Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity / Test Return/Feedback
Teacher Directed
Direct Teacher Input
Modeling
Guided Practice / Introduce Civil Rights Unit (ERA/I. Swann Case)
Civil Rights Assignment
Review
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / Introduce Civil Rights Unit
Civil Rights Assignment
Review
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives
9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Ongoing Assessment Strategies / Monitoring
Random Student Selection
Q&A/Discussion
*Final Assessment of Daily Instructional Objective / Monitoring
Random Student Selection
Q&A/Discussion
*Remediation/Enrichment Strategies /
*Homework
(Top three tiers of Blooms) / Civil Rights HOMEWORK (Learning Objectives)
Quiz Prep

Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity / Assessing Civil Rights (
Teacher Directed
Direct Teacher Input
Modeling
Guided Practice / Civil Rights Assignment
PowerPoint Presentation*
Review
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / Civil Rights Assignment
PowerPoint Presentation
Review
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives
9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity
Teacher Directed / QUIZ
Civil Rights Assignment
Review
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / QUIZ
Civil Rights Assignment
Review
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives
9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity
Teacher Directed
Direct Teacher Input
Modeling
Guided Practice / Civil Rights Assignment
PowerPoint Presentation
Review
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / Civil Rights Assignment
PowerPoint Presentation
Review
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives
9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity / Test Prep: Assignment, QUIZ, SG, ERA
Teacher Directed
Direct Teacher Input
Modeling
Guided Practice / Civil Rights Assignment
Review
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / Civil Rights Assignment
Review
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives
9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Instructional Activities

Type of Instruction / Brief Description of Instructional Activity /

Time Frame

*Instructional Focus
Introductory Activity / Assignment, QUIZ, SG DUE TODAY
Teacher Directed
Direct Teacher Input
Modeling
Guided Practice / Prep
Q&A
Assessment
Key Terms and People
Public Opinion
*Instructional Activities
Variety
Change of Pace every 15 – 20 minutes / Prep
Q&A
Assessment
Key Terms and People
Public Opinion
Specific Strategy(ies) for Active / See Civil Rights Assignment
Homework Assignments
Planned Questions
Higher Level
Increase Challenge / COMPETENCY GOAL 9: The learner will examine and understand the development of civil rights and civil liberties and their impact on citizens.
Objectives 9.01 Identify substantive rights and liberties.
9.02 Trace and analyze the development of civil liberties and civil rights resulting from legislative enactment.
9.03 Trace the development of civil liberties and civil rights resulting from judicial interpretation. (a) Freedom of speech, assembly, and expression
(b) Rights of the accused
(c) Rights of minority groups and women
9.04 Apply and evaluate the impact of the Fourteenth Amendment on the constitutional development of rights and liberties. /

Embedded in Lesson

Civil Rights Assignment

A. All Key Terms

B. What if….. Illegal Immigrants were granted citizenship? 146

C. Understanding American Slavery: Graphic Organizer, Outline, PowerPoint, etc

D. Diagram: Civil Rights Acts (1866, 1870, 1872, 1875, 1883, 1896)

E. Voting Barriers: Graphic Organizer—White Primary, Grandfather Clause, Poll Tax, Literacy Test, etc)

F. Brown v. Board of Education of Topeka: Graphic Organizer

Issues, Results, Reactions, etc.

G. Busing: PROS/CONS

H. Civil Rights Movement Annotated Webchart

I. Swann Case

J. Graphic Organizers:

Civil Rights Act of 1964

Voting Rights Act of 1965

Civil Rights Act of 1968 (and Housing Reform Legislation)

Consequences of Civil Rights Legislation

K. Plessy v. Ferguson 1896

L. Women’s Struggle for Equal Rights

Annotated Timeline, Diagram, or Outline

M. Issues in the Workplace

Graphic Organizer, Diagram, or Outline

N. Immigration—The Hispanic Issues

Graphic Organizer, Diagram, or Outline

O. A Controversial Issue: Affirmative Action

Definition, Assessment/Analysis, PROS/CONS

P. An Aging America: Graphic Organizer, Diagram, or Outline

Q. Disabled Americans and the Government: Graphic Organizer, Diagram, or Outline

R. The Gay and Lesbian Issues concerning the Government

Graphic Organizer, Diagram, or Outline

S. Young People: Juveniles and the Government-- Graphic Organizer, Diagram, or Outline

T. READ—Zero-Tolerance and Dealing with Discrimination

Reaction Paragraphs (2)

Civil Rights Assignment (ANSWERS)

A. All Key Terms

B. What if….. Illegal Immigrants were granted citizenship? 146

What If . . . Illegal Immigrants Were Granted Citizenship? The granting of citizenship to illegal immigrants would have an extraordinary impact on the political clout of the Hispanic community, not only in terms of participation but also in the number of Hispanic elected officials. In addition employers would no longer be able to exploit these individuals based on their status.

C. Understanding American Slavery: Graphic Organizer, Outline, PowerPoint, etc

African Americans and the Consequences of Slavery in the United States
Ending Servitude. With the passage of the Civil War amendments, slavery and some of the problems slavery had created were abolished. 1) The Thirteenth Amendment (1865) prohibits slavery within the United States. 2) The Fourteenth Amendment (1868) established that all persons born in the United States are citizens and no state shall deprive citizens of their rights under the Constitution. 3) The Fifteenth Amendment (1870) established the right of citizens to vote.

The Civil Rights Acts of 1865 to 1875. After passing the Civil War Amendments, Congress enacted the Civil Rights Acts of 1865–1875, which were aimed at the southern states. These laws attempted to prevent states from passing laws that would circumvent the amendments.

