The Civil Rights Movement

Standards

Michigan High School Content Expectations

8.3 Civil Rights in the Post-WWII Era-Examine and analyze the Civil Rights Movement using key events, people, and organizations.

• 8.3.1 Civil Rights Movement- Analyze the key events, ideals, document, and organizations in the struggle for civil rights by African-Americans including: • the impact of WWII and the Cold War (e.g., racial and gender integration of the military)•Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965) • protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers) • resistance to Civil Rights.
• 8.3.2 Ideals of the Civil Rights Movement– Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.
• 8.3.3 Women's Rights- Analyze the causes and course of the women’s rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)).
• 8.3.4 Civil Rights Expanded– Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20^th century including American Indians, Latinos/as, new immigrants, people with disabilities, and gays and lesbians.
• 8.3.5 Tensions and Reactions to Poverty and Civil Rights– Analyze the causes and consequences of the civil unrest that occurred in American cities by comparing the civil unrest in Detroit with at least one other American city (e.g., Los Angeles, Cleveland, Chicago, Atlanta, Newark).

Common Core State Standards

• SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• SL 9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
• RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
• 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.
• RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
• RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
• RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
• WHST 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• WHST 9-10.2
• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

C3 Framework

• D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
• D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
• D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
• D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Unit Compelling Question: Is it ever too late for justice?

Supporting Questions

• How did the system of Jim Crow get established in the US?
• How did the Supreme Court rule in the Plessy case?
• What did this ruling mean for African-Americans in the United States?
• What were the methods (both tactics and strategy) used by people in the civil rights movement to try to achieve their goals?
• What role did the federal government play in the Civil Rights Movement?
• What efforts and struggles have occurred in recent attempts to pursue justice?
• How does the story of Emmitt Till's death and the legacy of Emmitt's life impact people today?
• What made nonviolent protest effective during the Civil Rights movement?
• What made the Montgomery bus boycott effective?
• What were the long-term effects of the Montgomery Bus Boycott?
• In what ways did these local actions affect the nation as a whole?
• Why do people risk their lives to challenge injustice?
• What is the Civil Rights Act of 1964?
• Why did some African-American leaders of the 1960s begin to move away from the ideals of integration and civil disobedience?
• What can the Black Panther Party teach us about radical US social movements?
• Why did the US government target Martin Luther King and the Black Panther Party, among others?
• What might have happened if Martin Luther King, the BPP, and other civil rights organizations hadn’t been targeted by COINTELPRO?
• Why did civil rights leaders focus their attention on voting rights after the Civil Rights Act of 1964 was passed?
• What were the causes and effects of the 1967 Detroit Rebellion?

Instructional Materials/Texts

1. Historical Context of the Civil Rights Movement

Standards: RH 9-10.2, RH 9-10.3

Learning Targets:

1. I can analyze the chronolology of events in the struggle for African American freedom.
2. I can analyze Plessy's main argument in his Supreme Court case.

Supporting Questions: How did the system of Jim Crow get established in the US? How did the Supreme Court rule in the Plessy case? What did this ruling mean for African-Americans in the United States?

2. Is it ever too late for justice? Emmitt Till

Standards: RH 9-10.3, RH 9-10.7, WHST 9-10.1, 9-10.2

Learning Targets:

1. I can trace the events leading up to Emmitt Till's murder.
2. I can analyze documents to explain the procedural errors made during the trial of Till’s killers.
3. I can analyze documents to explain the recent efforts to receive justice for Emmitt Till's murder.
4. I can make a claim supported with evidence about the legacy of Emmitt Tills murder and the impact it still has today.
5. I can answer the Inquiry Compelling Question supported with evidence from multiple sources.

Supporting Questions: What happened to Emmett Till on August 28, 1955? Why was justice denied in the original trial? What efforts and struggles have occurred in recent attempts to pursue justice? How does the story of Emmett’s death and the legacy of his life impact people today?

3. The Little Rock Nine

Standards: RH 9-10.2

Learning Target: I can analyze primary sources to determine the role the government played in the Civil Rights Movement.

Supporting Questions: What role did the federal government play in the Civil Rights Movement? What action did President Eisenhower take to deal with the crisis at Little Rock Central High School?

