or hate from the time of Emmett Till until today.

Opener: Ticket in the door: Hand each student the same matching quiz as yesterday and ask them to complete it in two minutes. Teacher led review of correct responses.

Review: Teacher led review of Ppt. slides from Day 1

Introduction: Teacher led look at Emotional Catalyst slide of the First Civil War.

A. Uncle Tom’s Cabin

B. John Brown

C. Teacher explains how they were emotional catalyst.

I. Visual and questioning.

  1. Prepare students that today is a very serious subject and they you expect to see a level of maturity. No talking aloud at the beginning.
  2. Ask students to take out paper and a writing instrument.
  3. Place the Emmett Till visual on the screen-Powerful!-Don’t tell them who or what it is?
  4. Instruct students to analyze the visual and develop five level one questions, five level two questions, and five level three questions and record them on their paper.
  5. Teacher works the room 6-10 min.
  6. Students pair-share questions.
  7. Instruct students to share one question and have their partner try to speculate as to the answer-both students can share ideas. Continue this process until all questions are used.
  8. Teacher asks for random student sharing of questions and possible answers. Record them on the board.

II. Reading and questioning.

  1. Students will read handout.
  2. Students take Cornell notes and develop levels of questions as they read.
  3. Teacher wait two minutes and then change visual to Emmett Till before the lynching. Powerful!
  4. When finished students pair-share questions and discuss responses.
  5. Pair-share squared-share best questions and discuss lynching.

III. Question, discuss, and write.

  1. Ask each student to write their “best” level two or three question on the board. Everyone does it!
  2. Teacher led discussion of each question. Also, have students check that the questions are level two or three.
  3. Ask students to pick one question on the board and write a one to two page response to it. Assessment. Homework?
  4. If time permits have students peer review (not edit) at least one other persons paper.

Day 3

Objectives: Students will be able to:

  1. Identify and state the significance of many of the major leaders of the two Civil Wars.
  2. take Cornell notes and formulate higher level thinking questions.
  3. create “trading cards” of the major leaders.
  4. Recall the emotional catalysts of the two civil wars.

Opener: Students exchange their responses to level two or three questions that were on the board yesterday. Students are to read and then discuss with the author the response.

Teacher collects all responses.

Review: Teacher leads quick review of all Ppt. slides from day one and two.

I. Teacher introduce Ppt. section entitled “Generals, Heroes, and Villains”

A. Students take Cornell notes and develop questions.

B. Section includes slides on Rev. Martin Luther King Jr., Ella Baker, Rosa Parks, Diane Nash, John Lewis, “Little Rock Nine”, “Greensboro Four”, James Meredith, Thurgood Marshall, Orval Faubus, George Wallace, and Eugene Connor.

II. Students are to use their notes, textbook, and encyclopedias to create “trading cards” for each person/group seen on the slides today.

  1. Front of the card should only be a visual of the person/group and an important date.
  2. Back of the card should include the following:
  3. Birthdate and birthplace
  4. college
  5. Name(s)
  6. Organization
  7. Key event(s)
  8. Philosophy
  9. A one to two sentence analysis by the student of the significance of the person or group.
  10. Play Civil Rights music while students work.
  11. Teacher stops the music ever now and then to throw a plastic football at students-this is fun! Ask one or two students to state the significance of a person or group. Then continue music and working.
  12. Teacher needs to facilitate the room.

III. A multiple choice and matching quiz should be given to students the last ten minutes of class. This is each students ticket out the door. Teacher analyze results for re-teaching tomorrow.

IV. Homework: Students are to finish their “trading cards”. Due tomorrow!

Days Four, Five, and Six

Objectives: Students will be able to:

  1. Recall the major leaders of the two Civil Wars.
  2. Identify and state the significance of the major battles of the two Civil Wars.
  3. Take Cornell Notes and formulate higher level thinking questions.
  4. Explain the strategies used by both sides in the two Civil Wars.
  5. Place the events into the correct time period.
  6. Explain the causes and effects of each battle.

Opener: Ask students to take out their “trading cards” and look them over (2 minutes) and then turn them in to the teacher. Then each student is to take the same quiz as yesterday. Teacher goes over quiz.

