11th Grade Semester Two
Unit Six: Civil Rights Movement
Stage 1: Desired OutcomesTopic / Unit Title: Civil Rights Movement
- How should people achieve equality and protect their rights?
NYS Content Standards
Standard : 2 Key Idea 1
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3 / Common Core Skills
- RH 1, 3, 4, 7
- W 2, 4, 9, 10
- SL 1, 5, 6
- L 1, 2, 4
Understandings:
Students will be able to understand and know…
- Define: freedom schools, civil disobedience, sit-ins, boycott, protest, segregation, integration, Civil Rights Act 1965, Jim Crow Laws, poll tax, Grandfather Clause, literacy test, 24th Amendment, freedom riders
- Explain how education play a role in defining the Civil Rights movement.
- Describe the problems African Americans faced in the South.
- Explain the methods used by different Civil Rights Activists and leaders (MLK, NAACP, Black Panther Party, Malcolm X, Rosa Parks, Emmett Till’s mother)
- Explain how the ruling of the Brown v. Board of Education, Topeka Kansas over turned the Plessey v. Ferguson court case.
- Compare and Contrast methods of MLK Jr. and the beliefs of the Malcolm X and Black Panther Party.
- Evaluate which methods were best suited to achieve equality for African Americans.
- Describe how the Emmett Till murder sparked the Civil Rights movement.
- Identify and explain the achievements of the Civil Rights Movement.
- Evaluate Eisenhower’s response to the Little Rock Crisis.
- Define: civil liberties, due process
- Explain the various Warren Court cases and how the Supreme Court expanded individual liberties of the rights of the accused.
- How does education play a role in challenging and changing society?
- How were African Americans discriminated in the U.S. during the 1950s?
- How did African Americans try to achieve their goal of racial equality?
- How did Martin Luther King Jr. and Malcolm X differ in their opinions and methods of achieving racial equality?
- How did the Brown v. BE case overturn Plessey v. Ferguson?
- What accomplishments were made from the Civil Rights Movement?
- How did the Supreme Court increase civil liberties of the rights of the accused?
Stage 2: Assessments and Tasks
Common Core Literacy Task
- Prepare an Essay Outline with relevant evidence about the Civil Rights Movement.
- Compare and Contrast the various methods and leaders of the Civil Rights Movement.
- DBQ Essay: Civil Rights
- Participate in discussion/debate over which methods were best suited for African Americans to achieve equality
Accommodations: Scaffolds and Differentiation
Content /
- Modify primary source texts (variety, complexity, length)
- Incorporate alternative materials (visual, video, audio, internet)
- Provide supplementary resources for supports
- Group with a purpose
Process /
- Model skills, task and/or product
- Utilize graphic organizers / note taking template
- Provide individual or group intervention and support
- Re-enforce vocabulary / concept development
- Provide choice / variety of activities or tasks
- Group with a purpose
Product /
- Assign specific, purposeful assessments to individuals or groups
- Allow students to choose from a variety of assessments
- Provide scaffolds / supports (outlines, templates, models)
- Provide extension activities to expand thinking or understanding
- Group with a purpose
Instructional Activities and Materials (W.H.E.R.E.T.O.)
AIM: Did Emmett Till and Rosa Parks spark the Civil Rights Movement?
- Discuss the methods used by Rosa Parks and Emmett Till’s mother and evaluate.
- Define: civil rights, bus boycott, non-.violence, discrimination, Jim Crow Laws, segregation
- Discuss the impact these methods had on sparking the Civil Rights Movement
AIM: Did Brown v. Board of Education help African Americans achieve equality?
- Discuss the methods used by Rosa Parks and Emmett Till’s mother and evaluate.
- Define: segregation, Plessy v. Ferguson, Doll Test, “separate is not equal”, integration, Little Rock Nine
- Discuss the methods used and evaluate if they were effective (ex: Eisenhower and the Brown case).
AIM: How did various methods achieve the goals of the Civil Rights Movement?
- Discuss the methods used by Malcolm X and Martin Luther King Jr.
- Define: civil disobedience, black power, 24th Amendment, Civil Rights Act, Voting Rights Act
- Discuss the methods used and evaluate if they were effective (ex: Eisenhower and the Brown case).
- Evaluate which method was most effective in achieving the goals of the Civil Rights Movement
AIM: How did the Warren Court expand the rights of the accused?
- Define: civil liberties, Warren Court, rights of the accused
- Discuss how were rights of the accused protected under the Constitution.
- Evaluate whether or not the court should protect the rights of the accused.
