Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
Unit/Chapter Title: Unit 4 America: “The Struggles
Continues”
- The Civil Right Movement-Vietnam WarWar on Poverty- War of Terror-1960-2013
Unit Length: 10 weeks
Interdisciplinary Connections: ELA/ Technology
Course/Grade: US II /11th Grade
Unit Overview:
The 1950s and 1960s were a time of great progress and great frustration for African Americans. Through nonviolent protests and an
extremely focused civil rights struggle, African Americans ended institutional segregation and secured voting rights in the South. Lack of
progress on economic issues, especially in urban areas, however, drove some to vent their anger through bitter violence.
The 1960s and 1970s were decades of deep division and turmoil in the United States. Under Presidents Kennedy and Johnson, the
country became increasingly involved in trying to stop a communist takeover in Vietnam. As the war continued to cost more and more
lives and money while achieving little apparent success, many Americans began to question their government's role there. At the same
time, a youthful counterculture arose that was critical of the traditional values of many Americans.
Sweeping changes in world affairs in the early 1990s changed the face of world politics. Although the Cold War was over, these
developments offered new challenges to the United States, now the only superpower, and to the President. The United States also faced
challenging issues at home, as immigration and an aging population changed the demographics of American society.
As the United States entered the 21st century, a new collection of challenges emerged. Terrorists led devastating attacks on September
11, 2001 that led to wars in Afghanistan and Iraq. The economy slowed and then crashed. President Obama was elected as the first
African American President in US history in 2008. He was re-elected for his second term in 2012. His election gave hope to a country
swept up in a time of great challenges.
Standards:
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.
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Curriculum Units of Study
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6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
Reading:
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear
the relationships among the key details and ideas.
RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines
the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions
of the text contribute to the whole.
RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning,
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and evidence.
RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
as well as in words) in order to address a question or solve a problem.
RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event,
noting discrepancies among sources.
RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band
independently and proficiently.
Writing:
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
W.11-12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
W.11-12.2.A Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
W.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
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Curriculum Units of Study
US II/ 11th Grade
quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.11-12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
W.11-12.2.D Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
W.11-12.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
W.11-12.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
W.11-12.3.A Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.11-12.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Speaking/Listening:
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or
complete the task.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style
are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
21st Century Life and Careers Standards
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving
skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and
technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates,
licenses, and/or degrees.
9.4.12.G.(1).1 Use research and organizational skills to identify factual information applicable to matters of public policy.
9.4.12.G.(1).2 Develop and articulate reasoned, persuasive arguments to support public policy options or positions.
9.4.12.G.(1).3 Select appropriate political processes to build consensus and resolve differing opinions and positions.
9.4.12.G.(1).4 Design policy advocacy strategies to gain support for changes in policies, laws, regulations, ordinances, programs, or
procedures.
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
9.4.12.G.(3).1 Analyze strategies that facilitate coherent integration of multiple plans or coordination of government/agency
functions.
9.4.12.G.(3).3 Formulate plans and policies that meet social, economic, and physical needs and achieve the goals of the government or
public agency.
Interdisciplinary Connections
English/Literacy CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
Computer Technology: NJCCCS 8.1.12.D. Compare and contrast international government policies on filters for censorship.
Essential Questions
Enduring Understandings