I. Teacher led maintenance of “Generals, Heroes, and Villains” segment of the Ppt.

II. Teacher led instruction of “Battles of the First Civil War” segment on the Ppt.

  1. Students take Cornell notes and develop questions.

III. “Battles of the Second Civil War” segment on the Ppt.

  1. Teacher led instruction on a battle slide.
  2. Students take Cornell notes and develop levels of questions.
  3. Play appropriate “battle” segment from “Eyes on the Prize” special edition video.
  4. Students take Cornell notes and develop levels of questions.
  5. Students write “best” questions on the board to foster class discussion. Teacher facilitates.
  6. Repeat process for each battle of the Second Civil War.
  7. Battles include: Montgomery Bus Boycott, CentralHigh School, “Sit-in” movement, Freedom Rides, Albany, Birmingham, WashingtonD.C., Birmingham continued, Freedom Summer, Democratic National Convention, and Selma.

IV. At the end of each day play “ball toss” review with students (3-5 minutes)

V. Ticket out the door: Ask students to develop a multiple choice question for each battle studied that day. Teacher analyze questions to see if re-teaching is necessary.

VI. Homework: Students are to create an annotated Battles timeline. For each battle on the timeline include the following information:

  1. Date(s)
  2. Very short description of the battle.
  3. Key players involved.
  4. Strategies used.
  5. Significance of the battle.
  6. Causes and Effects of the battle.
  7. One visual that will capture the eye.
  8. Due at the beginning of class on Day 7. May start working on it Day 4.

Day 7

Objectives: Students will be able to

  1. Recall the major battles of the two Civil Wars.
  2. Identify the major divisions within the two Civil Wars.
  3. Explain the philosophical differences between organizations.
  4. Identify and compare the various Civil Rights organizations.
  5. Formulate higher level thinking questions and discuss responses.

Opener: Students turn in annotated battles timeline and take a matching quiz. Teacher go over quiz.

I. Teacher led maintenance of battles slides.

II. Question on the board: What divisions occurred to the North in the First Civil War?

A. Call on students for responses.

III. Teacher led instruction on First Civil War division slides.

  1. Students take notes and develop questions.

IV. Question on board: What divisions occurred to the Civil Rights Movement?

  1. Call on students for responses.

V. Teacher led instruction on Second Civil War Divisions segment on the Ppt.

A. Students take Cornell notes and develop questions.

B. Division includes: SNCC changes, Nation of Islam and Malcolm X, and the Black Panthers.

C. Video?

VI. Students are to create a T-chart on the following organizations to analyze their differences: SCLC, SNCC before Stokley, CORE, NAACP, Nation of Islam, SNCC after Stokley, and the Black Panthers.

  1. Categories should include leaders, description, and philosophies.
  2. Upon completion students should develop three questions based on their analysis of the groups and the division.
  3. Pair-share T-charts and questions.
  4. Use questions to foster a discussion.

VII. Ticket out the door is a matching quiz. Teacher analyze results for any re-teaching that might be needed.

Days 8 and 9+

Objectives: Students will be able to:

  1. Recall the major divisions within the two Civil Wars.
  2. Identify and explain the significance of thirteen of the most important documents in American History.
  3. Analyze primary documents.
  4. Formulate higher level thinking questions and discuss responses.
  5. Take Cornell notes.

Opener: Students turn in T-chart and re-take matching quiz. Teacher go over quiz.

I. Teacher led maintenance of divisions.

II. Document analysis

  1. Thirteen stations in the room.
  2. Excerpts from major documents or cases at each station:
  3. “Emancipation Proclamation”, “Gettysburg Address”, 13th, 14th, 15th Amendments, Civil Rights cases of the 19th Century, “Letter From A Birmingham City Jail”, “I Have A Dream” speech, Civil Rights Act of 1964, Voting Rights Act of 1965, 24th Amendment, Loving v. Virginia case, and Lau v. Nichols case.
  4. Teacher pairs up students.
  5. Higher achieving student with lower achieving student.
  6. Student pairs use SOAPS strategy to analyze each document excerpt. Teacher write definition of SOAPS on the board as a reminder.
  7. Student pairs develop two level one questions, two level two questions, and two level three questions on each document.
  8. Before moving on to the next document the two students quiz each other.
  9. Teacher play Civil Rights movement music at a low level in the background.

