Content Area Social Studies



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Content Area

Social Studies

Standard

6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Era

Postwar United States (1945 to early 1970s)

Grade Level

By the end of grade 12

Content Statement

Strand

CPI #

Cumulative Progress Indicator (CPI)

13. Postwar United States: Civil Rights and Social Change
The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

A. Civics, Government, and Human Rights

6.1.12.A.13.a

Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.

6.1.12.A.13.b

Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

6.1.12.A.13.c

Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.

B. Geography, People, and the Environment

6.1.12.B.13.a

Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.

6.1.12.B.13.b

Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.

C. Economics, Innovation, and Technology

6.1.12.C.13.a

Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

6.1.12.C.13.b

Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

6.1.12.C.13.c

Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.

6.1.12.C.13.d

Relate American economic expansion after World War II to increased consumer demand.

D. History, Culture, and Perspectives


6.1.12.D.13.a

Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.

6.1.12.D.13.b

Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.

6.1.12.D.13.c

Analyze the successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.







6.1.12.D.13.d

Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.







6.1.12.D.13.e

Explain why the Peace Corps was created and how its role has evolved over time.







6.1.12.D.13.f

Relate the changing role of women in the labor force to changes in family structure.

Goals:


Students understand the culture of the 1960’s that led to the Civil Rights movement.

Understand key issues and concepts relating to the Civil Rights movement.

Students will understand the Constitutional rights guaranteed for US citizens and look at the treatment of non-whites during time-period.

Students will know the key events that led up to the Civil Rights marches and protests.



Terms:

Segregation, desegregation, de facto segregation, de jure segregation, restrictive covenant, racial zoning, miscegenation, disenfranchise, white primary, Gerrymandering, working poor, poverty line, color line, Executive Order 9981, CORE, NAACP, Brown V. Board of Education, class-action lawsuit, Warren Court, all deliberate speed
Review and discuss the 13th, 14th, and 15th amendments.

The Civil Rights Act passed in 1875

The Civil Rights Act overturned in 1883

Plessy v. Fergussen 1896

Jim Crow laws
Documents

The Constitution – 13,th,14th, and 15th amendments

Civil Rights act of 1875

Supreme Court decision overturning Civil Rights act of 1875




Monday

Lesson Objectives:

SWBAT


  • Identify and describe the Civil Right’s amendments, and the Supreme Court ruling overturning the Civil Rights Act of 1875.

  • Discuss the rights African Americans had in the years following the Civil War.

  • Identify and describe the “Plessy v. Fergussen” decision and the Jim Crow laws.

Essential Questions:

What were the Civil Rights Amendments, and what rights did they give to “blacks” of the time period?

How did Plessy v. Fergussen usher in the “Jim Crow” era in the United States.

Anticipatory Set:

Collins - Type 1 – Write down 5 things you know about the treatment of minorities prior to the Civil Rights movement in the 1960’s



Formal assessment

Answer to essential questions


Tuesday

Lesson Objectives:

SWBAT


  • Identify and explain the following terms: segregation, de facto segregation, de jure segregation, restrictive covenant, racial zoning, miscegenation, disenfranchise, white primary, gerrymandering.

  • Analyze segregation in different social settings and discuss its impact on minorities

Essential Questions:

What were the different areas that “blacks” were segregated and what type of impact did this have?
Anticipatory Set:

Entrance quiz on Civil rights amendments.


Formal assessment:

Answer to essential questions

Entrance quiz

Wednesday

Lesson Objectives:

SWBAT


  • Define the following terms: color-line, Executive Order 9981, CORE, class-action lawsuit, Brown v. Board of Education, “All deliberate speed”, Warren Court

  • Discuss the steps the United States took towards equality.

  • Analyze the impact of breaking the color line in sports

  • Evaluate the Warren court decisions and its impact in the South

Essential questions

Why were the words “all deliberate speed” added in Brown v. Board of Education 2?

How did the Warren court decisions impact the Civil Rights movment?


Anticipatory set

Entrance quiz- on segregation


Formal assessment:

Answer to essential questions

Entrance quiz

Thursday and Friday

Lesson Objectives:

SWBAT


  • Compare and contrast pieces of literature

  • Create a persuasive poster that campaigns against segregation

Essential questions:

How did segregation affect American life in the post war period?
Anticipatory set

None
Formal assessment

Persuasive poster

Literature comparison

Essential question







Thirteenth Amendment

13 Stat. 567;

13 Stat. 774–775



Abolished slavery and involuntary servitude, except as punishment for a crime. Approved by the 38th Congress (1863–1865) as S.J. Res. 16; ratified by the states on December 6, 1865.

Fourteenth Amendment

14 Stat. 358–359

Declared that all persons born or naturalized in the U.S. were citizens and that any state that denied or abridged the voting rights of males over the age of 21 would be subject to proportional reductions in its representation in the U.S. House of Representatives. Approved by the 39th Congress (1865–1867) as H.J. Res. 127; ratified by the states on July 9, 1868.

Fifteenth Amendment

16 Stat. 346;

16 Stat. 40–41



Forbade any state to deprive a citizen of his vote because of race, color, or previous condition of servitude. Approved by the 40th Congress (1867–1869) as S.J. Res. 8; ratified by the states on February 3, 1870.

Civil Rights Act of 1875

18 Stat 335–337

Barred discrimination in public accommodations and on public conveyances on land and water. Prohibited exclusion of African Americans from jury duty. Passed by the 43rd Congress (1873–1875) as H.R. 796.


Internet treasure hunt

Web page #1: Jim Crow Laws, from the National Park Service’s Martin Luther

King Jr. National Historic Site website

http://www.nps.gov/malu/forteachers/jim_crow_laws.htm

1. After reading all of the Jim Crow laws, select five that you find interesting or

especially mean or strange. Write the laws on a separate piece of paper,

skipping at least 3‐4 lines after each law.

2. In the space after each law, explain why you selected it.

3. Answer the following questions at the bottom of the piece of paper with the

laws written on it:

a. What do you think it would have been like to live under these laws?

b. Is it hard for you to understand why we would have these laws? Why

or why not?

c. What do you think about these laws? (For example, are they silly,

mean, cruel, or strange?) Explain your answer.



Web page #2: Personal narratives from the History of Jim Crow website

www.jimcrowhistory.org/resources/narratives.htm

1. Choose one narrative to read, and read it.

2. Answer the five Ws and How, listed below:

a. Who?


b. What did he or she do?

c. When did he or she live?

d. Where did he or she live?

e. Why did he or she do what he or she did?

f. How did he or she live during segregation?

Narrative Pair Work

1. Share with your partner which narrative you chose from the Jim Crow narratives.

2. Read the narrative your partner read.

3. Pick the narrative that you and your partner agree is the most interesting.

4. Then, answer the following questions:

a. Using your text, make a list of 4-5 words that you would use to define

what a personal narrative is.

b. Write a 4-5-sentence summary of your person’s life.

c. Create a picture to symbolize this person’s life.

5. When you complete your response, show your work to your teacher.

6. When your teacher gives you permission, get materials to make a poster with your

information about the definition of a personal narrative, your person’s life, and

their symbol.



7. When you


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