1. What techniques did the civil rights movement use to
challenge segregation?
2. Why do you think the Civil Rights movement made gains in
the
postwar America?
3. What motivates a society to make changes?
4. Why was the Montgomery bus boycott successful?
5. How did President Eisenhower respond to the civil rights
movement?
6. Why did riots break out in dozens of U.S. cities in the late
. • The Civil Rights Movement, a broad and diverse effort to attain
racial equality, compelled the nation to live up to its ideal that all
are created equal.
• The Civil Rights Movement changed race relations in the United
States forever.
• Ordinary men and women can perform extraordinary acts of
courage and sacrifice to achieve social justice.
• Leaders respond to and resolve conflicts in a variety of ways.
• Radical and violent methods may achieve success yet they might
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
1960s?
7. Why did the United States provide military aid to the French
in Indochina?
8. Why did the United States protect South Vietnam?
9. How were the protest techniques used by student protesters
similar to and different from those of the civil rights
movement?
10. What events revitalized the women’s movement?
11. How was the Latino approach to gaining civil rights similar
to and different from the African American civil rights
movement?
12. How have important immigration laws affected legal and
illegal immigration to the United States?
13. How has the federal government addressed immigration
reform in the twenty-first century?
14. What events occurred on September 11, 2001?
also leave a bitter legacy.
To stop the spread of communism in Southeast Asia, the United
States used its military to support South Vietnam.
• The Vietnam War began to weaken the economy, divide the
American people, and erode the nation’s morale.
• The women’s movement fundamentally changed American lifefrom family and education to careers and political issues.
• Latinos and Native Americans engaged in their own struggle for
equality during the 1960s and 1970s.
• Terrorist acts can cause wars and conflict that affects the normal
workings of society.
• The election of America’s first African American president
changed the course of history.
15. What were major domestic issues the Obama administration
had to face?

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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
Student Learning Objectives
( What students should know and be able to do)
What students should know
6.1.12.C.13.c- Determine the effectiveness of
social legislation that was enacted to end
poverty in the 1960s and today..
What students should be able to do

6.1.12.D.13.e- Explain why the Peace Corps was
created and how its role has evolved over time.
including written text, visuals, audio, and video.

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, and Brown v.
Board of Education) in promoting civil liberties
and equal opportunities.
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.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.
Analyze primary source documents in various formats,
Compare and contrast the changing methods of civil
rights protests from the earliest days through the 1960s by
analyzing primary sources.

Collaborate in groups to discuss the history of the civil
rights movement and different perspectives on the
movement.

Analyze important information in primary sources from
a variety of formats, including political cartoons, visuals,
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
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.12.d -Compare and contrast American
public support of the government and military
during the Vietnam War with that of other
conflicts.
6.1.12.D.12.e-Analyze the role that media played
in bringing information to the American public
and shaping public attitudes toward the Vietnam
War.
6.1.12.A.13.b- Analyze the effectiveness of
national legislation, policies, and Supreme Court
decisions (i.e., the Civil Rights Act, the Equal
Rights Amendment, Title IX, and Roe v. Wade) in
promoting civil liberties and equal
opportunities.
6.1.12.B.13.b- Evaluate the effectiveness of
environmental movements and their influence
on public attitudes and environmental
protection laws.
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.f- Relate the changing role of women
in the labor force to changes in family structure.
video, and written text.

Identify main ideas and critical information as displayed
in statistical data or in maps.

Sequence the events of the Vietnam War in the proper
chronological order.

evaluate the economic effects of globalization on the
United States

assess the political divisions in Congress during the
Clinton administration

describe terrorism and its effects at home and abroad

compare the presidency of George W. Bush with that of
Bill Clinton

evaluate why President Bush lost popularity during his
second term
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
6.1.12.D.15.b- Compare the perspectives of other
nations and the United States regarding United
States foreign policy.
6.1.12.D.15.c- Explain how and why religious
tensions and historic differences in the Middle
East have led to international conflicts, and analyze the effectiveness of
United States policy
and actions in bringing peaceful resolutions to
the region.
6.1.12.D.15.d- Analyze the reasons for terrorism
and the impact that terrorism has had on
individuals and government policies, and assess
the effectiveness of actions taken by the United
States and other nations to prevent terrorism.

state the historical significance of the presidency of Barack
Obama

analyze the conflict between the need to provide more
energy and offshore drilling for oil

Compare and contrast the differences between the war in
Afghanistan and the war in Iraq.

Analyze primary sources with relevant content, including
written text, visuals, videos.

Analyze images and/or maps to understand the role that
geography played in the events surrounding the flooding of
New Orleans.

Analyze charts and graphs to understand the economic
factors that combined to create the financial crises of 2009 and
2010.
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
Instructional Strategies
Scaffolds for
Learning/Extensions
(How will the students reach
the learning targets?)