III. End of first day assess students by taking their SOAPS notes and questions.

  1. Teacher analyze notes and questions to look for areas to clarify or correct.

IV. At the end of the second day or beginning of the third day the teacher picks pairs to show their analysis of one of the documents. Fill out SOAPS on the board. Students then lead discussion and identify the document in front of class. Teacher makes any needed corrections.

Day 10

Objectives: Students will be able to:

  1. Identify and explain the role of media in both Civil Wars.
  2. Analyze primary documents.
  3. Identify and explain the major political decisions faced by Lincoln, Kennedy, and Johnson.
  4. Analyze a situation and formulate a response based on the scenario given.
  5. Discuss and analyze other student responses and the presidents responses to various historical scenarios in both Civil Wars.

Opener: What role did the media play in the first and second American Civil Wars?

Students write responses. 3-5 minutes. Teacher calls on students to respond.

I. On Ppt. teacher show New York Times articles by Horace Greeley expressing his views of the war.

A. Students take notes and question with the opener question in mind..

II. Teacher show segment of “Eyes on the Prize” video of Birmingham Children’s Crusade.

  1. Students take notes and question with the opener question in mind.

III. Ask student to now answer the opener question again in written response.

  1. Teacher calls on students for responses.

IV. Teacher led summary of the role of media in both wars/

V. Executive decision simulation

A. Teacher put students into groups of three.

B. Give students scenario cards.

1. Give students different cards, but don’t let them know it.

2. Card A is dealing with Abraham Lincoln.

3. Card B is dealing with the John F. Kennedy.

4. Card C is dealing with the Lyndon B. Johnson.

C. Card A: What would you do? (Abraham Lincoln scenario)

D. Card B: What would you do? (John F. Kennedy scenario)

  1. Card C: What would you do? (Lyndon B. Johnson scenario)
  1. Students are to read their card and decide what they would do. They must write out what they want to do. It must be within the powers afforded to the president in Article II of The Constitution.
  1. Without revealing their scenario each student shares what the would do. Others listen.
  1. When all three have finished in the group. Teacher addresses the class and asks if anyone notices anything unique. Teacher lets discussion go and may need to provide prompts.
  1. Students share their scenarios in their groups of three. Group discusses each scenario and compares their responses to those of the presidents. They analyze each Presidents response.
  1. Teacher clarifies or corrects any mistakes regarding the decisions made by the Presidents.

Day 11

Objectives: Students will be able to:

  1. Take Cornell notes and formulate higher level thinking questions.
  2. Compare the effects of the two Civil Wars.
  3. Analysis of the effects of both Civil Wars.
  4. Identify and explain the significance of the effects.

Opener: What are the legacies of the two Civil Wars?

  1. Students reply in written form. Five minutes.
  2. Teacher call on some students for responses.

I. Teacher led instruction on Ppt. of the legacy of each Civil War.

A. Students take Cornell notes and develop questions.

B. First Civil War legacy includes: 13th, 14th, and 15th Amendments, Freedmen’s Bureau, Union preserved, Civil Rights Cases, Assassination of Abraham Lincoln, and KKK.

C. Second Civil Rights War legacy includes: several significant court cases (Brown, Mendez, Hernandez, etc.), Civil Rights Acts, Voting Rights Act of 1965, 24th Amendment, and the assassinations of John F. Kennedy, Malcolm X, Bobby Kennedy, and Rev. Martin Luther King. Jr.

II. T-Chart

  1. Students fill-out a T-chart to compare the two Civil Wars
  2. Include a short description of each item and its significance.
  3. Students develop three questions based on the comparison and place them at the bottom of the page.
  4. Students pair-share their questions and discuss their responses.

III. Ticket out the door: Teacher stands at the door and asks a question based on one of the items from the Second Civil War to each student. Teacher keeps track of any areas that need re-teaching.

IV. Were the Civil Wars effective in improving conditions for African Americans? For all minorities? For improving our nation? Explain.

  1. Students are to respond to this prompt in written form.
  2. To be turned in on day twelve.

Day 12

Objectives: Students will be able to

  1. Recall the information regarding the Civil Rights Movement.
  2. Take Cornell notes and formulate higher level thinking questions.
  3. Discuss items from the unit.

Opener: Students pair-share written assignments and briefly discuss.

I. Teacher led Maintenance of entire Ppt.

A. Students reviewing Cornell notes and questions.