Name Civil Rights Movement Handout

Name Civil Rights Movement Handout #

Aim: Desegregation and Brown vs. Board of Education

Do Now: Review the Supreme Court case of Plessy V Ferguson, by defining or using the terms around the case to describe the case and its ruling

Answer for Do Now:

Regents Review Point: When the court judges if a law is Constitutional or Unconstitutional it is called J______R______. This concept was set in the Supreme Court Case M______vs M______.

Activity #1-Background to the Supreme Court Case; Brown Vs Board of Education…Kansas

In Topeka, Kansas, a black third-grader named Linda Brown had to walk one mile through a railroad switchyard to get to her black elementary school, even though a white elementary school was only seven blocks away. Linda's father, Oliver Brown, tried to enroll her in the white elementary school, but the principal of the school refused. Brown went to McKinley Burnett, the head of Topeka's branch of the National Association for the Advancement of Colored People (NAACP) and asked for help. The NAACP was eager to assist the Browns, as it had long wanted to challenge segregation in public schools. With Brown's complaint, it had "the right plaintiff at the right time." Other black parents joined Brown, and, in 1951, the NAACP requested an injunction that would forbid the segregation of Topeka's public schools.

Brown and the NAACP appealed to the Supreme Court on October 1, 1951, the Supreme Court first heard the case on December 9, 1952, but failed to reach a decision. In the re-argument, heard from December 7-8, 1953, the Court requested that both sides discuss "the circumstances surrounding the adoption of the Fourteenth Amendment in 1868."

What were the circumstances (issues) that led the Brown’s to sue to Board of Ed. Of Kansas?

Describe the role of the organization known as the NAACP in this case?

What Amendment were the NAACP/Brown family using to support their claim? Name Civil Rights Movement Handout #

Activity #2-Ruling of the Court in Case: Brown Vs. Board of Education (1954)

"Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to (retard) the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system."

What social effect does Segregation have on African American children?

What developmental/educational effect does segregation have on African-America children?

“Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson, this finding is amply supported by modern authority. Any language in Plessy v. Ferguson contrary to this finding is rejected.”

Does the Court believe that these effects were known in 1896 when the case of Plessy V Ferguson was decided?

“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. This disposition makes unnecessary any discussion whether such segregation also violates the due process clause of the Fourteenth Amendment.”

Acc. to the Court in this case, was school segregation legal?

What is the message of this picture, who is the girl?

What is the message of this cartoon?

Summary: How was Brown Vs Board of Education case similar and different to the case of Plessy V. Ferguson? Create an Organization chart (Double Bubble map) Name Civil Rights Movement Handout #

Aim: Little Rock Nine and Ruby Bridges

Do Now: According to Brown Vs The Board of Education, what was supposed to happen in Southern School Districts all around America?

Regents Review Point: Define the term Federalism

What Document is the Supreme Law of the Land? Which is more powerful State or National Government?

Activity #1-Read the events surrounding the integration of Little Rock Central High School

September 1957- Governor Orval Faubus declared that integration was an impossibility in a televised statement and instructed the Arkansas National Guard to surround Central High and keep all blacks out of the school. On that first day of school 8 of the 9 Black student went together to school, but one student Elizabeth Eckford went alone. On the first day of school Elizabeth Eckford went met violence, hate and confusion. She and the other 8 students were prevent from entering the school by the Arkansas National guard as ordered by the Governor. What did the Governor do to prevent Blacks from entering Little Rock HS?

How were the Black students treated by White students?

. . . On September 4, after walking a virtual gauntlet of hysterical whites to reach the front door of Central High, the Little Rock Nine were turned back by Arkansas National Guardsmen. The white crowd hooted and cheered, shouted, stomped, and whistled. The segregationist whites of Little Rock did not see the vulnerability or the bravery of the students. Instead, they saw symbols of the South’s defeat in the War Between the States, its perceived degradation during the Reconstruction that followed, and the threats to the southern way of life they had been taught to believe was [sacred]. . . . Acc. to this document, why did Whites so forcefully not want Blacks integrated?

Activity #2- Read Pres. Eisenhower’s address

. . . This morning the mob again gathered in front of the Central High School of Little Rock, obviously for the purpose of again preventing the carrying out of the Court’s order relating to the admission of Negro [African American] children to the school.