D. Diagram: Civil Rights Acts (1866, 1870, 1872, 1875, 1883, 1896)

1866 full equality/citizenship

1870 Enforcement acts—criminal sanctions for interfering with the right to vote

1872 -Anti-KKK Act federal crime for anyone to use the law or custom to deprive an individual of rights, privileges, and immunities (Constitution)

1875 full and equal enjoyment of public accommodations

1883 14th Amendment limited to official acts—states not the individual

1896 Plessy v. Ferguson

The Civil Rights Acts of 1865 to 1875. After passing the Civil War Amendments, Congress enacted the Civil Rights Acts of 1865–1875, which were aimed at the southern states. These laws attempted to prevent states from passing laws that would circumvent the amendments.
The Ineffectiveness of the Civil Rights Laws.

The Civil Rights Cases. The United States Supreme Court invalidated much of the civil rights legislation in the Civil Rights cases (1883). Enforcement of the Fourteenth Amendment was limited to correcting official acts by states. This would mean that private citizens could practice discrimination without interference from the national government.

E. Voting Barriers: Graphic Organizer—White Primary, Grandfather Clause, Poll Tax, Literacy Test, etc)

1.Voting Barriers. The Fifteenth Amendment attempted to establish voting rights for all citizens, except females and some Native Americans. However, some state governments enacted laws that circumvented the right to vote (the white primary, the grandfather clause, poll taxes, literacy tests). The effect of these laws virtually prohibited African American males from voting in many southern states.

Extralegal Methods of Enforcing White Supremacy. Lynching in the South, and in the North, riots against the employment of African Americans.

F. Brown v. Board of Education of Topeka: Graphic Organizer

Issues, Results, Reactions, etc.

The End of the Separate-but-Equal Doctrine.

1.Brown v. Board of Education of Topeka. Plessy v. Ferguson was eventually overturned by the Supreme Court in 1954. In the case of Brown v. Board of Education of Topeka, the separate but equal doctrine was reversed.

2.“With All Deliberate Speed.” States were ordered to eliminate segregation policies with all deliberate speed.

Reactions to School Integration. States that mandated segregation were outraged at interference in state issues by the national government. Serious riots against desegregation took place in a number of localities.
An Integrationist Attempt at a Cure: Busing.

Key concepts: De facto segregation—racial segregation that occurs because of past social and economic conditions and residential racial patterns. De jure segregation—racial segregation that occurs because of laws or administrative decisions by public agencies.

1.Court-Ordered Busing. A solution to both forms of segregation, it involved busing black students to predominantly white schools and vice versa. It was very unpopular among whites and not very popular among African Americans, either. It is not common today.

2.The End of Integration? By the 1990s the Court was willing in many cases to say that local schools had done enough to desegregate, and no further actions were necessary, despite the continued existence of de facto segregation.

The Resurgence of Minority Schools. Many African Americans and members of other minority groups now seek to improve the performance of their local schools rather than make them more balanced racially.

Busing: PROS/CONS

Swann case

Court-Ordered Busing. A solution to both forms of segregation, it involved busing black students to predominantly white schools and vice versa. It was very unpopular among whites and not very popular among African Americans, either. It is not common today.

H. Civil Rights Movement Annotated Webchart

The Civil Rights Movement

The elimination of segregationist policies and racial intolerance would not have occurred without a strong civil rights movement. This movement began in the South and grew to a national scale. Although this movement included thousands and had many leaders, the most famous leader was the Reverend Dr. Martin Luther King, Jr.

King’s Philosophy of Nonviolence. One of the major reasons Dr. King was so successful was his philosophy of non-violent civil disobedience, a nonviolent, public refusal to obey allegedly unjust laws.

1.Nonviolent Demonstrations. Peaceful civil disobedience became the hallmark of the civil rights movement.

2.Marches and Demonstrations. This approach gained the support and respect of millions of Americans. What began as a small movement in the South quickly became a national mission.

Another Approach: Black Power. Leaders such as Malcolm X advocated a more forceful approach than King. His followers also resisted the impulse to cultural assimilation that was implied by the integrationist philosophy.

I. Swann Case Swann v. Charlotte-Mecklenburg Board of Education 1971 or 1972 Students were assigned to the nearest neighborhood school without regard to race. As a result about half the black children now attended formerly all-white schools, with the other half attended all black schools. The federal district court held that this was inadequate and ordered some students to be bused to distant schools. Chief Justice Burger and the Court upheld the district court’s plan and considered it necessary to achieve a “unitary school system.” Relying on Swann district courts have supervised redistricting and busing plans in localities all over the nation.

J. Graphic Organizers:

Civil Rights Act of 1964

Voting Rights Act of 1965

Civil Rights Act of 1968 (and Housing Reform Legislation)

Consequences of Civil Rights Legislation

The Climax of the Civil Rights Movement.
Civil Rights Legislation.

1.The Civil Rights Act of 1964. In response to public demands for action, Congress passed the Civil Rights Act of 1964. This law prohibited discrimination in the areas of: 1) voter registration, 2) public accommodations, 3) public schools, and 4) employment. The Equal Employment Opportunity Commission (EEOC), which was established by this law, was assigned the task of ending racial discrimination in the work place.

2.The Voting Rights Act of 1965. The enactment of the Twenty-Fourth Amendment in 1964, which eliminated any tax for the purpose of voting, was a modern beginning of the end to racial discrimination at the ballot box. The Voting Rights Act of 1965 made state laws restricting political participation by minorities illegal.

3.Urban Riots. Even as the civil rights movement was winning victories, a series of intense civil insurrections spread through African American urban districts. The riots cost the movement considerable good will.

4.The Civil Rights Act of 1968 and Other Housing Reform Legislation. One of the major omissions of the 1964 act was discrimination in housing. In 1968, days after the assassination of Dr. King, the Civil Rights Act of 1968 became law. Part of this legislation prohibited racial discrimination in the area of housing.