Code informational text
to increase vocabulary
and aid in closer reading.
Use Cornell notes while
reading
Use graphic organizer
1. Spider
2. 5 column
3. Story Map
4. 5 W’s Chart
5. Step by Step Chart
http://www.eduplace.
com/graphicorganizer
Compare and contrast
events using a Venn
Diagram
Summarize
Check for Understanding
1. Hand signals
2. Think-pair-share
(How will I differentiate?)
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and materials
will students need?)
Scaffolds for Learning:
Formative Assessments:
Text/s:

Presentation
American Nation, Holt McDougal
Quizzes/Test
The Civil Rights Movement by
Michael Anderson



Students will become
modern day historians and
write paragraph describing
political unrest around the
globe (late 20th Cent.)
Students will use 5 column
chart and create 1 or two
paragraph(s) with all the
details that cause Civil
Rights Movement.
Students will create a poster
that would protest America's
involvement in Vietnam.
Review Thematic Primary
and Secondary Sources.
-Brown Vs. Board of
Education
-Little Rock Nine Photo
review.
-Jim Crow-Black-White
Portfolios
Group Discussions
Constructed responses
Web Quest on Imperialism
Thurgood Marshall by Ruth
Tenzer Feldman
The Autobiography of Malcolm
X by Malcolm X
What Manner of Man: Autography
of Martin Luther King by Lerone
Socratic Seminar Questions
See Appendix A
Dear America: Letters Home rom
Vietnam, by Bernard Edelman
Performance Tasks
The Vietnam War, by Debbie Levy
See Appendix B
Always to Remember: The Story of
the Vietnam VeteransMemorial, by
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
3. 3-2-1
4. Response cards

Exit Tickets
only signs.
-Segregation in the South
- Rosa Parks Arrested
-Civil Rights
1.Montgomery Bus
Boycott
2. Montgomery
Improvement
Association
3. Dr. Martin Luther
King
4. Chief Eugene
“Bull” Connor
5. Civil Rights Act of
1957
-League of United Latin
Citizens (LULAC)
-Asian Immigration
-Relocation of Native
Americans.
-Cuban Missile Crisis
-“Bay of Pigs”
-Fidel Casto
-Cuban Missile Crisis
Map 1962
-The Kennedy White
House
-Kennedy Inaugural
Address
Summative Assessment
Brent K. Ashabranner
See Appendix C
Teens in Vietnam, by Gregory
Nicole
Student Portfolio
Internet by Sue Vander Hook
Bill Clinton by Michael Benson
History of American
Immigration by Peter
Hammerschmidt
Barack Obama by Don Nardo
September 11, 2011: Attack on
New York City by Wilborn
Hampton
Barack Obama: Our 44th
President by Beatrice Gormley
Witness to History: The 2003 War
in Iraq by David Downing
Other Texts
See Appendix D
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
-Kennedy Assassination
-Johnson’s Great Society
-The “”War on poverty”
-Medicare and Medicaid
Established
-SCLC
-Freedom Riders
-SNCC
-Bus burnings
-Civil Rights Protest
1. Marches
2. Sit-in
3. Bus rides in
South
4. Bridge blockage
5. Non-violent
demonstrations
-Civil Rights Act of 1964
-March on Washington
-“I have a dream” speech
by Dr. King
-Voter Registration
-Twenty Fourth
Amendment
-Black Muslims
-Nation of Islam
-Malcolm X
-Black Panthers
-Black Militants
Websites:
go.hrw.com
http://interactivesites.weebly.com/
social-studies.html
http://njamistadcurriculum.com/
(African American History site)
http://connected.mcgraw-hill.com
http://www.pbs.org/wgbh/amex/eye
sontheprize/story/01_till.html
(Civil Rights)
http://www.pbs.org/wnet/aaworld/ti
meline/civil_01.html
(Civil Rights Timeline)
http://www.pbs.org/wnet/aaworld/ti
meline/civil_01.html
(Freedom Rides)
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
-Black Power
-Bobby Seale
-Huey P Newton Jailed
-Dr. King Assassinated
-Affirmative Action
-Woman’s Rights
-Gloria Steinem
-The Chicano Movement
map 1947-1975
-War in Vietnam
-Tonkin Gulf
-The Vietnam Conflict
map 1954-1975
-Nixon Watergate
-Pres. Carter and Iran
hostage crisis
-Peace in the Middle East
-The Gulf War
-President Bush
-September 11,
2001tragedy
-Osama Bin Laden
-President Obama elected
http://www.pbs.org/wnet/aaworld/ti
meline/civil_01.html
(Cuban Missile Crisis)
http://www.americanrhetoric.com/s
peeches/mlkihaveadream.htm
(Dr. King “I have a dream” speech
Video)
http://www.americanrhetoric.com/s
peeches/mlkihaveadream.htm
(Black Panthers-Huey P. Newton)
http://www.lbjlibrary.org/
(President Johnson Library)
http://www.lbjlibrary.org/
(War on Terror)
http://www.whitehouse.gov/adminis
tration/president-obama/
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade
(President Obama)
Extensions:




Students will research
and complete a Venn
Diagram on the Violent
and Non-violent protest
that took place during the
1960’s
Students will review
photos of the riots that
took place after the Dr.
King assassination.
Students will find current
photos of the same cities
and report on the
differences.
Students will analyze
how the treatment of
minorities over the past
50 years has created a
better society. Students
will survey classmates on
progress (agree/disagree).
Students will read an
Ancillary Materials











Writer’s Notebook
Journals
Print and Online graphic
organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Rubrics
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Roselle Public Schools
Curriculum Units of Study
US II/ 11th Grade

article from a protesters
point of view. Then write
summary on whether
America should have
participated or not.
Students will research the
relationship between the
current president and
congress. What kind of
relationship do they
have? What is the respect
factor? Is America
divided along party
lines?
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Vocabulary Words/Key Terms:




















Thurgood Marshall
Little Rock Nine
Rosa Parks
Montgomery Improvement
Association
Martin Luther King Jr.
League of United Latin
American Citizens
John F. Kennedy
Lyndon B. Johnson
Peace Corps
Fidel Castro
Berlin Wall
Cuban Missile Crisis
Jaqueline Kennedy
John F. Kennedy
Lyndon B. Johnson
Peace Corps
Fidel Castro
Berlin Wall
Cuban Missile Crisis
“Bay of the Pigs”





















Robert Kennedy
New Frontier
Lee Harvey Oswald
War on Poverty
Great Society
SCLC
SNCC
James Meredith
Thurgood Marshall
Little Rock Nine
Rosa Parks
Montgomery Improvement
Association
Martin Luther King Jr.
Sit-in
League of United Latin
American Citizens
Vietnam War
Richard Nixon
Pentagon Papers
Watergate
Apollo 11
Skylab

