Whenever normal agencies prove inadequate to the task and it becomes necessary for the Executive Branch of the Federal Government to use its powers and authority to uphold Federal Courts, the President’s responsibility is inescapable. In accordance with that responsibility, I have today issued an Executive Order directing the use of troops under Federal authority to aid in the execution of Federal law at Little Rock, Arkansas. This became necessary when my Proclamation of yesterday was not observed, and the obstruction of justice still continues. It is important that the reasons for my action be understood by all citizens. As you know, the Supreme Court of the United States has decided that separate public educational facilities for the races are inherently [by nature] unequal and therefore compulsory school segregation laws are unconstitutional. . . . Source: Address by President Dwight D. Eisenhower, 9/24/57 What did Pres. Eisenhower do in reaction to the events above?

How did the President explain why he had to do it and the role of the Executive Branch? Name Civil Rights Movement Handout #

Activity #3 How was the situation in Little Rock resolved and what were its effects on the Civil Rights Movement?

Describe what is happening in this photo?

Who are the troops, who do they work for?

. . . Little Rock and the developments following in its wake marked the turning of the tide. In September, 1957, desegregation was stalemated. Little Rock broke the stalemate. Virginia early felt the impact of the Little Rock developments. By the end of 1958, the “Old Dominion” state had entrenched itself behind some thirty-four new segregation bulwarks [barriers] — the whole gamut of evasive devices that had spread across the South to prevent desegregation. It was a self-styled program of “massive resistance,” a program which other states admittedly sought to duplicate. But as the Bristol (Va.) Herald-Courier observed in late 1958, when the showdown came, “‘Massive resistance’ met every test but one. It could not keep the schools open and segregated.”. . . Source: James W. Vander Zanden, “The Impact of Little Rock,” 1962

Why was this event so important in the History of the Civil Rights Movement and America?

How was this event, Little Rock Nine an example of Federalism?

In Spring 1960, Ruby Bridges was one of several African-Americans in New Orleans to take a test to determine which children would be the first to attend integrated schools. The court-ordered first day of integrated schools in New Orleans, November 14, 1960, was commemorated by Norman Rockwell in the painting The Problem We All Live With.[3] As Bridges describes it, "Driving up I could see the crowd, but living in New Orleans, I actually thought it was Mardi Gras. There was a large crowd of people outside of the school. They were throwing things and shouting, and that sort of goes on in New Orleans at Mardi Gras."[3] Former marshal Charles Burks later recalled, "She showed a lot of courage. She The problem we all live with — by Norman Rockwell never cried. She didn't whimper. She just st How does the artist portray Ruby’s going to her 1 day of school? marched along like a little soldier, and we're all very proud of her."[4]

As soon as Bridges got into the school, white parents went in and brought their own children out; all but one of the white teachers also refused to teach while a black child was enrolled. Only Barbara Henry, from Boston, What does the title of the painting mean to you? Massachusetts, was willing to teach Bridges, and for over a year Mrs. Henry taught her alone, "as if she were teaching a whole class." Name Civil Rights Movement Handout #

Aim: The Civil Rights Movement—Buses, and the Montgomery Bus Boycotts

Do Now: Read the following summary about the Montgomery Bus Boycott and answer the questions below.

On Thursday, December 1, 1955, Rosa Parks was arrested for refusing to give up her seat on a public bus to a white man. In response, the Women's Political Council distributed fliers throughout the community urging African- Americans to boycott the bus line on the day of Mrs. Parks's trial. The following Monday Mrs. Parks was found guilty of disorderly conduct and fined. It was on this day in the afternoon at Mt. Zion A.M.E. Zion Church that a meeting was held, it was at this meeting that the Montgomery Improvement Association was formed and Dr. Martin Luther King, Jr., selected as the new organization's president. That evening a meeting was held at the Holt Street Baptist Church at which it was decided that continuing the bus boycott would be an effective way to protest the segregated bus service. In terms of participation, the bus boycott was an immediate success. Virtually all of the African-Americans who formerly patronized the bus service now walked, arranged carpools or found other means of transportation. Despite the strong participation in the boycott and the financial hardship experienced by the bus company, the laws were not changed. The Montgomery Improvement Association filed suit in federal court on behalf of those discriminated against by the bus service. On June 2, 1956, a federal court ruled for the Montgomery Improvement Association and declared segregated bus service to be unconstitutional. The ruling was appealed to the United States Supreme Court who, on November 13, 1956, upheld the lower court's findings. The boycott ended on December 20, 1956, 382 days after Mrs. Parks's conviction, when the court order requiring integrated bus service was served to Montgomery officials.