4. The Montgomery Bus Boycott & the Greensboro Sit-Ins

Standards: RH 9-10.2, RH 9-10.3, WHST 9-10.2b

Learning Targets:

1. I can analyze primary sources about the Montgomery Bus Boycott to make multiple claims about why it was effective.
2. I can explain the impact the Montgomery Bus Boycott had on the nation as a whole.
3. I can explain the methods civil rights activists used to achieve their goals.
4. I can make a persuasive argument encouraging others to join in the Greensboro sit-in protests.

Supporting Questions: What were the methods (both tactics and strategy) used by people in the civil rights movement to try to achieve their goals? What made nonviolent protest effective during the Civil Rights movement? What made the Montgomery bus boycott effective? What were the long-term effects of the Montgomery Bus Boycott? In what ways did these local actions affect the nation as a whole? What was the impact of the Greensboro sit-in protest?

5. The Freedom Rides

Standards: RH 9-10.2, WHST 9-10.1

Learning Targets:

1. I can analyze quotes from Civil Rights activists to determine why they might have wanted to risk their lives to challenge injustice.
2. I can provide an accurate summary of the course of the Freedom Rides.

Supporting Questions: Why do people risk their lives to challenge injustice? How does the federal government ensure its laws are upheld?

6. JFK and Civil Rights: The Civil Rights Act of 1964

Standards: RH 9-10.6, WHST 9-10.2

Learning Targets: I can analyze the Civil Rights Act of 1964, JFK's speech on Civil rights and John Lewis' March on Washington Speech to make a claim about JFK's support for Civil rights.

Supporting Questions: Was John F. Kennedy a strong supporter of Civil Rights? What is the Civil Rights Act of 1964?

7. Black Power

Standards: RH 9-10.6

Learning Targets: I can compare and contrast the viewpoints of Dr. Martin Luther King, Jr. and Malcolm X.

Supporting Questions: Why did some African-American leaders of the 1960s begin to move away from the ideals of integration and civil disobedience? What might the term “Black Power” mean? Does it differ from Civil Rights? Whose philosophy do you agree with more, that of Martin Luther King, Jr. or that of Malcolm X? Why?

8. Socioeconomic Goals of the Civil Rights Movement

Standards: RH 9-10.8, WHST 9-10.2, SL 9-10.1

Learning Targets:

1. I can collaboratively analyze multiple sources to determine the long-term goals of the Civil Rights Movement.
2. I can evaluate the extent to which those goals were met.

Supporting Questions: What were some of the long-term goals of the Civil Rights Movement? What were some obstacles to meeting these goals? To what extent are these goals still unmet?

9. The Black Panther Party

Standards: RH 9-10.2, SL 9-10.1

Learning Targets:

1. I can analyze primary sources to determine how and why the United States government targeted the Black Panther Party and other civil rights leaders.
2. I can participate in a collaborative roundtable discussion about the Black Panther Party.

Supporting Questions: What can the Black Panther Party teach us about radical US social movements? Why did the US government target Martin Luther King and the Black Panther Party, among others? What might have happened if Martin Luther King, the BPP, and other civil rights organizations hadn’t been targeted by COINTELPRO? Based on what you have read, were the tactics of COINTELPRO justified? Are such tactics ever justified? What about in today’s “war on terrorism”?

10. Voting Rights

Standards: RH 9-10.5, 9-10.7, WHST 9-10.2

Learning Targets:

1. I can analyze "Letter from a Birmingham Jail" to determine how Dr. King emphasizes key points and seeks to gain support for voting rights.
2. I can integrate analysis of quantitative data with "Letter from a Birmingham Jail" to make a claim about voting rights.

Supporting Questions: How were non violent tactics used to gather support for voting rights? Why did civil rights leaders focus their attention on voting rights after the Civil Rights Act of 1964 was passed?

11. 1967 Detroit Rebellion

Standards: RH 9-10.3, 9-10.6, WHST 9-10.2

Learning Targets:

1. I can compare and contrast the three riots Detroit has experienced.
2. I can compare and contrast the 1965 Watts and 1967 Detroit riots.
3. I can evaluate the reasons for urban riots and devise solutions to prevent such tragedies from happening again.

Supporting Questions: What were the causes and effects of the 1967 Detroit Rebellion? What were the causes and effects of the 1965 Watts riots? What are the reasons for urban riots and how might we devise solutions to prevent such tragedies from happening again? How can oral histories help us to understand events of the past?