TEKS Lesson Plan/Unit Plan s6

Sarah A. Huett U.S. History Lesson Plan T.I.S.D. TEKS Lesson Plan/Unit Plan Texarkana Independent School District

Teacher: Sarah A. Huett Subject/Course: U.S. History

Grade(s): Grade 11 Time frame: 45 minutes

Lesson Plan Number: 128

Topic/Process: Civil Rights Triumphs

Textbook: The Americans: Reconstruction to the Present, McDougall Littell Ch 21, sec 3, pgs 717-723

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US7 A-D, US17 B, US18 A-B, US19 A, US24 A-B & F, US25 A-D (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(7) History. The student understands the impact of the American civil rights movement. The student is expected to:

(A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(B) identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;

(C) evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States; and

(D) identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.

(17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:

(B) analyze reasons for the adoption of 20th-century constitutional amendments.

(18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: Sarah A. Huett U.S. History Lesson Plan T.I.S.D. (A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution;

(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and

(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F) identify bias in written, oral, and visual material;

(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) use standard grammar, spelling, sentence structure, and punctuation;

(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

(D) create written, oral, and visual presentations of social studies information.

TAKS: US1 A-B, US7 A-C, US18 B, US24 A-B & F (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(7) History. The student understands the impact of the American civil rights movement. The student is expected to:

(A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(B) identify significant leaders of the civil rights movement, including Martin Luther King, Jr.; Sarah A. Huett U.S. History Lesson Plan T.I.S.D. (C) evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States; and

(18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and

(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F) identify bias in written, oral, and visual material;

Concepts Enduring Understandings/Generalizations/Principles The student will understand that Conflict Cultural diversity can lead to conflict. Differences between people create conflict. Social, economic and political oppression often lead to conflict. Change Change often occurs as a result of conflict. Change is inevitable. Change can be positive or negative. Equality The desire for equality may lead to conflict and change. True equality often does not exist. Leadership Effective leaders are often visionaries. Effective leaders often motivate and inspire those they lead. Effective leaders often emerge during times of crisis.

Sequence of Activities (Instructional Strategies):

1. Activity: Have students divide up into groups and work to create a graphic organizer that explains each term and its significance in gaining civil rights and greater equality for African Americans.

Terms: Freedom Rides, March on Birmingham, CRA of 1964, 24th amendment, March on Selma, VRA of 1965, Nation of Islam, Malcolm X, Stokely Carmichael, Black Panthers, Kerner Commission, CRA of 1968, affirmative action Sarah A. Huett U.S. History Lesson Plan T.I.S.D. 2. Class Discussion: When the students have finished, briefly discuss the terms and the significance the students saw in each of them.

Questions to Consider in Lesson:

1) Why do you think public reaction to the Black Panthers was mixed?

2) Were freedom rides effective?

3) Why do you think many Americans found Malcolm X’s views alarming?

4) How did SNCC and SCLC differ?

Assessment of Activities:

Classroom Observation Classroom Discussion Graphic Organizer

Prerequisite Skills:

1. Creating Graphic Organizers

Key Vocabulary:

Freedom Rides, March on Birmingham, CRA of 1964, 24th amendment, March on Selma, VRA of 1965, Nation of Islam, Malcolm X, Stokely Carmichael, Black Panthers, Kerner Commission, CRA of 1968, affirmative action

Materials/Resources Needed:

Textbook, other resources, pens, paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students compare MLK Jr. and Malcolm X. What leader do they think was more effective? Why? Sarah A. Huett U.S. History Lesson Plan T.I.S.D. Teacher Notes:

Sample Test Questions:

1. In the summer of 1964, thousands of white college students took part in ______.

A. riots in Northern cities resulting from racial tensions B. a demonstration in support of integrating Southern colleges C. a funeral procession for Martin Luther King, Jr. D. a campaign to register African American voters in Mississippi

2. Appealing to many African Americans’ anger and frustration over a lack of social and economic power, ______preached a militant approach to civil rights.

A. Martin Luther King, Jr. B. Malcolm X C. Medgar Evars D. Fannie Lou Hamer

Project developed and delivered through a Collaborative research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.