Unit 6
Semester 1: Protests, Politics, and Power (1965-Present)
Semester 1: Protests, Politics, and Power (1965-Present)
Unit Overview/Summary:
This unit examines African American history from the political, economic, and cultural impact of Black Power to Black Lives Matter. During this era, African Americans used the vote to demand reform, created organizations such as the Black Panther Party to address police brutality, and created independent social programs. Since 1965, African Americans have made major progress, such as an increase of college graduates and decrease in poverty rate; however, institutional racism continues to undermine the progress of African Americans and African and Black Caribbean immigrants as well as an expanding Black middle class.
Unit Duration:
8 Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Content Standards
HIST 9–12.6 Explain how the perspectives of people in the present shape interpretations of the past.
CIV 9–12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
INQ 9–12.15 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place
CIV 9–12.5 Analyze how societies institute change in ways that both promote and hinder the common good and that protect and violate citizens’ rights.
National Curriculum Standards for Social Studies
9.4A.7 Assess the reasons for and effectiveness of the escalation from civil disobedience to more radical protest in the Civil Rights Movement. [Marshal evidence of antecedent circumstances]
9.2C.1 Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. [Formulate a position or course of action on an issue].
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-LITERACY.RH.11-12.1 - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.1.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
CELP.9-12.2. W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Examples and Explanations:
HIST 9–12.6
Purpose: Explain how present-day perspectives influence interpretations of historical events.
Real-World Application: Understanding how current views shape historical narratives helps students critically assess media and political discourse today.
CIV 9–12.14
Purpose: Analyze various means of societal change and their impacts on the common good and rights protection.
Real-World Application: This knowledge empowers students to evaluate social movements and policies, preparing them to participate in civic discussions effectively.
INQ 9–12.15
Purpose: Use interdisciplinary approaches to analyze global issues and their historical contexts.
Real-World Application: This fosters a comprehensive understanding of complex problems, encouraging students to think critically about solutions across disciplines.
CIV 9–12.5
Purpose: Analyze how societies enact change and the effects on citizens' rights and the common good.
Real-World Application: This equips students to assess policies and social movements, fostering informed citizenship and advocacy skills.
9.4A.7
Purpose: Assess the escalation of civil disobedience to radical protest within the Civil Rights Movement.
Real-World Application: Understanding these dynamics helps students appreciate the strategies used in social movements and their effectiveness in achieving change.
9.2C.1
Purpose: Evaluate global human and civil rights progress since the 1948 U.N. Declaration of Human Rights.
Real-World Application: This encourages students to formulate informed positions on contemporary human rights issues, promoting global citizenship.
CCSS.ELA-Literacy.RH.11-12.1
Purpose: Cite specific evidence to support analyses of historical sources.
Real-World Application: This enhances students' research skills, critical for academic writing and informed debate in any field.
CCSS.ELA-Literacy.RH.9-10.4
Purpose: Determine the meaning of terms related to historical and social sciences.
Real-World Application: A strong vocabulary is crucial for understanding complex issues and effectively communicating ideas in academic and professional contexts.
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
A Critical Thinker
applies unbiased analysis and evaluation
evaluates sources of information for reliability
willing to adapt to new information and question things
Respectful
embraces cultural diversity
A Problem Solver
collaborative
able to determine the root cause of issues
can persevere and adapt
Coherence:
How does this unit build on and connect to prior knowledge and learning?
Historical Context: This unit builds on previous studies of the Civil Rights Movement, expanding students' understanding of how past events influence current social issues and movements.
Civil Rights Foundations: Prior explorations of key figures and events, such as Brown v. Board of Education and early activism, provide a foundational understanding of the ongoing struggle for equality.
Social Change Mechanisms: Previous discussions about methods of resistance and activism help students connect the evolution from civil disobedience to more radical approaches within the movement.
Global Perspectives: Earlier studies on human rights and international agreements connect to the assessment of global progress since the 1948 U.N. Declaration of Human Rights, fostering a broader understanding of rights issues.
By linking new content to these established themes, this unit enhances students' comprehension of historical dynamics and prepares them for further exploration of complex social justice issues.
