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U.S. History Curriculum Map Unit 12: Civil Rights and Social Movements

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U.S. History Curriculum Map Unit 12: Civil Rights and Social Movements U.S. History Curriculum Map Unit 12: Civil Rights and Social Movements Enduring Themes: Movement/Migration Location Human Environmental Interaction Conflict and Change Culture Governance Production, Distribution, Consumption Individuals, Groups, and Institutions Time Frame: 12 days Standards: SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970. a. Explain the importance of President Truman’s order to integrate the U.S. military and the federal government. b. Identify Jackie Robinson and the integration of baseball. c. Explain Brown v. Board of Education and efforts to resist the decision. d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I Have a Dream Speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. SSUSH23 The student will describe and assess the impact of political developments between 1945 and 1970. a. Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision. b. Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation. c. Explain Lyndon Johnson’s Great Society; include the establishment of Medicare. d. Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention. SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition. b. Describe the National Organization of Women and the origins and goals of the modern women’s movement. c. Analyze the anti-Vietnam War movement. d. Analyze Cesar Chavez and the United Farm Workers’ movement. e. Explain the importance of Rachel Carson’s Silent Spring and the resulting developments; include Earth Day, the creation of the Environmental Protection Agency (EPA), and the modern environmental movement. f. Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968). SSUSH25 The student will describe changes in national politics since 1968. b. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action. Unit Essential Question: How did the Civil Rights Movements and other social movements impact modern America? Unit Resources: Unit 12 Student Content Map Unit 12 Vocabulary PowerPoint Unit 12 Assessment Items Unit 12 Remediation Guide Concepts Concept 1 Concept 2 Civil Rights Movement Social Movements Concept 1: Civil Rights Movement Standard: SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970. a. Explain the importance of President Truman’s order to integrate the U.S. military and the federal government. b. Identify Jackie Robinson and the integration of baseball. c. Explain Brown v. Board of Education and efforts to resist the decision. d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I Have a Dream Speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. SSUSH23 The student will describe and assess the impact of political developments between 1945 and 1970. a. Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision. b. Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation. c. Explain Lyndon Johnson’s Great Society; include the establishment of Medicare. d. Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention. SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition. Lesson EQ: How the Civil Rights Movement impact the United States? Know Understand Be Able To Do (DOK 2-3) Truman’s order to President Truman issued Explain the importance of integrate the an executive order President Truman’s order military/government integrating the military to integrate the military Jackie Robinson (and government) in 1948. and the federal This marked the beginning Brown v. Board of government of a federal commitment Education to ending discrimination. Identify Jackie Robinson Martin Luther King, Jr. Jackie Robinson Explain Brown v. Board of “Letter from a integrated baseball as the Education and efforts to Birmingham Jail” first African-American to resist the decision “I Have a Dream” speech play in the major leagues. Describe Martin Luther Civil Rights Act of 1964 The Supreme Court King, Jr.’s Letter from a Voting Rights Act of 1965 overturned Plessy v. Birmingham Jail Ferguson and ruled that Warren Court Describe Martin Luther “separate but equal” was King, Jr.’s I Have a Dream Miranda decision unconstitutional in Brown SNCC v. Board. Many southern speech SCLC states resisted the Describe the causes and Sit-ins decision, and this consequences of the Civil Freedom rides resistance contributed to Rights Act of 1964 Changing composition of increased efforts by civil Describe the causes and rights activists. civil rights organizations consequences of the “Letter from a Voting Rights Act of 1965 Birmingham Jail” defends Describe the Warren Court the civil rights movement Describe the expansion of and explains why they individual rights as seen in were fighting to end the Miranda decision segregation. Compare and contrast “I Have a Dream” speech drew attention to both SNCC and SCLC the Civil Rights movement and drew support for the Civil Rights Act. Kennedy’s assassination also contributed to support for the Civil Rights Act (Johnson pushed Congress to pass it). The law banned segregation in public places. The efforts of Civil Rights activists in the Freedom Summer campaign and the Selma March drew support for the Voting Rights Act. This law prohibited discrimination in voting, such as the poll tax and literacy test. The number of black voters in the South tripled, as a result. SNCC and SCLC were both civil rights organizations. SCLC was made up of older civil rights activists, both black and white. SNCC was made up of students, both black and white (at first). Originally, they both advocated peaceful protest and civil disobedience. They used sit-ins at lunch counters and freedom rides to fight segregation. Overtime, SNCC became more militant and supported the black power movement. The Warren Court was famous for rulings that expanded individual and civil rights (Brown v. Board, Miranda v. Arizona). In the Miranda decision, the Supreme Court ruled that an accused person must be made aware of their rights. Lyndon B. Johnson’s Great Society was intended to reduce poverty and racial injustice and included programs like Medicare, for example. The year 1968 was full of social and political turmoil. The assassinations of MLK, Jr., Robert Kennedy and the violence between police and protestors at the Democratic National Convention made many Americans worried about the instability of the country at the time. Resources I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice) Instruction) Use Unit 12 Student Content Map Civil Rights Movement Visual Answer EQ#1 and EQ#2 on Unit 12 to introduce the Essential Discovery Student Content Map. Answer in Question, Standards, and complete sentences using the Vocabulary for the Lesson (EQ#1 Letter from a Birmingham Jail vocabulary of the standards. and EQ#2). A corresponding Analysis (with partner) Graphic PowerPoint for Vocabulary is Organizer Letter from a Birmingham Jail linked under Unit Resources, Summarizer (Connecting Current above. Letter from a Birmingham Jail Issues to Historical Events) (text) Civil Rights Movement PowerPoint Letter from a Birmingham Jail and I Civil Rights Movement Guided Have a Dream Speech Analysis Notes Letter from a Birmingham Jail (text) I Have a Dream Speech (text) Sample Assessment Items: Civil Rights Movement Sample Assessment Items Concept 2: Social Movements of the 1960s and 1970s Standard: SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. b. Describe the National Organization of Women and the origins and goals of the modern women’s movement. c. Analyze the anti-Vietnam War movement. d. Analyze Cesar Chavez and the United Farm Workers’ movement. e. Explain the importance of Rachel Carson’s Silent Spring and the resulting developments; include Earth Day, the creation of the Environmental Protection Agency (EPA), and the modern environmental movement. f. Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968). SSUSH25 The student will describe changes in national politics since 1968. b. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights;
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