Medgar Evers
Civil Rights Act of 1964
Ralph Abernathy
Carl Stokes
Black National Political
Convention
Woman’s Rights
Gloria Steinem
National Woman’s Political
Caucus
National Organization of
Woman
Shirley Chisholm
American Indian Movement
War on Terror
Osama Bin Laden
President Obama
Colin Powell
Obama care
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Appendix A
Socratic Seminar
Civil Disobedience: Civil Rights Foundation Philosophy
Directions: Students will be able to review and understand how the philosophy of Civil Disobedience helped shape the Civil Rights
Movement through careful study. The principle“civil disobedience” introduced by Henry David Thoreau and eventually carried out by
Dr. King. Once you have responded to the questions and found quotations in the transcript to support your responses, separate into two
groups forming an inner and outer circle. Take 10-mins and discuss questions within groups. Fill out rubric and then switch groups.
Repeat process.
Quote used by Thoreau: "That government is best which governs least." Founding father Thomas Jefferson
Purpose: The student should review the thought pattern of Thoreau and understand how Dr. King used the non-violent approach in
his protest throughout the Civil Rights movement. This same philosophy was carried out by Mahatma Gandhi in Indian as they fought
for civil rights against the British caste system of discrimination.
In Walden, Thoreau said, "The government of the country I live in was not framed in after- dinner conversations over the wine." In
Civil Disobedience, he says "I please myself with imagining a State at last which can afford to be just to all men, and to treat the
individual with respect as a neighbor; which even would not think it inconsistent with its own repose if a few were to live aloof from it,
not meddling with it, nor embraced by it, who fulfilled all the duties of neighbors and fellow men."
Dr. King on Civil Disobedience: Martin Luther replied that without direct and powerful efforts like those he undertook, civil rights
would never be achieved. He argues that civil disobedience is justified not only to deal with an unjust law, but that "everyone has a
moral responsibility to disobey unjust laws."
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"The ultimate weakness of violence is that it is a downward spiral, causing the very thing it seeks to destroy. Instead of weakening evil, it
multiplies. Using violence, you can kill the liar, but you cannot kill the lie, nor establish the truth. Using violence, you can kill the hate, but
you cannot kill hatred. There hate for hate multiplies hate, adding deeper darkness to a night without stars. Darkness cannot drive away
the darkness: only light can do that. Hate cannot drive hate: only love can do that. "
Answer the following questions:
.1. What word, phrase or line do we need to understand to get to the heart of Thoreau’s work?
2. What does Thoreau want us to believe?
3. Do you like Thoreau's viewpoint? Why or why not?
4. Who should ultimately have the final say: the individual, the citizens as a whole, or the
government?
5. Do we (as citizens) have responsibilities to society? What are they?
6. What are the limits of government should follow in intruding in our daily lives?
7. Can the government restrict your beliefs?
Grading: Refer to Socratic Seminar Rubric found under Common Rubrics
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Appendix B
Performance Tasks
TASK I: Creating a Timeline: Civil Rights Movement in the Late 1960s
Using the links below, research the civil rights movement from 1965–1970. From the information you have gathered, create a postersized timeline for these years. Be sure to include events covered in this section and incorporate any images and quotations that you
find in your research.
Civil Rights Library
We Shall Overcome
The Civil Rights Era
Poster Rubric http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRIC28.pdf
TimeLine Rubric http://www.njamistadcurriculum.com/viewer.php?view=1000124
Steps:
1.
2.
3.
4.
Use above links to research major events and people of the Civil Rights Movement by taking notes in “noodle tools”.
Place them in chronological order on timeline.
Then take time line and create a poster with at least 5 major events or people.
Use both rubrics above to aid in completing assignment.
Extension: Writing Activity
ARGUMENT-Assume the role of an African American soldier returning from World War II. Write a letter to the editor of a
newspaper describing your expectations of civil rights and why you should have those rights.
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Task II:
Creating a Brochure: The Peace Corps/Poverty Map Research
Part A:
Using the links below, research the history, purpose, and programs of the Peace Corps. From the data you gather, create an
informational brochure about the organization. Include facts about why people join the Peace Corps, where the volunteers serve, and
