United States History Unit 9

Big Idea:

Analyze the major characteristics of the Civil Rights Movement

Student Expectations:

Priority TEKS

USH.2(A) [Supporting] identify the major characteristics that define an historical era;

USH.2(B) [Readiness] identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

USH.2(C) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

USH.2(D) [Supporting] 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.9(A) [Readiness] 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.9(B) [Supporting] 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.9(C) [Supporting] 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.9(D) [Supporting] 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.9(F) [Readiness] 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.9(H) [Readiness] 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; and

USH.9(I) [Supporting] describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.

USH.21(A) [Readiness] analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester;

USH.23(A) [Readiness] identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution

Focus TEKS

USH.9(E) [Supporting] 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.9(G) [Supporting] 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.17(D) [Supporting] 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; and

USH.21(C) [Supporting] evaluate constitutional change in terms of strict construction versus judicial interpretation

USH.24(A) [Supporting] describe qualities of effective leadership; and

USH.24(B) [Supporting] 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.

Ongoing TEKS

USH.29(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

USH.29(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions

USH.29(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time

USH.29(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

USH.29(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;

USH.29(F) identify bias in written, oral, and visual material

USH.29(G) identify and support with historical evidence a point of view on a social studies issue or event

USH.29(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons

USH.30(A) create written, oral, and visual presentations of social studies information

USH.30(B) use correct social studies terminology to explain historical concepts

USH.30(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

USH.31(A) create thematic maps, graphs, and charts representing various aspects of the United States

USH.31(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

USH.32(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

USH.32(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Student Learning Targets:

• I will read and interpret primary source documents from the civil rights era through writing.
• I will make conclusions about various approaches activists took within the movement, as well as key legislation and events
• I will identify important figures and political and social leaders in the civil rights movement
• I will recognize trends in American society that evolved during the civil rights movement
• I will determine how the civil rights movement brought about equal rights and solidified the guarantees established in the U.S. Constitution and the Bill of Rights
• I will understand the impact of the civil rights movement on U.S. society and politics during the movement and after
• I will analyze the causes and results of the American Civil Rights Movement

Essential Questions:

• How did Civil Rights leaders change American Society?
• What was the goal of the Civil Rights Movement?
• What changes and events resulted from the Civil Rights Movement?

Extra Information:

Adopted Textbook: The Americans: US History since 1877 Texas Edition, Houghton Mifflin Harcourt, Holt McDougal

District Grading Policy

Texas Gateway Online Resource Center