What did Rosa Parks do?

What did it lead other African Americans in Montgomery, Alabama to do?

What Civil Rights victory resulted from this case and protest?

Activity #1-Put a caption to each of these pictures-they are all about the Montgomery Bus Boycott

Name Civil Rights Movement Handout #

Activity #2- Read this speech by Dr. King and answer the guiding questions Dr. Martin Luther King Jr.: Address to First Montgomery Improvement Association (MIA) Mass Meeting, at Holt Street Baptist Church; Montgomery Alabama (5 December 1955) Web Version: http://www.stanford.edu/group/King/

This Speech was given the night following Ms. Parks arrest

… And you know, my friends, there comes a time when people get tired of being trampled over by the iron feet of oppression. [sustained applause] There comes a time, my friends, when people get tired of being plunged across the abyss of humiliation, where they experience the bleakness of nagging despair. (Keep talking) There comes a time when people get tired of being pushed out of the glittering sunlight of life's July and left standing amid the piercing chill of an alpine November. (that's right) [applause] There comes a time. (Yes sir teach) [applause continues] What has Dr. King and his followers had enough of?

We are here, we are here this evening because we are tired now. (Yes) [applause] And I want to say that we are not here advocating violence. (No) We have never done that. (Repeat that, repeat that) [applause] I want it to be known throughout Montgomery and throughout this nation (Well) that we are Christian people. (Yes) [applause] We believe in the Christian religion. We believe in the teachings of Jesus. (Well) The only weapon that we have in our hands this evening is the weapon of protest. (Yes) [applause] That's all. In what way will Dr. King protest?

And certainly, certainly, this is the glory of America, with all of its faults. (Yeah) This is the glory of our democracy. If we were incarcerated behind the iron curtains of a Communistic nation, we couldn't do this. If we were dropped in the dungeon of a totalitarian regime, we couldn't do this. (All right) But the great glory of American democracy is the right to protest for right. (That's right) [applause] My friends, don't let anybody make us feel that we are to be compared in our actions with the Ku Klux Klan or with the White Citizens Council. [applause] There will be no crosses burned at any bus stops in Montgomery. (Well, that's right) There will be no white persons pulled out of their homes and taken out on some distant road and lynched for not cooperating. [applause] There will be nobody among us who will stand up and defy the Constitution of this nation. [applause] We only assemble here because of our desire to see right exist. [applause] My friends, I want it to be known that we're going to work with grim and bold determination to gain justice on the buses in this city. [applause] What are Dr. King’s feelings about the United States?

How will his protests be different than those of the KKK?

And we are not wrong; we are not wrong in what we are doing. (Well) If we are wrong, the Supreme Court of this nation is wrong. (Yes sir) [applause] If we are wrong, the Constitution of the United States is wrong. (Yes) [applause] If we are wrong, God Almighty is wrong. What is point of this last portion, what is meant that, “ If we are wrong, the Supreme Court of this nation is wrong”?

Activity #3- Read King Statement and answer questions below Martin Luther King Jr.: Statement on Ending the Bus Boycott; Montgomery, Alabama (20 December 1956) Web Version: http://www.stanford.edu/group/King/publications/papers/vol3/561220.000- Statement_on_Ending_the_Bus_Boycott.htm This is the time that we must evince calm dignity and wise restraint. Emotions must not run wild. Violence must not come from any of us, for if we become victimized with violent intents, we will have walked in vain, and our twelve months of glorious dignity will be transformed into an eve of gloomy catastrophe. As we go back to the busses let us be loving enough to turn an enemy into a friend. We must now move from protest to reconciliation. It is my firm conviction that God is working in Montgomery. Let all men of goodwill, both Negro and white, Name Civil Rights Movement Handout #

continue to work with Him. With this dedication we will be able to emerge from the bleak and desolate midnight of man's inhumanity to man to the bright and glittering daybreak of freedom and justice. What is the racial goal of this protest movement after it wins and receives its demands?