Stage 4: Reflection
Teacher reflection and planning
- Reflection on essay templates
- creating thematic connections
- referring back to previous units for learner differentiation
- photography/videos
Regents Essays
June 2011
Theme: Change – Constitutional AmendmentsWhen the Founding Fathers wrote the United States Constitution, they included the amendment process. The amendments that have been passed brought political, social and economic changes to American society.
Task: Select two constitutional amendments that have changed American society and for each
- Describe the historical circumstances that led to the adoption of the amendment
- Discuss the political, social and/or economic changes the amendment brought to American society
January 2011
Theme: Diversity (Constitutional Rights)Throughout United States history, Supreme Court decisions have addressed the issue of the constitutional rights of various groups. These decisions have limited or expanded the rights of members of these groups.
Task: Identify two Supreme Court cases related to the rights of specific groups and for each
- Describe the historical circumstances surrounding the case
- Explain the Supreme Court decision limited or expanded the constitutional rights of members of this group
Multiple Choice
Base your answer to question 1 on the photograph below and on your knowledge of social studies.
1 Which circumstance is most clearly illustrated by this photograph?
(1) equality in accommodations experienced by African Americans
(2) discrimination while serving one’s country
(3) civil disobedience being used to protest racial segregation
(4) social changes in New York City after World War II
2 Which development was a major result of the 1956 Interstate Highway Act?
(1) revitalization of family farms
(2) migration to the suburbs
(3) population shift to the Northeast
(4) higher unemployment for the nation’s autoworkers
3 One way in which the feminist movement of the late 1960s and early 1970s is similar to the civil rights movement of the 1950s and 1960s is that both
(1) used public demonstrations and protests to draw attention to their goals
(2) opposed Supreme Court decisions expanding the rights of the accused
(3) refused support from churches and religious leaders
(4) focused on securing equal access to housing
4 Which action is the best example of the use of civil disobedience?
(1) passing the Voting Rights Act of 1965
(2) lobbying Congress to eliminate the poll tax
(3) attending a political rally in Iowa
(4) conducting sit-ins at restaurants in the South
5 Booker T. Washington and W. E. B. Du Bois agreed that African Americans should
(1) use education to gain opportunities
(2) support a “Back to Africa” movement
(3) take part in boycotts to end segregation
(4) adopt a gradual approach to gain the right to vote
Base your answer to question 6 on the photograph below and on your knowledge of social studies.
6 The situation shown in this 1950 photograph is a direct result of the
(1) Great Migration
(2) application of grandfather clauses
(3) passage of Jim Crow laws
(4) Montgomery bus boycott
7 President Dwight D. Eisenhower sent federal troops to Little Rock, Arkansas, in 1957 to
(1) supervise local elections
(2) enforce school integration
(3) end a bus boycott
(4) break up a steel strike
Base your answers to questions 8 and 9 on the interview below and on your knowledge of social studies.
...[Reporter Mike] WALLACE: All right, sir. A Federal District Court has already ruled that Little Rock [Arkansas] Central High School should be integrated. And the reasons for preventing integration now are anemic [weak]. In view of your promise to the President [Dwight D. Eisenhower], will you respect this decision and give your okay to integration beginning tomorrow morning? ...[Governor Orval] FAUBUS: I’ve previously given my okay to integration. The Guard was not called out to prevent integration, but to keep the peace and order of the community. And, of course, I disagree with your preliminary statement that we are in defiance of a Federal Court order, based upon the premise that the peace and good order of the community is paramount to all other issues. ...
—Mike Wallace interview with Arkansas Governor Orval Faubus, September 15, 1957
8 The issue discussed in this interview grew out of an effort to enforce the Supreme Court decision in
(1) Dred Scott v. Sanford
(2) Plessy v. Ferguson
(3) Brown v. Board of Education of Topeka
(4) Heart of Atlanta Motel v. United States
9 The confrontation between Governor Faubus and President Eisenhower referred to in this interview was ended by the
(1) use of federal troops to protect African American students
(2) passage of the Voting Rights Act by Congress
(3) forced resignation of Governor Faubus
(4) immediate desegregation of all Southern schools
Base your answer to question 10 on the excerpt below from a Supreme Court decision and on your knowledge of social studies.
“We conclude that, in the field of public education, the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment....”