what kinds of work they do.
Peace Corps
The National Peace Corps Association
Steps:
1. Research Data using “facts on file” website and sites listed above.
2. Place data in your web based “noodle tools” account.
3. Use either word or sign up for free brochure webpage https://www.lucidpress.com/pages/examples/free-brochuremaker-online
4. Use rubric below for guide and grading.
Brochure Rubric http://mshartman.weebly.com/uploads/2/3/4/3/2343373/tri-fold_brochure_rubric.pdf
Part B: WebQuest: Rising Out of Poverty
Directions: Record the information you collect for each of the WebQuest sections below.
Defining poverty: Using the concept map you created, write your own definition of poverty.
I. Poverty in the U.S.
Looking at poverty rate map for the United States, what national trends do you notice?
Which U.S. states have the highest and lowest
poverty rates?
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Highest rates
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Lowest rates
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Describe any correlations you notice between states’ poverty rates and…
Average life expectancy:
High school dropout rate:
Unemployment rate:
What surprises you most about these trends?
What can you infer about poverty in the United States based on the maps?
Poverty in the world
Looking at the world map reshaped by the number of people living in poverty, what global trends do you notice?
Looking at the poverty rate data, which
countries have the highest and lowest poverty
rates?
Lowest rates
Highest rates
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
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_
Describe any correlations you notice between countries’ average per capita income and…
Average life expectancy:
Years in school:
Labor force participation:
What surprises you most about these trends?
What are some possible explanations for the relationships you noticed?
Conclusion: Reducing poverty
Based on the video Moving Out of Poverty:
What are some examples of social and economic barriers that keep people in poverty?
How do economic opportunities close to home help individuals and families?
How do economic opportunities close to home benefit communities?
Resource: Poverty Maps
USA Poverty Map
World Poverty Map
http://www.povertyusa.org/the-state-of-poverty/poverty-map-state/#
http://www.developmentinformatics.org/workshops/2007/steyn/images/worldmap-poverty.png
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Task III: Songs of the Civil Rights and Anti-War Movement
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"We shall overcome...
We shall overcome...
We shall overcome someday...
Oh, deep in my heart I do believe
that we shall overcome someday..."
"I have a dream that one day this
nation will rise up and live out the
true meaning of its creed - we hold
these truths to be self-evident that all
men are created equal.
I have a dream today!"
Directions: The task is to create a Prezi that will inform present and future generations about the people and events of importance in
the struggle for Civil Rights, as well as other social events like the anti-war movement.
Working in a team and playing roles, you will research several websites to collect information on those people and events and you will
select and analyze some of the most significant protest songs of the time.
Process:
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Divide into groups of five. Each Student will choose a character research and complete Prezi on their findings.
In your group, choose one of these roles: Click on each person and a hyperlink will explain the role extensively.
o African-American
o Student
o Pacifist
o Singer
o Journalist
Follow the links under each role to get information about the characteristics and responsibilities of each one.
Read the contents that refer to your role. Follow the instructions and steps indicated.
Conduct an internet search for your role using the Resources provided.
Use rubric for final evaluation and grade. http://www.prof2000.pt/users/essg/escola/webquest/rubric.html
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Task IV:
Narrative Essay: September 11th, 2001 “The Mayor’s point of view”.
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Task: You are the Mayor of New York. Write a five paragraph essay on what you would do about the terrorist attacks.
Steps:
1. Visit this website. Read about the events of September 11, 2001, and look at the pictures.
Write down 1 new thing you learned while reading and 1 thing you already knew.
Click on this website: September 11, 2001
2. Visit the next website and you will become the mayor of New York. You will come up with a recovery plan to help
the city after 9/11.
Write down people you choose to help you and the percentages you choose to give to each category.
Mayor of New York