Is this movement trying to destroy America or repair it?

Regents Review Point: Compare Rosa Parks with Upton Sinclair person that had an impact on American History. Create an Organization chart (Double Bubble) Aim: Freedom Rides In early 1947, CORE announced plans to send eight Do Now: Look at this Picture white and eight black men into the upper South to test the Supreme Court (Boyton V Virginia) ruling that declared segregation in interstate travel unconstitutional. This integrated team of sixteen people with George Houser and Bayard Rustin as the organizers, set out on the Journey of Reconciliation, a two week pilgrimage through Virginia, North Carolina, Tennessee and Kentucky on Greyhound and Trailway buses. The Journey of Reconciliation achieved a great amount of attention and was the foundation for the many direct action campaigns led by CORE in the future. Where were these men going, what were they trying to prove?

Freedom Riders In 1961 a group of 18 members of CORE boarded bus to again demonstrate the injustices of Jim Crow Laws and test the government’s commitment to ensure that discrimination did not occur on interstate buses. On May 21, 1961, the surviving contingent of Riders headed from Birmingham to Montgomery, protected by a contingent of the Alabama State Highway Patrol. However, when they reached the Montgomery city limits, the Highway Patrol abandoned them. At the bus station was waiting a large white mob that viciously beat them with baseball bats and iron pipes. The local police allowed the beatings to go on uninterrupted. Again, white Freedom Riders, branded "Nigger-Lovers," were singled out for particularly brutal beatings. There is a famous picture of Jim Zwerg with blood running all down his suit. Justice Department official Seigenthaler was beaten and left unconscious lying On May 14th in Anniston, Alabama, a white mob awaited the arrival of the first bus bearing the Freedom Riders in the street. Ambulances at the Greyhound station. As it arrived, they attacked the bus with iron pipes and baseball bats and slashed its tires. The terrified bus driver hastily drove out of the station, but the punctured tires forced the bus to pull off refused to take the the road in a rural area outside of Anniston. The white mob that pursued the bus fire bombed it and held the wounded to the hospital. doors shut preventing riders from exiting the burning bus. Finally an undercover policeman drew his gun, and Brave local blacks rescued forced the doors to be opened. The mob pulled the Freedom Riders off the bus and beat them with iron pipes. them, and a number of the The bus became completely engulfed in flames, and was completely destroyed. Freedom Riders were hospitalized. Name Civil Rights Movement Handout #

\ Activity #1- Summarize the experiences and travel route of the CORE members. Use the photos along with the map and captions to complete your answer.

What can be said about the South and their willingness to cooperate with these Civil Rights protesters? Aim: The Fight for the true Right to Vote: Do Now: What was the 15 th Amendment?

What were the Poll Tax and Literacy Test?

How were Blacks prevented from the right to vote in ways that didn’t violate the15th Amendment?

Activity #1- Freedom Summer Watch the Video at http://www.pbs.org/wgbh/amex/eyesontheprize/story/09_summer.html click on the video tab. Describe why the right to vote was seen as important to the Civil Rights Movement?

What steps did leaders take to try and register Blacks to vote?

What obstacles did Freedom volunteers meet in their efforts?

Activity #2- Voting Rights Act What tactic used by the South became illegal through this law?

What power was given to the Federal Government in certain States in the US in regards to voter registration? Name Civil Rights Movement Handout #

Activity #3-The 24th Amendment Section 1. The right of citizens of the United States to vote in any primary or other election for President or Vice President, for electors for President or Vice President, or for Senator or Representative in Congress, shall not be denied or abridged by the United States or any State by reason of failure to pay any poll tax or other tax. Section 2. The Congress shall have power to enforce this article by appropriate legislation. What did this Amendment make illegal?

Summary: Explain the meaning of this statement; The Voting Rights Act and 24th Amendment restored the ‘true’ meaning of the 15th Amendment Aim: Protest, Conflict and Victory Do Now: View the Greensboro, S.C. Sit-In Campaign These people are sitting at a White Only Lunch Counter What is happening in this picture?

