CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade Nine Weeks: First Standards: Unit 1: ’s Presidency SS.IS.1.6-8: Create essential questions to help guide inquiry about a topic. SS.IS.3.6-8: Determine sources representing multiple points of view that will assist in organizing a research plan. SS.IS.5.6-8.MC: Develop claims and counterclaims while pointing out the strengths and limitations of both. SS.CV.1.6-8.MC: Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media. SS.G.1.6-8.MC: Construct different representations to explain the spatial patterns of cultural and environmental characteristics. SS.EC.2.6-8.MC: Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.

Essential Question: Was Andrew Jackson a Hero or a Villain? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit students Main Outcomes: , Library of Congress Formative: will be able to investigate, analyze Learners will: Jeffersonian Democracy, Google Suite 1. Trail of Tears escape Spoils System, Elections of and understand the issues and classroom.google.com room 1824 & 1828, , events during Andrew Jackson’s 1. Be able to identify and explain the Bank War Podcast 2. Jackson’s Presidency Presidency and how they 3 main issues that Jackson faced inflation, Indian Removal Act, Primary and Secondary Short Texts: Trail of Tears, Tariff of powerpoint activities contribute to future events of the during his presidency (States’ Primary and Secondary Short Texts 3. State’s Rights Activity nation. Abominations, Doctrine of source documents located at Rights, Native American Rights, Nullification, tariff, Panic of 4. Bank War Podcast http://www.loc.gov War on the National Bank) 1837, Secession, Veto, Questions and class

2. Evaluate how his decisions Sectionalism discussion

impacted our country using facts 5. The effects of the Bank and information. War reading and questions 3. Decide and defend whether 6. Cartoon analysis Jackson was a hero or a villain.

Summative: - Andrew Jackson Quiz - Essential Question Project

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade

Nine Weeks: First Standards: Unit 2: Westward Expansion SS.IS.1.6-8: Create essential questions to help guide inquiry about a topic. SS.IS.3.6-8: Determine sources representing multiple points of view that will assist in organizing a research plan. SS.IS.5.6-8.MC: Develop claims and counterclaims while pointing out the strengths and limitations of both. SS.CV.1.6-8.MC: Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media. SS.G.1.6-8.MC: Construct different representations to explain the spatial patterns of cultural and environmental characteristics.

Essential Question: Was Westward Expansion Justified? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit students The Students will have the following Reconstruction, Black Codes, Library of Congress Formative: th will be able to investigate, analyze enduring understandings: 13 amendment, 14th Reconstruction Vocab and understand the reasons for Amendment, Freedmen’s Library of Congress Classroom Wild West Outlaws Project the initial hopes and successes 1. History: Knowledge of the past helps us Schools, Sharecropping, Ku Klux Materials Jesse James Close Read within the areas of understand the world and make better Klan, Plessey vs. Ferguson, 15th Evaluating Reconstruction socio/political/economic equality decisions about the future. Amendment, Panic of 1873, http://www.loc.gov/ Daniel Sickles for freed Africans as well as 2. History: Different perspectives affect the Compromise of 1877, teachers/classroommaterials Reconstruction Thanksgiving understand the events and issues interpretation of history. Carpetbagger, Scalawag, Hiram Revels Cartoon Analysis leading to the failure and 3. Economics: Economic systems are Freedmen’s Bureau, Jim Crow Primary and Secondary Short Texts: Superman Vs The Klan abandonment of the structured to meet the needs and wants of laws Primary and Secondary Short Texts Reconstruction and the effects and different societies. source documents located at lasting impact of this failure on 4. Civics: People have differing views about http://www.loc.gov Summative: The U.S. the meaning and significance of citizenship. 5. Civics: All human beings have human www.canva.com Reconstruction Quiz rights independent of their national www.kahoot.it Reconstruction Essential citizenship. classroom.google.com Questions Extended Response 6. Identity: When different cultures and www.desmos.com identities interact they produce a wide variety of perspectives, challenges and opportunities within and among societies.

