Title Civil Rights United States History Unit 11 Suggested Dates th​
5​
Six Weeks 3 weeks Big Idea/Enduring Understanding Guiding Questions The civil rights movement is ongoing and changed the daily lives of all What form of protest is most effective for enacting change? Americans. How is life today a reflection of the civil rights movement of the 60’s? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with District Specificity/Examples Vocabulary Suggested Resources Student Expectations Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (9) History. The student Bloom’s Level Remembering Coming Soon understands the impact of the Reading like a Historian American civil rights movement. ​
Montgomery Bus Boycott Lesson Plan Development of the civil rights The student is expected to: movement: th​
● 13​
Amendment (1865)​
­​
ended (A) trace the historical development Digital History slavery in the United States. of the civil rights movement in the Guided Readings : America in Ferment: the th​
● 14​
Amendment (1868) ­​
defined a 19th, 20th, and 21st centuries, Tumultuous 1060’s citizen as anyone born or naturalized including the 13th, 14th, 15th, and in the U.S., guaranteed equal 19th amendments; protection of the law and due process United Streaming/Discovery Education by the federal government and the Women & Civil Rights Readiness Standard RC 1 states to all citizens. ​
Women Gain the Right to Vote CISD 2015-2016
th​
● 15​
Amendment (1870) ­​
guaranteed the right to vote to all citizens regardless of race, color, or previous condition of servitude (effectively gave African­American males the right to vote). th​
● 19​
Amendment (1920)​
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granted women the right to vote. ● 1954 ​
Brown v. the Board of Education​
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­ Supreme Court decision resulted in integration of public schools (reversed the 1896 decision in the case of ​
Plessy v. Ferguson​
). ● Montgomery Bus Boycott​
­ the refusal of Rosa Parks to give up her seat on a segregated bus and consequent arrest sparked Dr. Martin Luther King to lead a major boycott of buses in Montgomery, Alabama. ● The Little Rock Crisis​
­ President Eisenhower used federal troops in 1957 to enroll African­American students in Little Rock (Arkansas) Central High School. ​
Executive Order 10730: Desegregation of Central High School (1957) CISD 2015-2016
Recent Struggles for Fair Treatment Texas LRE Introducing the Civil Rights Movement ● In 1963 the "March on Washington"​
­ major non­violent protest planned to urge passage of civil rights legislation ● In 1968 Dr. Martin Luther King ­ assassinated. Impact of the civil rights movement​
: ● Increased participation of minorities in the political process. ● Integrated schools, housing, public facilities, etc. ● Greater economic opportunities for African­Americans. ● Other minority groups (Latinos, women, etc.) have developed similar movements at national and local levels, striving to achieve equality. ● Isolated examples of racial rioting (Watts, Los Angeles) demonstrating the continued existence of inequalities. Using the 14th amendment as a constitutional basis toward achieving equal treatment under the law, the following laws were passed: CISD 2015-2016
(9) History. The student understands the impact of the American civil rights movement. The student is expected to: (B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements; Supporting Standard RC 1 CISD 2015-2016
● Civil Rights Act of 1964 forbids discrimination in voting, employment, education, public facilities and public accommodations. ● Voting Rights Act of 1965 forbids discriminatory practices in voting. ● Civil Rights Act of 1967 forbids age discrimination. ● Housing Act of 1968 forbids discrimination in the rental and sales of houses. Students need to understand the passage of these amendments have long term affects on the rights of citizens. Bloom’s Level Understanding African American ● 1909, National Association for the Advancement of Colored People (NAACP)​
­​
founded to fight abuses of Jim Crow laws. ● 1957 the Southern Christian Leadership Conference​
­​
founded by Martin Luther King and Ralph Abernathy to promote passage of civil rights legislation ● Black Panthers Chicano Chicano Movement LOC: NAACP: A Century in the Fight for Freedom National Parks A History of Mexican Americans in California: The Chicano Movement PBS Alcatraz is not an Island Digital History Women’s Liberation United Streaming/ Discovery Education Reconstruction Amendments American Indian American Indian Movement Women’s Rights National Organization of Women Statement of Puropse (1966) (9) History. The student Bloom’s Level understands the impact of the American civil rights movement. Major rights leaders include: The student is expected to: ● Dr. Martin Luther King, Jr​
. ­ leader of the Montgomery Bus Boycott, Selma marches, March on (C) identify the roles of significant Washington, founder of the leaders who supported various Southern Christian Leadership rights movements, including Martin Conference. Luther King Jr., Cesar Chavez, ● Cesar Chavez​
​
founder of United Rosa Parks, Hector P. Garcia, and Farm Workers Betty Friedan; ● Rosa Parks​
­ ​
her arrest in Montgomery sparked the bus Supporting Standard RC 1 boycott led by Dr. Martin Luther King, Jr. ● Hector P Garcia ​
Founder of the G.I. Forum ● Betty Friedan (9) History. The student Bloom’s Level Analyzing understands the impact of the American civil rights movement. The student is expected to: CISD 2015-2016
PBS ​
Justice for my People : the Dr. Hector P. Garcia Story The Fight n the Fields: Cesar Chavez and the Farmworkers’ Struggle Justice for my People: The Dr. Hector P. Garcia Story​
(different than above) United Streaming/ Discovery Education Cesar Chavez Rosa Parks is arrested Martin Luther King Jr. “I have a Dream” Speech Historical Thinking Matters Rosa Parks PBS ​
This Far by Faith 1946­1966 from Civil Rights to Black Powe​
r (D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; Supporting Standard RC 1 (9) History. The student Bloom’s Level Understanding understands the impact of the American civil rights movement. The student is expected to: (E) 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; Primary Source Documents Martin Luther King Jr. ​
“I have a Dream” “​
Letter from a Birmingham Jail” YouTube ​
Letter from Birmingham Jail​