How does this unit prepare students for future learning?
Critical Analysis Skills: By examining how present perspectives shape historical interpretations, students develop critical thinking skills essential for analyzing complex issues in various fields.
Understanding of Social Movements: Studying the evolution of civil rights strategies equips students with insights into activism, preparing them to engage in or analyze future social movements.
Interdisciplinary Connections: Utilizing multiple disciplines to explore problems fosters a holistic approach, preparing students for interdisciplinary studies and real-world problem-solving.
Global Citizenship: Evaluating global human rights progress encourages students to become informed citizens who understand their role in promoting justice and equality on both local and global scales.
Essential Questions:
What are the greatest human rights issues facing America today and in the future?
What does radically reimagining new possibilities and more just futures look and sound like now?
Enduring Understandings:
Examine the impact of class and gender on how the Black community is shaped by a variety of identities, communities, and perspectives.
Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
Reimagine new possibilities and more just futures for our country and our world drawn from the legacy of African American/Black experiences, intellectual thought, and culture.
What Students Will Know:
Ways that African Americans have navigated and used power in the past and understand how contemporary perspectives influence the interpretation of these strategies.
Scope and legacy of resistance in African American history and how modern viewpoints can reshape our understanding of past events and movements.
Black Lives Matter movement and contemporary activism influence
Civil rights movements, the evolution of hip-hop, and the Black Lives Matter movement.
Examine how the Black community is shaped by a variety of identities, communities, and perspectives, and how these factors contribute to social change and the promotion of rights.
Systemic racism in housing, healthcare, and education, and how these issues have been addressed historically and continue to be tackled in contemporary society.
Examples of systemic racism that have affected African American communities
Evolution of hip-hop and the history of Black stereotypes on screen to understand their broader social and cultural impact
Shelby v Holder Supreme Court ruling on voting rights and how it has shaped the modern struggle for civil rights and the protection of citizens’ rights.
Black Lives Matter movement as a contemporary example of how societies attempt to promote the common good while also facing challenges that hinder progress.
Analyze historical and contemporary efforts to promote the common good and protect rights within African American communities
The legacy of resistance in African American history, particularly focusing on the transition from civil disobedience to more radical forms of protest
Strategies used in the Black Lives Matter movement and their historical parallels in earlier African American struggles for justice and rights.
9.2C.1
Progress of civil rights for African Americans in the context of global human rights developments, particularly since the 1948 U.N. Declaration of Human Rights.
Reimagine new possibilities and more just futures by drawing lessons from the global and local history of African American
Primary and secondary sources related to African American history, such as texts on civil rights, systemic racism, and Black cultural production, connecting specific details to broader historical themes.
Key vocabulary related to African American history, such as terms describing social movements, cultural production, and systemic racism
Evolution of hip-hop and Black stereotypes on screen have been represented across different mediums and what these representations reveal about the cultural and social history of African Americans
Use technology to research, analyze, and present findings on topics related to African American history, including the impact of systemic racism, the evolution of Black cultural production, and the legacy of civil rights movements.
What Students Will Do:
Evaluate and critique historical narratives by analyzing how contemporary perspectives shape interpretations of African American resistance and resilience.
Compare and contrast present-day views on civil rights and social justice with those from the past, using primary and secondary sources.
Synthesize information from different time periods to understand how current events influence historical interpretations.
Investigate the methods used by African Americans to advocate for social change, both historically and in contemporary society.
Evaluate the effectiveness of different strategies and movements, such as the Civil Rights Movement, Black Lives Matter, and other social justice initiatives.
Critically analyze the impact of these movements on promoting the common good and protecting rights, using interdisciplinary lenses.
Analyze primary and secondary sources to identify and understand the characteristics and causes of systemic racism in housing, healthcare, and education.
Apply interdisciplinary approaches to explore the challenges and opportunities faced by African American communities in addressing these problems.
Develop well-supported arguments by integrating evidence from multiple sources to examine the evolution of Black cultural production, such as hip-hop and film, and its impact on society.
Assess and critique the role of the Shelby v. Holder Supreme Court ruling in shaping voting rights and its implications for civil rights.
