Stage 1- Desired Results
Essential Questions
Is there one American experience?
Does America live up to it's founding ideals?
Enduring Understandings
SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
Common Core Standards and Performance Indicators:
Unifying Themes:
Individual Development and Cultural Identity (ID)
Time, Continuity, and Change (TCC)
Power, Authority, and Governance (GOV)
Civic Ideals and Practices (CIV)
Creation, Expansion, and Interaction of Economic Systems (ECO)
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
11.10a After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved.
11.10b Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.
11.10c Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
Key Terms
MLK
Freedom Rides
Freedom Summer
Brown v. Board of Education
Civil Rights Act 1964
Voting Rights Act 1965
Malcolm X
Civil Disobedience
Title IX
Silent Spring
Caesar Chavez
Great Society
Medicare
Watergate
Reaganomics
Great Recession
Skills
Students will be able to...
Students will examine the roles and impact of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and their perspectives on change.
Students will examine the role of groups such as the National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and Student Non-Violent Coordinating Committee (SNCC) in the movement, their goals and strategies, and major contributions.
Students will examine judicial actions and legislative achievements during the movement, such as Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964) and the Voting Rights Act of 1965.
Students will analyze the significance of key events in the movement, including the Montgomery bus boycott, federal intervention at Little Rock, Arkansas; the Birmingham protest; and the March on Washington.
Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations:
Modern women’s movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)
Native Americans (e.g., American Indian Movement, Russell Means, native identity, and land claims)
Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm Workers)
People with disabilities (e.g. Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] )
Rights of the accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright [1963], Miranda v. Arizona [1966])
Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration reform)
Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts for equal legal rights)
Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy)
Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985])
Students will thoroughly investigate at least one of the efforts above.Students will compare and contrast the economic policies of President Johnson (Great Society) and President Reagan (Reaganomics) regarding the size and role of the federal government.
Students will examine the causes of the financial panic of 2008 and the federal government‘s response to the Great Recession.
Students will examine the debates over the role of the government in providing a social safety net, including the stability of the Social Security Trust Fund and Medicare Trust Fund, as well as changes under the Affordable Care Act.
Stage 2- Assessment Evidence
Summative Tasks
(end of unit student learning evaluation. Multiple choice questions, DBQ, mini Q, CRQ, etc.) DBQ-pg. 77-82.
What themes did the champions of Civil Rights use in their appeal?
How the US has changed since 1950?
Formative Tasks
(formal or informal assessment conducted during the learning process to measure instruction thus far and modify teaching, if necessary. Graphic organizers, short activities from I Think or Resource books, Beyond the Bubble, etc)
I Think-pg 49-51. - Women's Rights. T chart on the Equal Rights Amendment using fictional exchange between Betty Friedan and a conservative commentator.
I Think - pg. 72-75 - Is the US the defender of the world? Documents and activities ask the students to take a position.
Primary Sources in US History Pg 109 - 114: Background on Cesar Chavez and five documents ;leading to a mock trial on the charges of disturbing the peace and inciting a riot.
Watergate analysis - Includes 8 primary source documents, Written Document Analysis Worksheets, Cartoon Analysis Worksheets, Photo Analysis Worksheets and The Five Stages of Watergate information handouts.
The Case for Impeachment of President Clinton: quotes by members of both parties calling for or denouncing the impeachment process. Students make their claim. (pg. 100-101)
"I Think" pgs. 70-73: Students connect causes of African-American issues with their effects by analyzing primary sources and economic and social data.
Stage 3- Related Lessons
Lesson Plans and Content
(Full length lesson plans that can be used from start to finish by a teacher. Use SHEG here)
Videos, Documents, and Resources
(Primary sources, either by itself or with some questions, videos, etc)
NYSED Inquiry Unit comparing Great Society and Reaganomics: How Should the President Foster Economic Opportunity?
Comparing Great Society and Reaganomics-New Visions, claims and evidence chart. Shorter version of inquiry above.
Great Recession- document analysis, Bush/Obama vs. Great Society (New Visions)Civil Rights Inquiry- Intro Civil Rights Gallery Walk lesson (students walk around room commenting on posters/quotes).
Then lessons on Rosa Parks, Sit Ins, and Voting Rights protests. Activities include: creating a flyer for a sit, writing paragraphs on the success of bus boycott, and close read on voting rights.
(Click on "Student Facing " blue links to open up worksheets and lessons.)"Were suburbs good for America?"- Inquiry Based Can be used for multi day lesson or just pieces for part of a period.SHEG- Was the Great Society successful?"
Reagan Reducing the size of the Federal Government from Gilder LehrmanI Think- pg 38-45. Document Analysis of eight diverse and varied sources on the Civil Rights Movement. Inquiry Unit: What does it mean to be equal? Inquiry Unit: What made nonviolent protest effective during the civil rights movement?
Primary Source from "50 Core American Documents" pg 419-435. Includes "I Have A Dream" Speech, Brown vs. Board of Education, "Great Society" speech, and Reagan "A Time For Choosing" speechBush v. Gore 2000 election- analyze the Supreme Court ruling and agree or disagree with evidence.
Suggestions for Diverse Learners:
Unit on Civil Rights: Students conducting an investigation of the responsibilities, roles, and actions of major figures during the period from 1963 to 1969—and how they related to the Civil Rights Act.
"I Think" pgs. 77-80: Short descriptions of how activists and regular African Americans sacrificed for the Civil Rights movement. Can be chunked or distributed as larger content in groups.