How is the act by the people sitting at the lunch-counter a type of Civil Rights Protest?

What did many Americas feel when they saw this picture? Who is the victim and who is the criminal?

Activity #1 View the way police broke up Civil Rights marches in Birmingham Alabama

How would you describe the police action?

What do you believe the reaction was of people who saw this on TV?

Activity #2-The March on Washington DC In 1963, Dr. King organized a protest at the Lincoln Memorial in Washington DC. The purpose of this protest was to encourage Congress to pass a proposed Bill called the Civil Rights Act of 1964. 250,000 people attend the March on Washington Name Civil Rights Movement Handout #

At this march Dr. King delivered what would become one of the most influential speeches in US history. His ‘I have a dream speech’ was filled with hope for an America that was color blind.

After the speech, leaders of the rally met with Pres. John F. Kennedy, who supported the event and Civil RightsDr. King’s Act. Speech-August 1963 http://www.mlkonline.net/dream.html See bottom of site for Audio/Video “I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation… Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. What was the Emancipation Proclamation? Which President signed this statement?

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. Acc. to Dr. King has the promise of freedom been given to African Americans?

In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness… What promise note was every citizen supposed to receive in this country? What ‘check’ is Dr King trying to cash?

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today… What is the dream Dr. King has? What hopes did he have for the relationship Blacks and Whites will have?

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!" What are your feelings about Dr.King and his message? Name Civil Rights Movement Handout #

Activity #3-Victory-Civil Rights Act 1964

 Barred unequal application of voter registration requirements.  Outlawed discrimination in hotels, motels, restaurants, theaters, and all other public accommodations engaged in interstate commerce  Prohibited state and municipal governments from denying access to public facilities on grounds of race, religion, gender, or ethnicity  Prevents discrimination by government agencies that receive federal funding

How did this law address the concerns made by the Civil Right Movement?

Why would Dr. King see the passage of this law as a step in the right direction? Create a T-Chart, one side with quotes from Dr. King the other side with the way legislation tried to address those remarks.

The president acted as commander in chief in response to which event of the civil rights movement? (1) refusal of the governor of Arkansas to obey a federal court order to integrate public schools in Little Rock (2) desegregation of the city bus system in Montgomery, Alabama (3) arrest of Martin Luther King Jr. during protests in Birmingham, Alabama (4) assassination of Medgar Evers in Mississippi

Lunch counter sit-ins and the actions of freedom riders are examples of (1) steps taken in support of the Americans with Disabilities Act (2) programs dealing with affirmative action (3) violent acts by the Black Panthers (4) nonviolent attempts to oppose segregation

One similarity between the laws being challenged in the United States Supreme Court cases of Plessy v. Ferguson (1896) and Korematsu v. United States (1944) is that (1) specific groups of people were being targeted based on race or ethnicity (2) state laws were declared unconstitutional (3) immigrants were relocated to prison camps (4) federal laws segregating public transportation were upheld

Base your answers to the next 2 questions on the statement below and on your knowledge of social studies. . . . In 1961, James Farmer orchestrated and led the famous Freedom Rides through the South, which are renowned for forcing Americans to confront segregation in bus terminals and on interstate buses. In the spring of that year, James Farmer trained a small group of freedom riders, teaching them to deal with the hostility they were likely to encounter using nonviolent resistance. This training would serve them well. . . . — Senator Charles Robb, “A Tribute to an American Freedom Fighter,” U.S. Senate The principal goal of the activity described in this statement was to (1) achieve racial integration of public facilities (2) encourage change through violent means (3) expand voting rights for African Americans (4) force the president to send military troops into the South

The activities described in this statement helped lead to (1) President Harry Truman’s order to desegregate the military (2) passage of the Civil Rights Act of 1964 (3) ratification of the Equal Rights Amendment (4) a decision by the Supreme Court to integrate public schools Name Civil Rights Movement Handout #

Which pair of Supreme Court cases demonstrates that the Supreme Court can change an earlier decision? (1) Schenck v. United States and United States v. Nixon (2) Korematsu v. United States and Miranda v. Arizona (3) Gideon v. Wainwright and Heart of Atlanta Motel v. United States (4) Plessy v. Ferguson and Brown v. Board of Education of Topeka

