Unit #10 - Civil Rights Movement
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Unit #10 TEST
Review & Prepare for Mock STAAR TEST
Monday, Feb. 24
Tuesday, Feb. 25
Wednesday, Feb. 26
Thursday, Feb. 27
Friday, Feb. 28
Monday, March 2
Tuesday, March 3
Wednesday, March 4
Thursday, March 5
Friday, March 6
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 #10 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
The student is expected to:
    (A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
    (B) 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
            (Martin Luther King Jr. assassination), 1969 (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).
(9) History. The student understands the impact of the American civil rights movement. The student is expected to:
    (A) trace the historical development of the civil rights movement from the late 1800s through the 21st century, including the
        13th, 14th, 15th, and 19th amendments;
    (B) explain how Jim Crow laws and the Ku Klux Klan created obstacles to civil rights for minorities such as the suppression of voting;
    (C) describe the roles of political organizations that promoted African American, Chicano, American Indian, and women's civil rights;
    (D) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez,
         Dolores Huerta, Rosa Parks, and Betty Friedan;
    (E) compare and contrast the approach taken by the Black Panthers with the nonviolent approach of Martin Luther King Jr.;
    (F) 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;
    (G) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the
         armed forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965;
    (H) explain how George Wallace, Orval Faubus, and the Congressional bloc of southern Democrats sought to maintain the status quo;
    (I) evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities
        in the political process;
    (J) describe how Sweatt v. Painter and Brown v. Board of Education played a role in protecting the rights of the minority during the civil
        rights movement.
(17) Economics. The student understands the economic effects of government policies from World War II through the present.
      The student is expected to:
    (D) identify the actions and outcomes of government policies intended to create economic opportunities for citizens such as the Great Society,
         affirmative action, and Title IX;
(20) Government. The student understands the impact of constitutional issues on American society. The student is expected to:
    (A) analyze the effects of landmark U.S. Supreme Court decisions, including Plessy v. Ferguson, Brown v. Board of Education,
         Hernandez v. Texas, Tinker v. Des Moines, and Wisconsin v. Yoder;
    (B) explain why landmark constitutional amendments have been proposed and ratified from 1877 to the present.
(22) Citizenship. The student understands the promises of the Declaration of Independence and the protections of the U.S. Constitution
    and the Bill of Rights. The student is expected to:
    (A) 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;
    (B) 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;
(23) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    (A) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall,
         Billy Graham, Sandra Day O'Connor, and Hillary Clinton;
(25) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
    (A) explain actions taken by people to expand economic opportunities and political rights for racial, ethnic, gender, and religious groups in
         American society;
    (C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture;
    (D) identify the contributions of women such as Rosa Parks, Eleanor Roosevelt, and Sonia Sotomayor to American society.
Unit #10 - Civil Rights Movement
Unit #10 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 #10 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
Unit Objectives
Unit Objectives