Investigate and evaluate the strategies used by social movements, such as Black Lives Matter, to promote the common good and protect citizens’ rights.
Analyze case studies of historical and contemporary efforts to promote social justice and civil rights within African American communities, identifying both successes and obstacles.
Research and analyze the escalation from civil disobedience to more radical protest during the Civil Rights Movement, using historical documents and testimonies.
Critically evaluate the effectiveness of these tactics and how they influenced the broader movement for civil rights.
Construct arguments supported by evidence from primary sources, examining the antecedent circumstances that led to the shift in protest strategies.
Evaluate global and local civil rights movements in relation to the 1948 U.N. Declaration of Human Rights, identifying progress and ongoing challenges.
Formulate a position on the effectiveness of various civil rights initiatives, both historical and contemporary, in advancing human rights.
Develop and present solutions for advancing civil rights, drawing on historical lessons from African American experiences and global movements.
Analyze and interpret primary and secondary sources related to African American history, citing specific evidence to support conclusions about historical events and movements.
Connect specific details from these sources to broader themes, such as resistance, resilience, and social change in African American history.
Develop and apply academic vocabulary related to African American history, civil rights, and social justice movements in analyzing historical texts.
Interpret and explain the significance of key terms and concepts in context, enhancing understanding of complex historical and social issues.
Compare and contrast different accounts of African American history and cultural production as presented in various mediums, such as film, music, and literature.
Evaluate the impact of these mediums on shaping public perceptions and understanding of African American experiences and contributions.
Utilize digital tools to research, create, and share projects related to African American history, such as multimedia presentations, blogs, or online exhibits.
Integrate and link sources dynamically in digital products to provide a comprehensive and interactive exploration of topics like systemic racism, civil rights movements, and Black cultural production.
Demonstration of Learning:
Pre-Assessment: Poll students’ knowledge of political and cultural accomplishments during this time.
Common Misconceptions:
● Black Americans are a monolith (there were varying viewpoints on how to achieve equal rights)
● Black Power was anti-white, only focused on self-defense and was detrimental to the United States.
Formative Assessments/Checks for Understanding
Group discussions, comparisons
Self reflections
Creative Expression
Turn-and-talks
Critical reflections of various media (pictures, music, articles, book excerpts, videos, etc.)
Performance Tasks and Criteria/Project?Based Applications (Aligned with Compelling Questions)
Showcase how African American/Black history and culture teach us about radically reimagining new possibilities and more just futures for school-wide viewing.
Course Projects: Radical Imagination Through the Arts, Be the Change Project, and/or Trade Analysis Project
Unit Specific Vocabulary and Terminology:
Radical
Reform
Revolution
Black cultural production
Prejudice
Stereotype
Protest
Reparations
Black Media
Aligned Unit Materials, Resources, and Technology:
Opportunities for Interdisciplinary Connections:
ELA: Read an autobiography of individual during this time Film: Watch and review a film about Malcolm X
Explore March on Washington, MLK
Music - Create audio history of Jazz, R & B, Hip-Hop\
ELA - Compare/contrast I Too, Sing America, Langston Hughes/Changes, Tupac
Graphic Design - Research magazines for cultural expression in fashion, music - create a garment
History - Explore/Research Voting Rights Act (1965) Voter Suppression Lesson Plan
Music - Create your own musical song, composition, poem
Culinary Arts - Research, design a cultural dish
Health/Biology - Create a poster on health-related racial disparities and how to address them
Photography - Representative Display of Protests
Art - Social Justice Theme-based T-Shirt Design Contest
Opportunities for Application of Learning:
Showcase how African American/Black history and culture teach us about radically reimagining new possibilities and more just futures for school-wide viewing.
Course Projects: Radical Imagination Through the Arts, Be the Change Project, and/or Race trade analysis project
Critical Consciousness for Diversity and Equity:
Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.
Why is it important for me and my students to be critically conscious for diversity and equity?
How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?
How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?
How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?
What do I know about various aspects of identity? What do I need to learn?
What do my students know about various aspects of identity? What do they need to learn?
In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities.
Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world.
One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey.
Multilingual Learners:
For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards.
Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.