Which strategy did African-American students use when they refused to leave a “whites only” lunch counter in Greensboro, North Carolina, in 1960? (1) economic boycott (2) hunger strike (3) petition drive (4) civil disobedience

During the civil rights movement of the 1960s, activities of the Congress of Racial Equality (CORE), the National Urban League, and the National Association for the Advancement of Colored People (NAACP) illustrated that (1) all civil rights groups use the same tactics (2) different approaches can be used to achieve a common goal (3) organizational differences usually lead to failure (4) violence is the best tool for achieving social change

The Civil Rights Act of 1964 was intended to end (1) loyalty oaths for federal employees (2) affirmative action programs in education (3) unfair treatment of the elderly (4) discrimination based on race or sex In 1954, the Supreme Court decision in Brown v. Board of Education of Topeka advanced the civil rights movement by (1) guaranteeing equal voting rights to African Americans (2) banning racial segregation in hotels and restaurants (3) declaring that racial segregation in public schools violated the 14th amendment (4) upholding the principle of separate but equal public facilities

Base your answers to the next 2 questions on the statement below and on your knowledge of social studies.

Which conclusion about the success of efforts to end segregation in public schools in the 1950s and 1960s can be drawn from the map? (1) In 1964, a majority of southern states had no integrated schools. (2) State governments were slow to integrate public school systems. (3) A higher percentage of African American students attended integrated public schools in Arkansas than in Oklahoma. (4) Prior to 1964, a majority of African American students attended integrated schools in former Confederate States. Name Civil Rights Movement Handout #

The information on the map shows how southern states responded to (1) demands for affirmative action programs (2) civil rights legislation to ban segregation in restaurants (3) state programs to implement school busing initiatives (4) the Supreme Court decision in Brown v. Board of Education of Topeka

Which constitutional principle was tested in the cases of Plessy v. Ferguson and Brown v. Board of Education of Topeka? (1) separation of powers (2) popular sovereignty (3) equal protection of the law (4) separation of church and state

. . . All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. . . . — 14th Amendment, Section 1, 1868 How does the 14th Amendment define citizenship? [1]

How was the 14th Amendment intended to help formerly enslaved persons? [1] Theme: Constitutional Principles United States Supreme Court cases have dealt with a variety of important issues that have affected American society. Task: Select one Supreme Court cases that have affected American society. • Discuss the historical circumstances of the case • Explain the Court’s decision in the case • Discuss the impact of the decision on American society

Theme: Social Change Events have influenced social change in American society. Task: Identify one event in United States history that has influenced social change and for the event identified: • Discuss the historical circumstances surrounding the event • Show how the event was intended to bring about specific social change • Evaluate the extent to which the event was successful in bringing about that change

Theme: Reform Movements Reform movements have been an important part of United States history. Task: Identify one reform movements in the United States since 1800 • Describe the historical circumstances that led to the need for reform • State one goal of the movement and discuss two actions taken by the government, a group, or an individual in support of this goal • Evaluate the extent to which the reform movement has made an impact on the United States

Theme: Individuals, Groups, and Institutions — Controversial Issues Many controversial domestic issues have divided the American people. The United States government has taken actions to address these issues. Task: Identify one controversial domestic issue that has divided the American people and • Discuss the historical background of the controversy • Explain the point of view of those who supported this issue • Explain the point of view of those who opposed this issue • Discuss one United States government action that was taken to address this issue

Theme: Change — Turning Points Name Civil Rights Movement Handout #

Major historical events are often referred to as turning points because they have led to important political, social, and economic changes. Task: Identify a major event in United States history that was an important turning point and for • Describe the historical circumstances that led to the event • Discuss the political, social, and/or economic changes that resulted from the event.