3. Visit this website and look at the map. Answer the questions it asks on your paper.
Map
4. Write a 5 paragraph essay from the “point of view” mayor of New York.
NJ Writing 6 point rubric: http://www.wtschools.org/file/4fe486fd.pdf
Venn Diagram maker
http://teachers.teach-nology.com/web_tools/graphic_org/venn_diagrams/
http://njamistadcurriculum.org/
Rubric: See Appendix D
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Appendix C
Summative Assessment
Unit I
Writing Task: “All men are Created Equal”. True or False? From Past to Present 1776-2008.
Title: “All men are created equal’?
Subject: __US II_______
Grade Level: 11th_____
___________________________________________________________________________________
Instructional Focus
Social Studies: 6.1.12.A.10.a 6.1.12.A.10.b 6.1.12.A.10.c 6.1.12.D.10.c 6.1.12.D.10.d 6.1.12.B.10.a 6.1.12.C.9.a 6.1.12.A.11.b6.1.12.A.11.c 6.1.12.A.11.d 6.1.12.A.11.e 6.1.12.B.11.a 6.1.12.D.11.b 6.1.12.D.11.d 6.1.12.D.11.e 6.1.12.C.13.b 6.1.12.C.13.d
6.1.12.D.13.f
Reading:
RH.11-12.2 RH.11-12.3 RH.11-12.4 RH.11-12.5 RH.11-12.7
Writing:
W.11-12.1 W.11-12.1.A W.11-12.1.C W.11-12.2 W.11-12.2.A. W.11-12.2.B
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Speaking and Listening:
SL.11-12.1 SL.11-12.1.D SL.11-12.4
21st Century Life and Careers Standards: 9.1.12.B.1 9.4.12.G.(1).1 9.4.12.G.(1).2 . 9.4.12.G.(1).3 9.4.12.G.(1).4 9.4.12.G.(3).
9.4.12.G.(3).3
________________________________________________________________________________________________
Essential Questions:
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Why was this quote so important to the founding fathers in the writing of the Declaration of Independence?
What was the primary purpose in formulating the Declaration of Independence?
How did Fredrick Douglass feel about the quote in his speech on the 4th of July, 1852?
How did he feel about the treatment of African Americans during the abolitionist movement?
How did Abraham Lincoln view the quote in his Gettysburg Address in November of 1863?
Did Abraham Lincoln really believe in what he quoted?
What was the intent of Dr. King when he used the quote in the “I have a dream” speech in DC, August of 1963?
Did his speech help change the course of history during the Civil Rights movement?
How does the use of the quote by President Obama in his second inaugural address show the progress of society?
Has the intent of the founding fathers expanded? Remained the same? Or lessened?
Do you feel the meaning of the quote is close to the original intent from 1776 through 2014?
_________________________________________________________________________________________________
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Student Learning: Students will be able to complete the following:
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Students will research the political tone of the Declaration of Independence.
Students will research the quote “All men are created equal” from the Declaration of Independence.
Student will research the quote as it was used in speeches by Fredrick Douglass, Abraham Lincoln, Dr. King and President
Obama.
Student will apply the quote to the time period by filling out a graphic organizer for each time period. Five W’s and H.
Students will use the view the impact of the quote over the last four centuries. What did it mean in the 18th, 19th, 20th and 21st?
Student will synthesize how the quote has changed or remained the same over time.
Students will use graphic organizer to create an essay outline.
Students will write at least 7-10 paragraphs about meaning of the quote over time.
Students will write introduction, body and conclusion using NJ Writing rubric
Introduction:
The Declaration of Independence, which contains the oft-repeated phrase "…that all men are created equal…" was written by
Thomas Jefferson, who owned about 200 slaves at the time and never set any of them free, even upon his death. Jefferson's words
certainly had no reference to black people, of whom the majority at that time had no place in American society except as property. For
Americans, equality is a word that has been expanded in its definition since the founding of the country. For Jefferson and many of
our Founding Fathers, the phrase "…that all men are created equal…" really meant that "all free, property-owning males are created
equal". Questioned Frederick Douglass in his Rochester speech: "Are the great principles of political freedom and of natural
justice embodied in that Declaration of Independence, extended to us?" Fortunately for Douglass (and all races and both sexes),
the United States has moved to achieve full legal equality. Equality is hard to define because its meaning keeps changing. Jefferson's
restrictive definition, that "people are of equal moral worth, and as such deserve equal treatment under the law", made distinctions
for free men vs. slaves, men vs. women, property owners vs. debtors, et cetera. On the one hand, most Americans' notion of legal