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade Nine Weeks: Second Standards: Unit 3: Standards: SS.IS.1.6-8: Create essential questions to help guide inquiry about a topic. SS.IS.3.6-8: Determine sources representing multiple points of view that will assist in organizing a research plan. SS.IS.5.6-8.MC: Develop claims and counterclaims while pointing out the strengths and limitations of both. SS.CV.1.6-8.MC: Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media. SS.G.1.6-8.MC: Construct different representations to explain the spatial patterns of cultural and environmental characteristics. Essential Question: 1. Civics: How can national citizenship conflict with human rights? 2. History: From whose viewpoint are we seeing, reading, or hearing? From what angle or perspective? 3. History: In what ways do multiple perspectives better inform our understanding of history? 4. Economics: How do political, cultural, and social pressures provide incentives and disincentives that influence economic choices? 5. Politics: What is power and how is it gained, used, and justified? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit students will be The Students will have the following Vote, John Deere, John Q. Library of Congress Formative: able to support and defend their enduring understandings: Adams, The Alamo, National Library of Congress Classroom answer to the essential question. They 1. Civics: All human beings have human Bank, Railroads, Cherokee, Eli Materials Reform Movement Project do this by evaluating different aspects rights independent of their national Whitney, Missouri Compromise, http://www.loc.gov/ Transcendentalism Project of Jackson’s Presidency such as: citizenship. Nationalism, Samuel Morse, teachers/classroommaterials John Brown ● Elections of 1824 and 1828 2. History: Different perspectives affect Tariff Debate, Seneca Falls, Nat Turner ● Andrew Jackson’s Democracy and the interpretation of history. Mexico, Monroe Doctrine, Panic Primary and Secondary Short Texts: Harriet Tubman Underground political issues 3. History: Events and actions of the of 1837, 49’ers, Spoils System, Primary and Secondary Short Texts Railroad Choose Your Own ● Indian Removal/Trail of Tears past affect the present and the future. Indian Removal Act, The cotton source documents located at Adventure ● The Bank War 4. Economics: Individual economic gin, Westward expansion, The http://www.loc.gov Civil War Capture The Flag ● States Rights choices drive and are driven by a wide Election of 1860, Abraham Civil War Resources variety of factors and all economic Lincoln, Battle of Bull Run, www.pbs.org Civil War Resources Song choices have costs. Battle of Shiloh, Battle of www.civilwar.org Lincoln Letter Worksheet 5. Politics: Involves competing ideas Antietam, Civil War Tech, classroom.google.com Marriage Counseling For the about the common good and the role Battlefield Medicine, www.kahoot.it Union of the individual. Gettysburg, Pickett’s Charge, Trading Card Creator Soldier Letter Assignment Vicksburg, Emancipation www.canva.com Lincoln’s Inaugural Address Proclamation, 13th amendment, www.desmos.com Emancipation Proclamation John Wilkes Booth Pickett’s Charge Surrender at Appomattox Summative: Nationalism, Sectionalism Test Civil War Test Extended Response Class Title: Social Studies Grade Level: 8th Grade

CIS Curriculum Maps 2018-19

Nine Weeks: 2nd Standards: Unit 4: Reconstruction 1865-1890 RH.6-8.1, RH.6-8.9 , WHST.6-8.9, SL.8.5, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6- Theme: Conflict, Compromise, and Identities 8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC

The promise of Reconstruction and dreams deferred.

