Transcript USH_Civil Rights_ePL..

SOCIAL STUDIES
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Civil Rights Movements
circa 1954-1968
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Strategy Starter
Bring an image to life
This strategy can be used a few different ways:
1. Students work collaboratively in small groups and write “dialogue” bubbles
above the characters/objects in the image to discuss what they are thinking,
why they are there, how they are feeling, etc.
2. Students recreate the image at the front of the room, and they are “frozen”
until tapped. Once tapped, the student assumes the role of their character in
the image and speaks in 1st person answer the same questions above.
(History Alive Strategy)
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Time to get
people
registered to
vote
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I wish we
had a police
escort for
protection
We are
excited to
be here in
Florida
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USH.1A analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S.
Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of
Independence
USH.1B analyze and evaluate the application of these founding principles to historical events in U.S. history
USH.2B identify the major eras in US history from 1877 to the present and describe their defining characteristics
USH.2C apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
USH.2D Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War
I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race),
1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist
attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
USH.9A trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th,
14th, 15th, and 19th amendments
USH.9B describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano,
American Indian, women's, and other civil rights movements
USH.9C identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr, Cesar
Chavez, Rosa Parks, Hector P Garcia, and Betty Friedan
USH.9D compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent
approach of Martin Luther King Jr
USH.9E discuss the impact of the writings of Martin Luther King Jr such as his "I Have a Dream" speech and "Letter from
Birmingham Jail" on the civil rights movement
USH.9F describe presidential actions and congressional votes to address minority rights in the United States, including
desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965
USH.9G describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups,
including the Congressional bloc of southern Democrats, that sought to maintain the status quo
USH.9H evaluate changes and events in the United States that have resulted from the civil rights movement, including increased
participation of minorities in the political process
USH.9I describe how litigation such as the landmark cases of Brown v Board of Education, Mendez v Westminster, Hernandez v
Texas, Delgado v Bastrop ISD, Edgewood ISD v Kirby, and Sweatt v Painter played a role in protecting the rights of the
minority during the civil rights movement
USH.17D identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to
create economic opportunities for citizens and analyze the unintended consequences of each
USH.21A analyze the effects of landmark US Supreme Court decisions, including Brown v Board of Education, and other US
Supreme Court decisions such as Plessy v Ferguson, Hernandez v Texas, Tinker v Des Moines, Wisconsin v Yoder, and
White v Regester
TEKS
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Pages 2-3
Pages 2-3
USH.21B discuss historical reasons why the constitution has been amended
USH.23A identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, nonviolent protesting, litigation, and amendments to the US Constitution
USH.23B evaluate various means of achieving equality of political rights, including the 19th, 24th, and
26th amendments and congressional acts such as the American Indian Citizenship Act of 1924
USH.24A describe qualities of effective leadership (NOT ELGIBLE FOR ASSESSMENT)
USH.24B evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie,
Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton
USH.26A explain actions taken by people to expand economic opportunities and political rights, including those for racial,
ethnic, and religious minorities as well as women, in American society
USH.26C explain how the contributions of people of various racial, ethnic, gender, and religious groups shape
American culture
USH.26D Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor
Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
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• USH.9A trace the historical development of the civil rights movement in the
19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th
amendments
• USH.9F describe presidential actions and congressional votes to address
minority rights in the United States, including desegregation of the armed
forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of
1965
• USH.21A analyze the effects of landmark US Supreme Court decisions,
including Brown v Board of Education, and other US Supreme Court
decisions such as Plessy v Ferguson, Hernandez v Texas, Tinker v Des
Moines, Wisconsin v Yoder, and White v Regester
• USH.9H evaluate changes and events in the United States that have
resulted from the civil rights movement, including increased participation of
minorities in the political process
• USH.23A identify and analyze methods of expanding the right to
participate in the democratic process, including lobbying, non-violent
protesting, litigation, and amendments to the US Constitution
• USH.26A explain actions taken by people to expand economic
opportunities and political rights, including those for racial, ethnic, and
religious minorities as well as women, in American society
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Page 4-8
Outline View
Page 9-12
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Pages 13-16
Number of
Readiness
Standards
Assessed
Number of
Supporting
Standards
Assessed
Number of Dual
Coded Questions
Types of stimuli
3
1
2
2 visual questions
(images)
Q44 could be
Q44 chart
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Pages 13
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Page 14
40
31
10
19
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Page 14
4
7
76
13
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Old SE
2011 SE
7C
9F
Evaluate government efforts, including
the Civil Rights Act of 1964, to achieve
