11th Grade US History Unit 9:
1960’s (Civil Rights)
12/8-12/12 (5 days/class periods of 90 minutes each)
STAGE ONE- DESIRED RESULTS
Enduring Understanding: Students will understand that the ideal of "freedom" upon which the United States was founded has not & is not always a reality for many of the diverse people who make up our nation.
Overarcing Standards: 11.10- Students analyze the development of federal civil rights and voting rights; 11.11- 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Essential Questions: Is America truly "the land of opportunity" for all of its citizens? Has the idea that "all men are created equal" always been as "self-evident" as Jefferson says in the Declaration of Independence? What does fairness look like?
Big Ideas: Government's limits; Protecting the people; "The American Dream"/Ideals vs. Reality; All men are created equal; Equality vs Equity
What students will know: the struggles and lasting effects of mid-late 20th century civil rights movements in the US. Vocab/People/Concepts: Affirmative Action, Integration, Civil Disobedience, Martin Luther King Jr, Rosa Parks, Cesar Chavez, Thurgood Marshall, Malcolm X, American Indian Movement, Braceros
What students will be able to do: (Explain) Identify civil rights movements of the mid-late 20th century, describe their motivations and issues facing them, and see the effects of these movements on the US today; (Have Perspective)develop and support an opinion regarding the success or failure of these movements.
DAY 1
Standard: 11.10e Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities
ELD Part I C (Productive) 9- Presentation
Objective: CA Content 11.10e: (Cognitive) After viewing each group's protest signs, students will be able to create a poster expressing the concerns and motivations of one civil rights movement of the 20th century in their own words. (Explain/Empathize)
ELD: Students will be presenting their information, and ELD students will be called upon to perform at an i+1 level.
Student Activity: Civil Rights Movement Project- Students will each create a "protest sign" containing information relevant to an assigned civil rights movement. After creating these, students will alternate between going from movement to movement to hear their descriptions of the causes covered and presenting their own movement to others in a sort of modified “Tea Party” assignment (or in this case, more of a “Picket Line”).
Assessment: Formal/Formative: Student protest signs will be collected and evaluated to make sure they cover the relevant information. Informal/Formative: students will also have a graphic organizer to fill with information on other movements, which will be collected and checked for completion and accuracy. Information from both assessments will be used to determine what information needs reteaching before moving forward.
DAY 2
Standard: 11.10c Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education; 11.10d Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream" speech; 11.10b Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
Objective: CA Content 11.10b/11.10c: (Cognitive/Language) After moving around the room and engaging with various information sheets and documents pertaining to notable Supreme Court cases relating to the Civil Rights movements, students will be able to state the major details of each in their own words on the provided graphic organizer. (Explain/Interpret)
Student Activity: Court Case Graphic Organizer- Students will fill in a graphic organizer covering major civil rights cases and their relations to each other based upon various information sheets they will create in groups and place in different locations around the classroom to be examined during a “gallery walk”.
Assessment: Informal/Formative:The graphic organizer will be collected and looked over to assess student understanding before being given back to them as a guide for the upcoming Unit Test.
DAY 3
Standard:11.10g Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women; 11.11c Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
Objective: CA Content 11.10g: (Cognitive) After presenting and viewing presentations of information from the women's rights movement, students will be able to identify at least two key points of each major event. (Have Perspective/Interpret)
Student Activity: Students will spend 40 minutes creating 3-5 minute presentations on various notable concepts, members of, and events from the feminist movement. The remainder of the period will be spent presenting.
Assessment: Formal/Formative: Each student will be required to turn in notes regarding the presentations given; information covered in presentations will be included in the Unit Test.
Formal/Summative: Students will be required to present on concepts, people, and events of the feminist movement, which will be assessed for accuracy of the information contained and to ensure that each student is contributing to the verbal presentation.
DAY 4
Standard: 11.11a Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society; 11.11g Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
Objective: CA Content 11.11g: (Cognitive) After a discussion/lecture about the changes in the nature of the US in the last 65 years, students will be able to place events chronologically and connect each event to at least two others on a timeline. (Interpret/Have Perspective)
Student Activity: Timeline- students will create a timeline from 1950-present with images, info, and vocabulary relating to major decisions regarding immigration, as well as demographic and social changes. In addition to filling in each event, they must connect each event on the timeline with at least two others in their own words.
Assessment: Formal/Formative: Timelines will be graded and handed back, and the information covered will be included in the Unit Test.
DAY 5
Standard: 11.11e Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
Objective: CA Content 11.11e: (Cognitive) After creating a concept tree, students will be able to summarize the history of environmental protection in the 20th century, covering at least six major events relating to it. (Explain/Have Perspective)
Student Activity: Environmental Protection Concept Tree- Students will create a "concept tree" covering key events and terms of the environmental conservation movement, connecting various events and concepts together into a contiguous whole.
Assessment: Students will be expected to write a brief summary at the end of class showcasing what they've learned; information covered in this lesson will be used on the Unit Test.