10 This Supreme Court decision is based on the idea that segregation in education is likely to
(1) deny individuals equal opportunities to make social and economic progress
(2) interfere with the right to privacy in public schools
(3) create excessive burdens on school transportation systems
(4) result in high tax increases to support separate school systems
11 One way in which the Civil Rights Act of 1964 and the Americans with Disabilities Act of 1990 are similar is that they have
(1) extended free speech protections for students while in school
(2) increased the number of eligible voters
(3) helped overcome discrimination against certain groups
(4) slowed down the construction of public buildings
12 One way in which the feminist movement of the late 1960s and early 1970s is similar to the civil rights movement of the 1950s and 1960s is that both
(1) used public demonstrations and protests to draw attention to their goals
(2) opposed Supreme Court decisions expanding the rights of the accused
(3) refused support from churches and religious leaders
(4) focused on securing equal access to housing
Base your answer to question 13 on the photograph below and on your knowledge of social studies.
13 Conditions such as the one shown in the photograph were legally ended by the
(1) issuance of the Emancipation Proclamation in 1863
(2) ratification of the 15th amendment in 1870
(3) decision in Plessy v. Ferguson in 1896
(4) passage of the Civil Rights Act of 1964
Base your answer to question 14 on the poem below and on your knowledge of social studies.
How About It, Dixie
The President’s Four Freedoms
Appeal to me.
I would like to see those Freedoms
Come to be.
If you believe
In the Four Freedoms, too,
Then share ’em with me—
Don’t keep ’em all for you....
Looks like by now
Folks ought to know
It’s hard to beat Hitler
Protecting Jim Crow.
Freedom’s not just
To be won Over There.
It means Freedom at home, too—
Now—
right here!
—Langston Hughes, 1942
14 In this poem, what is Langston Hughes’s criticism about United States foreign policy during World War II?
(1) The Four Freedoms cannot help African Americans.
(2) Claims of fighting for democracy abroad are inconsistent with segregation at home.
(3) Involvement in World War II is not in the best interest of the United States.
(4) The democratic principles of the United States are best kept at home.
15 Literacy tests, grandfather clauses, and poll taxes were enacted by Southern States to
(1) limit the movement of African Americans
(2) restrict the voting rights of African Americans
(3) improve the social status of African Americans
(4) expand educational opportunities for African Americans
16 During the early 20th century, W. E. B. Du Bois was best known as a leader in the
(1) creation of technical schools for African Americans
(2) formation of the National Association for the Advancement of Colored People (NAACP)
(3) development of the “Back to Africa” movement
(4) effort to modernize farming in the South
Base your answers to questions 17 and 18 on the quotation below and on your knowledge of social studies.
... It is important that the reasons for my action be understood by all our citizens. As you know, the Supreme Court of the United States has decided that separate public educational facilities for the races are inherently unequal and therefore compulsory school segregation laws are unconstitutional....
—President Dwight D. Eisenhower, September 24, 1957
17 Which Supreme Court case is referred to in this quotation?
(1)Dred Scott v. Sanford
(2)Brown v. Board of Education of Topeka
(3)Heart of Atlanta Motel v. United States
(4) Tinker v. Des Moines School District
18 Which action did President Dwight D. Eisenhower take to enforce this Supreme Court decision?
(1) ordering the closing of Central High School in Little Rock, Arkansas
(2) sending United States Army troops to enforce school integration
(3) proposing legislation in support of school segregation
(4) transferring white students to a new public high school
NAME: ______Band______
January 2011
Theme: Diversity (Constitutional Rights)Throughout United States history, Supreme Court decisions have addressed the issue of the constitutional rights of various groups. These decisions have limited or expanded the rights of members of these groups.
Task: Identify ONE Supreme Court cases related to the rights of specific groups and for each
- Describe the historical circumstances surrounding the case
- Explain the Supreme Court decision limited or expanded the constitutional rights of members of this group
Paragraph #1: (Explain the causes and key events that led to the turning point)
______
Paragraph #2: (Explain how the turning point changed the course of history)
______
Rubric / 5: Excellent work. / 3: Acceptable work. / 1: Not AcceptableTASK / All aspects of the task are addressed evenly and in depth. / Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. / Essay is very uneven and/or addresses only a portion of the task.
EVIDENCE / Richly supports the theme with many (2-4) relevant facts, examples, and details. / Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. / Includes little or no relevant facts, examples, and/or has many inaccuracies.
ANALYSIS / Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. / Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. / Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task.
ORGANI
ZATION / Intro includes strong historical context with a clear, concise thesis.
Paragraphs start with a clear topic sentence. / Intro includes some historical context with a thesis.
Paragraphs start with a topic sentence. / Intro lacks relevant historical context and lacks a thesis statement.
Paragraphs lack a topic sentence.