equality makes no such distinctions. De facto equality, on the other hand, is, as Martin Luther King, Jr. has said, still a "dream". (Matt
Bundage..2003) This summary explains the view if the phrase “All men are created equal”.
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Task: Students will review the meaning of the quote over from 1776 to present day America. They will research the quote from 4
primary documents. The Declaration of Independence, Frederick Douglass 4th of July speech. Dr, King “I have a dream” speech and
President Obama’s second inaugural address. Students use steps below to create an essay/ report that explains the meaning over the
quote over the annals of time.
Steps/Processes:
A. Students must use primary source documentation to develop the model U. N. (i.e., Readings, Photographs, Internet, videos).
1. Students will highlight the quote in all for primary documents.
2. Students will complete graphic organizer.
3. Students will use outline and graphic organizer to complete essay.
4. Students should choose whether they agree or disagree with quote and then write an essay/report defending their position.
5. Students will review first draft for eras and complete peer review with classmate.
6. Students will complete self reflective worksheet.
7. Students will complete second draft and rubrics.
Primary Documents:
Declaration of Independence:
Fredrick Douglass:
President Lincoln:
President Obama address:
http://www.ushistory.org/declaration/document/index.htm
http://www.historyisaweapon.com/defcon1/douglassjuly4.html
http://www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm
http://www.whitehouse.gov/the-press-office/2013/01/21/inaugural-address-president-barack-obama
Websites:
Research: http://search.ebscohost.com/
http://www.encyclopedia.com/c/2986-history.html
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Facts on File: http://online.infobaselearning.com/Login.aspx?app=Infobase&returnUrl=/Default.aspx
Current Events: http://www.nytimes.com/
Materials:
American Nation Textbook
http://njamistadcurriculum.com/
Rubric:
Refer to the NJ Registered Holistic Scoring Rubric found on the Common Resources Appendix
RUBRIC 29 Presentation Writing for Description
http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRIC29.pdf
http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRIC40.pdf
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Appendix D
Texts/Resources
Title
Genre
PRIMARY SOURCE Crisis in Little Rock
When 16-year-old Elizabeth Eckford left for Little Rock’s Central High
School in
September 1957
Rosa Parks Taking a Historic Stand by Sitting
Non-Fiction
Civil Rights Song “We Shall Overcome,” the anthem of the civil rights
movement.
Making Inferences In September 1957, Elizabeth Eckford made history
as she forced her way through an angry crowd of whites in an effort to
integrate Central High School in Little Rock, Arkansas.
“I Have a Dream” by Martin Luther King, Jr. On August 28, 1963, more
than 250,000 people took part in a march on
Washington, D.C., in support of the civil rights bill.
GUIDED READING Challenges and Changes
in the Movement
PRIMARY SOURCE Letter from a Soldier in Vietnam Marine Second
Lieutenant Marion Lee “Sandy” Kempner from Galveston, Texas,
arrived in Vietnam in July 1966
Robert McNamara The Legacy of Vietnam
Non-Fiction Graphic Organizer
PRIMARY SOURCE Protest Buttons
These protest buttons from the antiwar movement in the 1960s were
worn by Americans who opposed the war in Vietnam.
Non-Fiction/Poster
Non- Fiction
Non-Fiction
Non-Fiction- Graphic Organizer
Non-Fiction
Non-Fiction/ Chart
Non-Fiction
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PRIMARY SOURCE Lyndon B. Johnson on
Vietnam and Reelection In a televised address to the nation on March
31, 1968,
John Lewis Moral Force for Nonviolence John Lewis (b. 1940) has
worked outside the system in the civil rights movement. He has worked
inside the system as the head of a federal agency
and as a member of the U.S. House of Representatives.
GEOGRAPHY APPLICATION: OUTLINE MAP The Vietnam War
Non-Fiction/Poster
The Farm Worker Movement
César Chávez, himself a former migrant worker, and Dolores Huerta
established the National Farm Workers Association (NFWA)
César Chávez Organizing for Action Cesar Chávez (1927–1993) grew
up seeing migrant farm workers suffer from low pay and poor
conditions.
GEOGRAPHY APPLICATION: REGION
The Equal Rights Amendment
Betty Friedan Launching a Movement
Non-Fiction
SKILLBUILDER PRACTICE Comparing; Contrasting
Although decades apart, the hippies of the 1960s and the flappers of the
1920s
both reflected youthful rebellion. In what other ways were these two
movements similar? How were they different?
President Obama”Man of the Year”
Non-Fiction
Non-Fiction
Non-Fiction
Non-Fiction
Non-Fiction
Non-Fiction
Non-Fiction
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