Grade 10 Unit 8 Civil Rights Movement

West Haven Public Schools

Unit Planning Organizer

Subject:  U.S. History                                          

Grade:  10

Unit:  The Civil Rights Movement                     

Pacing:  Two weeks

Essential Questions:

1.  How effective was the Civil Rights movement in achieving its short and long-term objectives?

2.  How was individual empowerment reflected in the Civil Rights movement?

3.  What role did leadership and leadership strategy play in the Civil Rights movement?

Big Ideas:

1.  The Civil Rights movement changed race relations in the United States forever.

2.  Individuals are transformed by environmental, economic, social, cultural and civic change.

3.  Leaders respond to and resolve conflicts in a variety of ways.

CT State Standards

Priority:

1.1.6:  Compare and contrast various American beliefs, values and political ideologies.

1.1.2:  Trace the evolving nature of citizen’s rights.

1.1.12:  Evaluate the role and impact of the individual on historical events.

Supporting:

1.1.8:  Analyze the influence of sectionalism on American life.

1.1.9:  Assess the significance of the evolving heterogeneity of American society.

1.1.11:  Analyze how the arts, architecture, music and literature of the United States reflect its history and the heterogeneity of its culture.

1.2.1:  Using local and state examples, analyze how events and people in Connecticut both reflect and have contributed to developments in United States history.

1.3.1:  Explain how the arts, architecture, music, and literature of a civilization reflect its culture and history.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.4.1:  Explain how technological developments have changed our sense and understanding of location and space in the modern world.

1.4.2:  Use maps, charts and graphs to analyze how geographic location and resources influenced historical and contemporary imperialism.

1.4.3:  Analyze how geographic location and physical features have influenced national histories.

1.5.2:  Analyze how a specific environment has influenced historical developments in a region of the United States.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world attempt to meet the needs of their citizens.

1.8.1:  Describe examples of laws that have been modified to meet the changing needs of society.

1.8.2:  Explain factors that contribute to making and implementing laws in different government systems.

1.9.1:  Give examples of how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations of the world.

1.9.3:  Analyze historical and contemporary examples of the need to ensure human rights at both the national and international levels.

1.13.2:  Analyze examples of the impact of cultural diversity in different nations.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-American beliefs, values and political ideologies

      *Civil Rights movement- successes,

          hardships, course to equal rights

 

-Evolving nature of citizen’s rights

       *Federal laws, protections

       *Supreme Court decisions

       *fighting for rights

 

-Role and impact of the individual on historical events

      *Martin Luther King, Jr.

      *Malcolm X

      *Rosa Parks

      *Emmet Till

      *Eisenhower

      *Little Rock 9

      *other Civil Rights leaders and

         politicians

-Compare and Contrast

 

 

 

 

-Trace

 

 

 

 

-Evaluate

4

 

 

 

 

4

 

 

 

 

5

Assessments

Common Formative Pre- Assessment:

-Pretest

“Dipsticks”:

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

Common Formative Post- Assessment:

-Unit Test

 

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

Valentine’s Day Card to CRM, Timeline of Events, Letter to Dr. King/Malcolm X, Little Rock 9 Simulation/Play, Videos (Mississippi Burning, Eyes on the Prize)

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Civil rights, Jackie Robinson, NAACP, desegregation, Brown vs. Board of Education, Earl Warren, Little Rock 9, Rosa Parks, Montgomery Bus Boycott, Martin Luther King Jr., Civil Rights Act 1964, SCLC, nonviolent protest, sit in movement, SNCC, Voting Rights Act 1965, March on Washington, Malcolm X, CORE, Stokely Carmichael, Black Panthers

- Zinn, Chapter 17, (p. 327) “Or Does it Explode”

-For the Record, George C. Wallace, “Fraud, Sham and Hoax” (p. 342-346), Martin Luther King Jr. “Letter from the Birmingham Jail” (p. 338-342)

-BER Handbook, Digital Storytelling, (p. 130-133)

-Literature:

   *”Warriors Don’t Cry”, Melba Pattillo Beals

   *”Black Power”, Stokely Carmichael (“For The Record”- p. 349-352)

-Math: 

   *Statistical Analysis of Voting between whites and African Americans in the USA

   *Statistical Analysis of Educational Opportunities in the U.S. pre and post Brown vs. Board of Education

   *Economic impact of the Montgomery Bus Boycott