(must have differentiated filtering to view on AISD network) Reading like a Historian Civil Rights Act of 1964 Lesson Plan Truman Presidential Library Harry S Truman and Civil Rights Supporting Standard RC 1 (9) History. The student Bloom’s Level Understanding understands the impact of the American civil rights movement. ● 1948 President Truman ­​
ordered The student is expected to: the integration of military forces.​
Executive Order 9981: Desegregation of the Armed forces (F) describe presidential actions and (1948) congressional votes to address minority rights in the United States, ● Civil Rights Act of 1957​
​
the first including desegregation of the civil rights legislation since armed forces, the Civil Rights acts reconstruction CISD 2015-2016
of 1957 and 1964, and the Voting Rights Act of 1965; Readiness Standard RC 1 (9) History. The student understands the impact of the American civil rights movement. The student is expected to: (G) describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo; Supporting Standard RC 1 CISD 2015-2016
● Civil Rights Act of 1964​
­​
forbids discrimination based on race, religion, sex, in employment, education, public facilities and public accommodations. ● Voting Rights Act of 1965​
­ forbids discriminatory practices in voting such as a literacy test. ● Housing Act of 1968​
­ f​
orbids discrimination in housing rentals or sales. Bloom’s Level Understanding George Wallace​
four time governor of Alabama and 4 time presidential candidate who was known for his resistance to the Civil Rights movement. Orval Faubus ​
six term governor of Arkansas during the desegregation of the Little Rock’s Central High School. Lester Maddox​
governor of Georgia in 1966 was a strong advocate of segregation. PBS ​
American Experience George Wallace: Settin’ the Woods on Fire NPR Wallace in the Schoolhouse Door (9) History. The student understands the impact of the American civil rights movement. The student is expected to: (H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; Bloom’s Level Evaluating Students need to understand the changes and events that have occurred as a result of the civil rights movement. Reform and expansion of rights is a continuing theme in U.S. history. Mix Match Freeze: Texas U.S. Supreme Court Cases Oyez, Oyez Civic Resources for Texas Students and Teachers Reading Like a Historian Great Society Lesson Plan Readiness Standard RC 1 (9) History. The student understands the impact of the American civil rights movement. The student is expected to: Bloom’s Level Understanding Brown v. Board of Education Mendez V. Westminster (I) describe how litigation such as Hernandez v. Texas the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop ISD Delgado v. Bastrop I.S.D., Edgewood ISD v. Kirby Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority Sweatt v. Painter during the civil rights movement Supporting Standard RC 1 (17) Economics. The student Bloom’s Level Remembering and understands the economic effects of Analyzing CISD 2015-2016
World War II and the Cold War. The student is expected to: Great Society​
LBJ’s reform agenda (D) identify actions of government Affirmative Action and the private sector such as the Great Society,​
​
affirmative action, Title IX and Title IX​
​
to create economic opportunities for citizens and analyze the unintended consequences of each; and Supporting Standard RC4 (19) Government. The student understands changes over time in the role of government. The student is expected to: Bloom’s Level Understanding Students need to identify the policy changes enacted by the federal government in the 1960’s and the (B) explain constitutional issues raised by federal government policy constitutional issues that were raised in changes during times of significant the 1960’s events, including ​
World War I, the Great Depression, World War II, the 1960s​
, ​
and 9/11; Readiness Standard RC 3 (23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: Bloom’s Level Remembering and Analyzing Lobbying­ to try to influence the thinking and actions of legislators or other public (A) identify and analyze methods of expanding the right to participate officials for or against a specific cause in the democratic process, including Non­violent protesting­ trying to enact lobbying, non­violent protesting, change without the use of violence. litigation, and amendments to the U.S. Constitution; Litigation – to contest in legal proceedings CISD 2015-2016
PBS Eyes on the Prize: America’s Civil Rights Movement 1954­1985 Readiness Standard RC 3 (23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: Amendments­ Changes to the Constituion Students need to understand each of the methods to expand rights and then judge the effectiveness of each method. Bloom’s Level Evaluating United Streaming th​
th​
The 26​
and 27​
Amendments Bloom’s Level Understanding Bloom’s Level Understanding (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; and Supporting Standard RC 1 (23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: (C) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union." Supporting Standard RC 1 (26) Culture. The student understands how people from CISD 2015-2016
various groups contribute to our national identity. The student is expected to: Students will need to be familiar with various groups and the different kinds of actions each used to expand opportunities (A) explain actions taken by people and rights. to expand economic opportunities and political rights, including those Methods used should include boycotts, peaceful protests, litigation, strikes, and for racial, ethnic, and religious passage of Constitutional Amendments. minorities as well as women, in American society; Readiness Standard RC 2 (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: Bloom’s Level Understaning Bloom’s Level Understanding (B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture; Supporting Standard RC 1 (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture; Readiness Standard RC 2 CISD 2015-2016
(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: Bloom’s Level Dolores Huerta worked alongside Cesar Chavez creating the United Farm Works Biography Channel Dolores Huerta Supporting Standard RC 1 Vocabulary Amendment Desegregation Political Process Demographics Constitution Policy Lobbying Litigation Amendments Boycotts Racial minorities Ethnic minorities Religious minorities Political Organization Suffrage Poll tax Citizenship Affirmative Action Ethos Civic Responsibility (D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society; CISD 2015-2016