1960’s (Civil Rights)
12/8-12/12 (5 days/class periods of 90 minutes each)
STAGE ONE- DESIRED RESULTS
Enduring Understanding: Students will understand that the ideal of "freedom" upon which the United States was founded has not & is not always a reality for many of the diverse people who make up our nation.
Overarcing Standards: 11.10- Students analyze the development of federal civil rights and voting rights; 11.11- 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Essential Questions: Is America truly "the land of opportunity" for all of its citizens? Has the idea that "all men are created equal" always been as "self-evident" as Jefferson says in the Declaration of Independence? What does fairness look like?
Big Ideas: Government's limits; Protecting the people; "The American Dream"/Ideals vs. Reality; All men are created equal; Equality vs Equity
What students will know: the struggles and lasting effects of mid-late 20th century civil rights movements in the US. Vocab/People/Concepts: Affirmative Action, Integration, Civil Disobedience, Martin Luther King Jr, Rosa Parks, Cesar Chavez, Thurgood Marshall, Malcolm X, American Indian Movement, Braceros
What students will be able to do: (Explain) Identify civil rights movements of the mid-late 20th century, describe their motivations and issues facing them, and see the effects of these movements on the US today; (Have Perspective)develop and support an opinion regarding the success or failure of these movements.
DAY 1
Standard: 11.10e Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities
ELD Part I C (Productive) 9- Presentation
Objective: CA Content 11.10e: (Cognitive) After viewing each group's protest signs, students will be able to create a poster expressing the concerns and motivations of one civil rights movement of the 20th century in their own words. (Explain/Empathize)
ELD: Students will be presenting their information, and ELD students will be called upon to perform at an i+1 level.
Student Activity: Civil Rights Movement Project- Students will each create a "protest sign" containing information relevant to an assigned civil rights movement. After creating these, students will alternate between going from movement to movement to hear their descriptions of the causes covered and presenting their own movement to others in a sort of modified “Tea Party” assignment (or in this case, more of a “Picket Line”).
Assessment: Formal/Formative: Student protest signs will be collected and evaluated to make sure they cover the relevant information. Informal/Formative: students will also have a graphic organizer to fill with information on other movements, which will be collected and checked for completion and accuracy. Information from both assessments will be used to determine what information needs reteaching before moving forward.
DAY 2
Standard: 11.10c Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education; 11.10d Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream" speech; 11.10b Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
Objective: CA Content 11.10b/11.10c: (Cognitive/Language) After moving around the room and engaging with various information sheets and documents pertaining to notable Supreme Court cases relating to the Civil Rights movements, students will be able to state the major details of each in their own words on the provided graphic organizer. (Explain/Interpret)
Student Activity: Court Case Graphic Organizer- Students will fill in a graphic organizer covering major civil rights cases and their relations to each other based upon various information sheets they will create in groups and place in different locations around the classroom to be examined during a “gallery walk”.
Assessment: Informal/Formative:The graphic organizer will be collected and looked over to assess student understanding before being given back to them as a guide for the upcoming Unit Test.
DAY 3
Standard:11.10g Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women; 11.11c Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
Objective: CA Content 11.10g: (Cognitive) After presenting and viewing presentations of information from the women's rights movement, students will be able to identify at least two key points of each major event. (Have Perspective/Interpret)
Student Activity: Students will spend 40 minutes creating 3-5 minute presentations on various notable concepts, members of, and events from the feminist movement. The remainder of the period will be spent presenting.
Assessment: Formal/Formative: Each student will be required to turn in notes regarding the presentations given; information covered in presentations will be included in the Unit Test.
Formal/Summative: Students will be required to present on concepts, people, and events of the feminist movement, which will be assessed for accuracy of the information contained and to ensure that each student is contributing to the verbal presentation.
DAY 4
Standard: 11.11a Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society; 11.11g Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
Objective: CA Content 11.11g: (Cognitive) After a discussion/lecture about the changes in the nature of the US in the last 65 years, students will be able to place events chronologically and connect each event to at least two others on a timeline. (Interpret/Have Perspective)
Student Activity: Timeline- students will create a timeline from 1950-present with images, info, and vocabulary relating to major decisions regarding immigration, as well as demographic and social changes. In addition to filling in each event, they must connect each event on the timeline with at least two others in their own words.
Assessment: Formal/Formative: Timelines will be graded and handed back, and the information covered will be included in the Unit Test.
DAY 5
Standard: 11.11e Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
Objective: CA Content 11.11e: (Cognitive) After creating a concept tree, students will be able to summarize the history of environmental protection in the 20th century, covering at least six major events relating to it. (Explain/Have Perspective)
Student Activity: Environmental Protection Concept Tree- Students will create a "concept tree" covering key events and terms of the environmental conservation movement, connecting various events and concepts together into a contiguous whole.
Assessment: Students will be expected to write a brief summary at the end of class showcasing what they've learned; information covered in this lesson will be used on the Unit Test.