Unit #11 - Civil Rights Movement
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Unit #11 TEST
Review & Prepare for Mock STAAR TEST
Monday, Feb. 26
Tuesday, Feb. 27
Wednesday, Feb. 28
Thursday, March 1
Friday, March 2
Monday, March 5
Tuesday, March 6
Wednesday, March 7
Thursday, March 8
Friday, March 9
These two days will
be used to review the
information and
skills presented in
this unit and measure
the objectives
learned.
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Daily Activities
Day/Date
Assignments
Unit #11 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Unit Objectives
Unit Objectives
US. 2 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
    US.2A Identify the major characteristics that define an historical era. Supporting Standard
    US.2B Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Readiness Standard
    US.2C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
    US.2D Explain the significance of the following years as turning points: ...1968-1969 (Martin Luther King Jr. assassination...)... Supporting Standard
US.9 History. The student understands the impact of the American civil rights movement. The student is expected to:
    US.9A Trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments. Readiness Standard
    US.9B 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. Supporting Standard
    US.9C 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. Supporting Standard
    US.9D 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. Supporting Standard
    US.9E 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. Supporting Standard
    US.9F 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. Readiness Standard
    US.9G 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. Supporting Standard
    US.9H 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. Readiness Standard
    US.9I  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. Supporting Standard
US.17 Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:
    US.17D 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. Supporting Standard
US.21 Government. The student understands the impact of constitutional issues on American Society. The student is expected to:
    US.21A 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. Readiness Standard
    US.21B Discuss historical reasons why the constitution has been amended. Supporting Standard
US.23 Citizenship. The student understands the efforts to expand the democratic process. The student is expected to:
    US.23A Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non–violent protesting, court decisions, litigation and
                 amendments to the U.S. Constitution. Readiness Standard
    US.23B Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as
                 the American Indian Citizenship Act of 1924. Supporting Standard
US.24 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    US.24A Describe qualities of effective leadership
    US.24B 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. Supporting Standard
US.26 Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
    US.26A Explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as
                  women, in American society. Readiness Standard
    US.26D Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and
                  Oprah Winfrey to American society. Supporting Standard
Unit #11 - Civil Rights Movement
Unit #11 will examine the events of the American Civil Rights Movement.  Students
will study events such as the Greensboro Sit In, the Montgomery Bus Boycott, and
more.  They will learn about the contributions of important people like Martin
Luther King Jr., Thurgood Marshall, Cesar Chavez, and more.  The class will
analyze landmark court cases including Brown v. Board of Education, Plessy v.
Ferguson, and others.  Students will investigate various civil rights organizations
such as SCLC, NOW, LULAC, AIM and more.  The class will compare and contrast
the strategies used by various groups to advance their cause and evaluate their
effectiveness.
DBQ: Civil Rights Act of 1964
Brown v Board of Ed.
DBQ: Civil Rights Act of 1964
Reading: Ch 24-1
Reading Review
Reading: Ch 24-3
Reading Review
Reading: Ch 24-2
Reading Review
Sit In Review
Jim Crow
Significant Events
The Movement Begins
A New Direction
Other Movements
America: The Story of Us: Selma March
"I Have a Dream"
Jim Crow/Civil Rights Movement
Woolworth Lunch Counter Sit In
Court Cases Chart
Civil Rights Organizations
Important
People Chart
DBQ: Cesar Chavez
DBQ: Cesar Chavez Essay
Making
Connections
Reading: Ch 26-2
Reading: Ch 26-3
Mock STAAR - Benchmark
Study Guide
Understanding & Correcting Test Mistakes
Last Day to Turn in Missing Work
Without the 30% Discount
The Courts and Segregation
Court Case:
Plessy v. Ferguson
Homework, Enrichment, and Alternate Assignments
Court Case: Brown v.
Board of Ed.
Reading Review
Reading Review
Mock STAAR - Benchmark
Review & Prepare for Unit #11 TEST
Plessy v Ferguson
Read: Chapter 16-1
The Movement Begins
Read: Chapter 16-2
Challenging Segregation
Read: Chapter 16-3
New Civil Rights Issues
PowerPoint
Mapskills
Writing
Video
Visually Based
Question
Test
Class/Group
Activity
Graphic
Organizer
Reading
Primary
Sources
Research
Notes
Review
Quiz
Document Based
Question
TRS