Theme: Contributions of Individuals to American Life Throughout the 20th century, individuals attempted to address problems within American society. Their efforts have had a significant impact on American life. Task: Identify an individual who had a significant impact on American life during the 20th century and • Describe a problem in American society that the individual tried to change • Discuss an important contribution made by the individual to address this problem • Evaluate the impact of the contribution on American life

Theme: Change Throughout United States history, individuals other than presidents have played significant roles that led to changes in the nation’s economy, government, or society. Task: Select an individual, other than presidents, and the area in which they tried to bring about change • Discuss one action taken by the individual that led to changes in the nation’s economy, government, or society • Discuss changes that came about as a result of the individual’s action

Aim: What role did Rosa Parks and Dr. Martin Luther King Jr. play in forming the Civil Rights Movement?

Prep: Student groups (3/4) will prepare K/W/L chart about Rosa Parks and Dr. Martin Luther King Jr.

Do Now: Student will read about the Montgomery Bus Boycott and answer questions Teacher will assist in reading and check at desks student responses

Activity #1- Students will create captions for 4 photos-Museum walk Teacher will place full size pictures of #s 1,2,3,4 around the room. A first passing will be for students to write their own thoughts or questions, and a 2nd passing for comments by students on student comments and encourage groups to share their captions.

Activity #2- Whole Class ‘Dramatic’ Reading of King Speech with answers to questions Teacher will move around room to assist and encourage

Activity #3- Group complete, groups will also complete K/W/L chart from Do Now. Teacher will encourage notes that reach to analysis and evaluation of the acts and importance of Rosa Parks and the Montgomery Bus Boycott…connections to Brown V Board of Ed. and Little Rock Nine will be encouraged and brought up to students

Regents Review Point—Students will be allowed to replace Upton Sinclair with other non- governmental individuals, focus for Regents essay prep…any form of organization will be accepted for assignment.

Unit HW – Continue Civil Rights Graphic Organizer Name Civil Rights Movement Handout #

Over-Arching Understanding Overarching Essential Questions

Demands of Civil Rights Movement What obstacles did Blacks in America face pre- Civil Rights Movement? Groups block Civil Rights Movement What legal and social methods did Black leaders Methods of Civil Rights Protests use to fight for their Rights

Legislation resulting from Civil Rights Protest What were results of the Civil Rights Movement

Students Understand as a Result of the Unit Essential and Unit Questions

Brown V Board of Education and its over-turning What was the ruling and effect of Brown of Plessy V Ferguson V Board of Education?

Little-Rock Nine- Struggle to integrate and the role What obstacles did school integration of Federalism in applying the ruling of Brown V faced from Southern Whites? Board… What did the Montgomery Bus Boycott Dr. King’s philosophy of; civil disobedience, and Freedom Rides try to accomplish integration of Blacks in American society, and role with-in the Civil Rights Movement? as an orator What was the significance of the March How Protest can affect the passing of Legislation on Washington (‘I have a dream’ speech)

Parameters of the 24th Amendment, Civil Rights What Legislation helped protect the Civil Act and Voting Rights Act Rights of Black in America?

Did other minorities benefit from this movement and their accomplishments? Name Civil Rights Movement Handout #

Student Evidence of Understanding

Tasks and Projects:

Students analyze different documents and speeches of the era.

Students analyze different photo from the era.

Students create an organizational chart of all ‘major’ events

Students write a 1st person account of their experience in participation of a Civil Rights event

Tests and Writing Prompts:

Regents based Quiz

Regents based Essay Choice

Informal Assessment:

Completion of Notes in Student Packet

Leadership roles in class activities

Student Self-Assessment:

Summery and Regents Review Point assignments

Students will need to know:

Key Terms: 14th Amendment, Segregation, Jim Crow Laws, Brown V Board of Education Little Rock Nine, Rosa Parks, Dr. King, Montgomery Bus Boycott, Sit-In, Civil Disobedience, March on Washington, Civil Rights Act, voting Rights Act

Students will need to be able:

Analyze documents, charts photos and political cartoons

Listen to speeches for content, tone and message

Write in proper Regents essay form

Conduct group activities according to the norms and guidelines of our class

Teaching and Learning Experiences that will equip students

Unit Handout material

Group activities guidelines

Organizational Chart Rubric

Socratic Seminar Rubric

Museum Walk

Reading speeches and viewing photos and audio/video from the era

Highlighting over-arching concepts such as; Judicial Review, Federalism, and the Supremacy of US Government

Group-assignments connecting this unit with others in US History (Progressivism, Reconstruction, Vietnam…)