Essential 1. History: What has happened in the past and am I connected to those in the past? 2. Civics: Was slavery truly abolished at the conclusion of hostilities? Questions: 3. Civics: What are the rights and responsibilities of citizens in a democracy? 4. Economics: What is the government’s responsibility to provide for the general welfare of its citizens? 5. Identity: Can we define an “American” identity and culture? 6. Identity: What makes people who they are and how do those things shape identity? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Reconstruction, Black Codes, Library of Congress Formative: th students will be able to understandings: 13 amendment, 14th Reconstruction Vocab investigate, analyze and Amendment, Freedmen’s Library of Congress Classroom Wild West Outlaws Project understand the reasons for 1. History: Knowledge of the past helps us Schools, Sharecropping, Ku Klux Materials Evaluating Reconstruction the initial hopes and understand the world and make better decisions Klan, Plessey vs. Ferguson, 15th Daniel Sickles successes within the areas of about the future. Amendment, Panic of 1873, http://www.loc.gov/ Reconstruction Thanksgiving socio/political/economic 2. History: Different perspectives affect the Compromise of 1877, teachers/classroommaterials Hiram Revels Cartoon Analysis equality for freed Africans as interpretation of history. Carpetbagger, Scalawag, Superman Vs The Klan well as understand the events 3. Economics: Economic systems are structured Freedmen’s Bureau, Jim Crow Primary and Secondary Short Texts: and issues leading to the to meet the needs and wants of different laws Primary and Secondary Short Texts failure and abandonment of societies. source documents located at Summative: the Reconstruction and the 4. Civics: People have differing views about the effects and lasting impact of meaning and significance of citizenship. http://www.loc.gov Reconstruction Quiz this failure on The U.S. 5. Civics: All human beings have human rights Reconstruction Essential independent of their national citizenship. www.canva.com Questions Extended Response 6. Identity: When different cultures and www.kahoot.it identities interact they produce a wide variety of classroom.google.com perspectives, challenges and opportunities www.desmos.com within and among societies.

CIS Curriculum Maps 2018-19

My Mission: Upon completion of this course students will demonstrate an understanding that history is a living, Class Title: Social Studies breathing entity; how civil and constitutional debates happen every day and often mirror those of the past, why this th Grade Level: 8 Grade matters to all of us, and how, as responsible citizens, they may act on their own beliefs in the future.

Nine Weeks: Third Standards: Unit 5: Post Reconstruction America: The Age of Reform 1890-1920 RH6-8.1, WHST.6-8.9, WHST.6-8.1, SL.8.2, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6- Theme: Justice/Injustice 8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC

The introduction of modernity and progressivism.

Essential 1. History: How can studying the past help us understand the present world and the future? 2. Civics: When should society control individuals? Questions: 3. Civics: What are the rights and responsibilities of citizens in a democracy? 4. Economics: How do economic needs and wants affect decisions of individuals, groups, and institutions (political and social)? 5. Economics: How do political, social, and cultural factors provide incentives and disincentives that influence economic choices? 6. Identity: We can be influenced to “identify with” or to “identify against”. How has this been manipulated historically? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments The Students will have the following enduring Social Darwinism, The Square Library of Congress Formative: By the end of this unit understandings: Deal, Muckrakers, The Hay Gilded Age Reading and students will be able to Market Riot, The Homestead Library of Congress Classroom Worksheet investigate, analyze and 1. History: Different perspectives affect the Strike, Suffrage, Sherman Anti- Materials Andrew Carnegie Close Read understand the causes and interpretation of history. Trust Act, Open Door Policy, Standard Oil impact of industrialization on 2. Civics: The actions of individuals, Panama Canal, Roosevelt http://www.loc.gov/ Chinese Exclusion Act Close Read the Socio-political, economic groups, and/or institutions affect society Corollary, Dollar Diplomacy, teachers/classroommaterials Child Labor and cultural life of America through intended and unintended John D. Rockefeller, The Battle Vertical and Horizontal leading to unrest over labor consequences. of Little Big Horn, Vertical Primary and Secondary Short Texts: Integration Lesson and Project and immigration issues as 3. Civics: Individuals can make a difference in Integration, Immigrants, Primary and Secondary Short Texts Industrialization Vocab well as understand aspects of their communities by doing community service. Cornelius Vanderbilt, Monopoly, source documents located at Progressivism and Imperialism the progressive movement 4. Economics: Systems differ with respect to Capitalism, Philanthropist Vocab and its lasting impact on level of stability, efficiency, freedom, security, J.P. Morgan, Barbed Wire, The http://www.loc.gov Teddy Roosevelt Close Read American society. and equality. Homestead Act, Horizontal Spanish American War Timeline 5. Economics: Various social and political Integration, Robber Barons www.canva.com Yellow Journalism issues (i.e., labor, the environment, and Theodore Judah, Promontory classroom.google.com American Imperialism international trade) impact and are Point, Thomas Edison, The www.pbs.org Analyzing Popular Cartoons impacted by the global economy. Pacific Railway Act, www.desmos.com 6. Identity: When different cultures and Entrepreneur, China, Andrew Summative: Kahoot Review identities interact they produce a wide variety of Carnegie Industrialization, The Gilded perspectives, challenges and opportunities Age, Progressivism and within and among societies. Imperialism Test

