Title: Changes in the 1960s Civil Rights Movement Time: One Period (67 Minutes)



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Teaching American History (TAH) Secondary Lesson Plan

Title: Changes in the 1960s Civil Rights Movement

Time: One Period (67 Minutes)

Teacher: Pat Carroll

Course/Grade Level: Advanced Placement U.S. History/11th Grade

State/National Standards:


  • USH.7.1 Explain the civil rights movement of the 1960s and 1970s by describing the ideas and actions of federal and state leaders, grassroots movements, and central organizations that were active in the movement. (Government; Economics; Individuals, Society and Culture)

  • USH.7.3 Identify and describe federal programs, policies and legal rulings designed to improve the lives of Americans during the 1960s. (Government, Economics)

  • USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past.

  • USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships.

  • USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.

Objectives:


  • Students will recall previously learned material about the Civil Rights Movement of the 1960s.

  • Students will analyze the changes that took place in the Civil Rights Movement during the 1960s.

  • Students will analyze why changes took place in the Civil Rights Movement during the 1960s.

Hook:

Strategy: (Focus In, Ideas, Inquiry, Drama, Writing, Deliberation, etc…)


  • Students taking the U.S. History AP class need to develop higher-level cognitive skills. The need to be able to see history as change over time and as a cause and effect relationship. To do this they need to be able to understand and explain why an event, movement, or trend is significant, why this event, movement, or trend happened, and what happens as a result of this event, movement, or trend.

Content and Procedures: (Use of Primary Source, Posing Multiple Perspectives, Big Ideas, Historical Thinking)

  • As a review of previously covered material, students will be asked to discuss changes in society, culture, economics, and politics in 1960s America.

  • As a review of previously covered material, students will be asked to discuss how the changes in society, culture, economics, and politics affected the U.S.

  • As a review of previously covered material, students will be asked to discuss the 1960s Civil Rights Movement.

  • Students will then formulate an answer to the following questions:

      • How did the changes in society, culture, economics, and politics in 1960s America influence the Civil Rights Movement?

      • How did the Civil Rights Movement affect changes in society, culture, economics, and politics in 1960s America?

      • Why did the changes in changes in society, culture, economics, and politics in 1960s America lead to changes in the Civil Rights Movement?

    • Students will be given the Document Based Question (DBQ) packet. After reading the question and the documents, students will categorize the documents as reflecting either a change in goals, strategy, or support in the Civil Rights Movement.

    • With each document, students will do the following:

      • Explain why it is categorized as representing a particular viewpoint.

      • Analyze each category of documents for change.

      • Describe why, for each category, there is change.

    • As a culminating activity, students will develop an answer to the following questions:

      • What are the goals, strategies, and support for the Civil Rights Movement today?

      • Is there conflict within the movement today between older and younger members of the movement?

Materials needed:


  • Document Based Question Packet

Evaluation:


  • Chapter test

Resources and Citations:


  • Textbook: America Past and Present. Devine, et al.

  • Documents: Doing the DBQ. The College Board

  • http://www.pbs.org/wgbh/peoplescentury/episodes/youngblood/description.html



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