equality in the United States
Describe presidential actions and
congressional votes to address
minority rights in the United States,
including desegregation of the armed
forces, the Civil Rights acts of 1957
and 1964, and the Voting Rights Act of
1965
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Page 15
2
83
10
5
USH.9B describe the roles of political
organizations that promoted civil rights,
including ones from African American, Chicano,
American Indian, women's, and other civil
rights movements United Farm Workers
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USH.9C identify the roles of significant leaders
who supported various rights movements,
including Martin Luther King Jr, Cesar Chavez,
Rosa Parks, Hector P Garcia, and Betty Friedan
REMEMBER
NOT
MEMORIZE
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Social Studies
“Skills” or “Stimuli”
Visuals
(can be primary or secondary
sources)
 Maps
 Charts
 Graphs
 Photographs
 Illustrations
 Paintings
 Graphic Organizers
 Timelines
K.15B, 1.5A, 1.18B, 2.5AB, 3.5D, 3.17E, 4.6AB, 4.21C,
5.6A, 5.24C, 6.3D, 6.21C, 7.8A, 7.21C, 8.29CJ, WG. 13A,
WG.21C, WH.15AB, WH.16C, WH.30C, USH 29H, USH 31B
Text Based
 Primary Sources
 Secondary Sources
K.14B, 1.17B, 2.6C, 2.18B, 3.17AC, 4.21A, 5.24A, 6.21A,
7.21AG, 8.29A, WG.21A, WH.29C,USH.29ADH
Social Studies
Processes or “Thinking Skills”
Historical Perspective
 identify point of view
 identify historical context
 identify frame of reference
4.21D, 5.24DE, 6.21DE, 7.21DE, 8.29DE, USH 29G
Analyze information by
 sequencing
 categorizing
 identifying cause and effect
relationships
 comparing and contrasting
 finding the main idea
 summarizing
 making generalizations
 making predictions
 drawing inferences
 drawing conclusions
K.14C, 1.17C, 2.18DE, 3.17BC, 4.21B, 5.24B, 6.21B, 7.21B,
8.29B, WG.21A, WH.29CF, USH.29B
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Page 18
Drawing Inferences
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Primary Source Analysis, drawing
inferences & decision making
Crisis in
Little Rock
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Simulation
It is September 14, 1957.
• President Eisenhower and Governor Faubus have just
concluded their meeting, arranged by Congressman Brooks
Hays, Arkansas, and President Eisenhower's Chief of Staff,
Sherman Adams, at the U.S. Naval Base, Newport, Rhode
Island.
• The purpose of the meeting has been to avert a looming
Constitutional crisis between the federal government and the
State of Arkansas over the desegregation of Central High
School.
• Will this meeting result in an end to the dilemma?
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• What will happen next? Will the governor allow the desegregation
plan to move forward or will he continue to prevent the AfricanAmerican students from entering the school?
• What will be the president's response to either of these
developments?
Your task will to be to examine the words and actions of one of
the key politicians involved in the Little Rock school integration
crisis of 1957 to help your team prepare a short report for the
politician you advise.
Then, your class will work to retell the story of the Little Rock
Central High School's integration.
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President Eisenhower Teams• Half of the groups will
act as teams of advisors
to President
Eisenhower. The
president's team will
consider the governor’s
motivations and
attempt to predict his
actions.
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Governor Faubus TeamsThe other groups will act
as advisors to Arkansas
Governor Faubus. The
governor’s team will
consider the
motivations of the
President and attempt
to predict his actions.
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Each team of advisors should read and analyze their
assigned documents and address the following list of
questions:
• Who wrote this document?
• What is the date of the document?
• What arguments does (President
Eisenhower/Governor Faubus) advance with regard
to the desegregation of Central High School?
• Describe (President Eisenhower's/Governor Faubus')
actions thus far.
• Are (President Eisenhower's/Governor Faubus')
actions consistent with his arguments?
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How to advise…
• Advise (President Eisenhower/Governor Faubus) according to
the following: Do you believe this crisis has been averted? On
the part of the (president/governor), what do you expect to
happen next. Explain.
• The Eisenhower teams of advisors should compare and
consolidate their advice for the president. The Faubus teams
of advisors will compare and consolidate their advice for the
governor.
• Each team of advisors will deliver their advice to the class as a
whole.
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Resource Information
• This activity is a webquest on
presidentialtimeline.org (Educational Activities)
• If you do not have access to a computer lab,
iPads, or laptops for the students, you can
download the MS Word version with the
resources portion of this webinar.
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Page 18
Voting Rights
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Carefully consider:
• the sub topics that we discussed with the web (or a web your PLC
created)…how can you bundle the content into meaningful “chunks” to help
with students’ ability to recall the information.
• the number and placement of Readiness v. Supporting Standards
• how you are integrating the processes.
• how you are providing opportunities for your students to transfer their
knowledge in new and varied contexts. (consider using your warm ups)
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Resources
Pages 19-20
Favorite Resources from list:
Law Related Education (LRE) Texas Resources
Oyez, Oyez, Oh Yay! Resources, videos, explanations, etc for ALL court cases in TEKS
http://www.texasbar.com/civics/index.html
National Archives- The Civil Rights Act 1964
Lesson Plan combining Civil Rights Act 1964 with the Equal Employment Opportunity
Commission (discusses
Affirmative Action)
http://www.archives.gov/education/lessons/civil-rights-act/activities.html
National Civil Rights Museum
Store- video, “The Witness: From the Balcony of Room 306” excellent short video to
end the unit about MLK’s assassination
(32 minutes long) http://shop.civilrightsmuseum.org/categories/DVD%27s/
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See you next time!
Topic: 1960s and Vietnam
[email protected]
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