Essential Questions Ext Resp

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade

Nine Weeks: Third Standards: Unit 4: The Great White Fleet and WWI 1900-1920 RH6-8.9, WHST6-8.1, WHST.6-8.4, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6- Theme: Power 8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC

America emerges as a world power: Walk softly and carry a big stick.

Essential 1. History: Why do historians examine the same event and come to significantly different conclusions about the events’ causes, consequences, & meanings? 2. History: Why is it important to situate history within the time and place in which it occurred? Questions: 3. Politics: When should a government control individuals? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Teddy Roosevelt, The Great Library of Congress Formative: students will be able to understandings: White Fleet, Walk softly and Wilson’s Appeal For Neutrality investigate, analyze and carry a big stick, WWI, Trench Library of Congress Classroom World War I German American understand how America’s 1. History: Knowing context deepens our warfare, tanks, Zimmermann Materials Loyalty power increased and became understanding of historical events. Telegram, Fourteen Points, Wilson’s War Message involved in controversial 2. History: Events and actions of the past Treaty of Versailles, Red Scare, http://www.loc.gov/ World War I Propaganda Analysis international expansion and affect the present and the future. Western Front, Triple Alliance, teachers/classroommaterials World War I Homefront the impact this expansion had 3. Politics: The distribution of power is a Eastern Front, Poison Gas, Czar Treaty of Versailles and 14 Points on the social/political/ product of existing documents and laws Nicholas, Germany, France, The Primary and Secondary Short Texts: Venn Diagram economic landscape of combined with contemporary values and Balkans, Propaganda, Primary and Secondary Short Texts World War I Vocab America. beliefs. Submarine, Schlieffen Plan, source documents located at WWI Sim Report Form Kaiser Wilhelm, Woodrow WWI Simulation All Docs Wilson, Triple Entente, http://www.loc.gov Militarism, Rationing, Armistice

www.kahoot.it www.historysimulationonline.com Summative: WWI Test classroom.google.com WWI Essential Questions www.pbs.org www.kahoot.it www.desmos.com

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade

Nine Weeks: Third/Fourth Standards: Unit 5: The Roaring 20’s and Great Depression 1920-1941 RH6-8.8, WHST.6-8.8, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, Theme: Excess and Want SS.IS.1.6-8, SS.H.1.6-8.MC

The U.S. carves its own identity amongst wealth and poverty.

Essential 1. History: How can studying the past help us understand the present world and the future? 2. Economics: How do perceived economic/societal needs and wants contrast with the base needs of individuals within a society? Questions: 3. Identity: What role does the economy take in making people who they are and how does it work to shape identity?

Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Speakeasy Library of Congress Formative: students will be able to understandings: Red Scare Harlem Renaissance investigate, analyze, and Jazz Library of Congress Classroom Roaring 20s Close Read understand how the 1. History: Events and actions of the past affect Isolationism Materials Sacco and Vanzetti exuberant culture of the the present and the future. Robert Johnson Booker T. Washington and 1920’s, through speculation, 2. Economics: The desire for economic Amelia Earhart http://www.loc.gov/ W.E.B. Dubois loose lending practices, and a prosperity can drive individuals to work hard and Dust Bowl teachers/classroommaterials Marcus Garvey Bio downturn in consumption, succeed, but can also drive others to take FDIC Causes and Characteristics of led to the economic collapse advantage. Charles Lindbergh Primary and Secondary Short Texts: The Great Depression known as the great 3. Identity: Economic and cultural status plays a Howley-Smoot Tariff Primary and Secondary Short Texts Agencies depression. pivotal role in how individuals perceive FDR source documents located at FDR Court Packing themselves within and among societies. Scopes Trial FDR Fireside Chat Great Migration http://www.loc.gov Great Depression Agencies Flapper www.kahoot.it 1920s Baseball Herbert Hoover www.canva.com Mexican Repatriation 1 New Deal classroom.google.com Mexican Repatriation 2 Social Security www.pbs.org Stock Market Game Hoovervilles www.desmos.com Babe Ruth Bootlegger Summative: Prohibition Roaring 20s and Great Bank Holiday Depression Test Harlem Renaissance Roaring 20s and Great Black Tuesday, Depression Essential Questions Duke Ellington Kahoot

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade

Nine Weeks: Fourth Standards: Unit 6: World War II 1941-1945 RH6-8.9, WHST6-8.1, WHST.6-8.4, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6- Theme: Power 8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC

The world at war, a lasting legacy.

Essential 1. History: How are things, events, or people connected to each other? What is the cause? The effect? How do they fit together? 2. Economics: How has the construction of geopolitical boundaries affected political, economic, and social interactions? Questions: 3. Geography: Why do humans construct geopolitical boundaries? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Winston Churchill, Dwight D. Library of Congress Formative: students will be able to understandings: Eisenhower, Franklin Roosevelt, Analyzing Hitler’s Speeches investigate, analyze and Adolf Hitler, Benito Mussolini, Library of Congress Classroom WWII Vocab understand the causes of The 1. History: Events and actions of the past affect Joseph Stalin, Emperor Hirohito, Materials 1939 European Map Second World War, and its the present and the future. Harry Truman, Hideki Tojo, Turning Points of WWII lasting sociological, political, 2. Economics affects all aspects of life. Douglas Macarthur, Poland, http://www.loc.gov/ American Homefront economic and cultural impact 3. Geography: Geopolitical boundaries are Midway, Island Hopping, teachers/classroommaterials Eleanor Roosevelt on America. created through conflict and compromise Nagasaki, Manchuria, Blitzkrieg, WWII Groups/Stories and have implications for political, Stalingrad, Pearl Harbor, Soviet Primary and Secondary Short Texts: Japanese Internment economic, and social interactions. Union, Hiroshima, League of Primary and Secondary Short Texts Pied Piper of Saipan Nations, D-Day, Battle of Britain, source documents located at WWII Radio Project Iwo Jima, Anti-Semitism, Navajo 2XAbomb Survivor Codetalkers, United Nations, http://www.loc.gov Truman’s Diary Rationing, Iron Curtain, Final www.kahoot.it Last Japanese to Surrender Solution, Propaganda, classroom.google.com Double V. Nuremburg, Japanese, www.canva.com D Day Worksheet Kristallnacht, Genocide, www.spreaker.com WWII Isms Concentration Camps, www.pbs.org Holocaust www.desmos.com Summative: Kahoot WWII MC Test WWII Essential Questions

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade

Nine Weeks: Fourth Standards: Unit 7: The U.S., Globalization and the Cold War 1945-1990 RH6-8.9, WHST.6-8.4, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, Theme: Identity SS.IS.1.6-8, SS.H.1.6-8.MC

The changing face of the world as the U.S. Turns Superpower.

Essential 1. Identity: How and why do identities and cultures change? How do identity and culture influence action? 2. History: Why does perspective matter? What factors can influence people’s perspectives? Questions: 3. Geography: How does the way we interact with our environments reveal about our values and history? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Josef Stalin Library of Congress Formative: students will be able to understandings: France Cold War Events and Policy investigate, analyze and United Nations Library of Congress Classroom Comparing Economic Systems understand the international 1. Identity: The interactions of identities and Democracy Materials Truman Doctrine Cartoon realignments, both physical cultures produce varied perspectives, challenges, Military Cold War Vocab and political and its impact on and opportunities within and among societies. America http://www.loc.gov/ Berlin Airlift contemporary society. 2. History: Time, place, and culture influence our Communism teachers/classroommaterials McCarthyism Political Cartoons perspectives on people and issues. China Second Red Scare 3. Geography: Climate and natural resources The USSR Primary and Secondary Short Texts: McCarthy Truman affect the way people live and interact with one Harry Truman Primary and Secondary Short Texts 13Days Cuban Missile Crisis another. Nuclear source documents located at Korea and Vietnam Comparison Free Market Vietnam Soldier Cold War http://www.loc.gov Vietnam Station Activity Dictatorship www.kahoot.it Cold War Space Race Great Britain www.pbs.org Space Race Newspaper Activity Allies classroom.google.com Reagan Revolution Eastern www.canva.com Fall of the Berlin Wall Iron www.desmos.com Spheres of Influence Warsaw Summative: Western Cold War Test Soviet Sphere Cold War Essential Questions Atlantic Extended Response Yalta Kahoot NATO Satellite

CIS Curriculum Maps 2018-19

Class Title: Social Studies Grade Level: 8th Grade Nine Weeks: Fourth Standards: Unit 8: Civil Rights, Reform, and Modern America 1947-2000 RH.6-8.9, SL.8.5, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, Theme: Power and Identity SS.H.1.6-8.MC The United States, a fledgling super power, turned world leader.

Essential 1. Economics: What social opportunities and problems arise from an interconnected global economy? 2. Politics: How do political factors affect international trade? Questions: 3. Politics: How is power gained, used, justified, and abused in political systems? 4. History: What has happened in the past and how am I connected to those in the past? 5. Identity: We can be influenced to “identify with” or to “identify against”. How has this been manipulated historically? Concepts/Content Desired Outcomes Key Vocabulary Resources Assessments By the end of this unit The Students will have the following enduring Library of Congress Formative: students will be able to understandings: Civil Rights Vocab investigate, analyze and Library of Congress Classroom Civil Rights Since Civil War understand how America’s 1. Economic systems differ with respect to level Materials Eisenhower Little Rock industrial and military of stability, efficiency, freedom, security, and Rosa Parks strength rose to a level that equality. http://www.loc.gov/ African American Voters created a United States 2. Politics: There is a dynamic interaction teachers/classroommaterials Kennedy on Civil Rights described as the world’s first between power and political structures. Emmett Till Murder “super power”, as well as 3. Politics: Different political systems Primary and Secondary Short Texts: Virginia Supreme Court how the civil rights and peace structure and distribute power in distinct Primary and Secondary Short Texts Birmingham Ballad movements used similar ways. source documents located at Civil Rights Road Trip strategies to affect American 4. History: Events and actions of the past affect Selma To Montgomery sociological and political the present and the future. http://www.loc.gov MLK on Vietnam strategy moving forward. 5. Identity: When different cultures and www.pbs.org Kent State Shootings identities interact they produce a wide variety of www.kahoot.it Supreme Court Civil Rights perspectives, challenges and opportunities classroom.google.com Civil Rights Leaders within and among societies. www.c anva.com Ronald Reagan Revolution www.desmos.com World Organizations Project Cabinet Departments Project War in the Middle East Summative: Civil Rights Test Civil Rights Kahoot Civil Rights Essential Questions Extended Response