Grade 5
Social Studies
Unit: 13
Lesson: 02
Suggested Duration: 4 days
Grade 05 Social Studies Unit 13 Exemplar Lesson 02: Civil Rights
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact
your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources
and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson examines events, people, causes and effects relevant to the Civil Rights Movement through primary sources, graphic organizers, research
and presentations.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.5
History. The student understands important issues, events, and individuals in the United States during the 20th and 21st
centuries. The student is expected to:
5.5A
Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression,
the world wars, the civil rights movement, and military actions.
5.5B
Analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election.
5.5C
Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr.,
Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team
who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
5.13
Economics. The student understands patterns of work and economic activities in the United States. The student is
expected to:
5.13E Explain the impact of American ideas about progress and equality of opportunity on the economic development and
growth of the United States.
5.18
Citizenship. The student understands the importance of individual participation in the democratic process at the local,
state, and national levels. The student is expected to:
5.18A Explain the duty individuals have to participate in civic affairs at the local, state, and national levels.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student is expected to:
5.24A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews
biographies oral, print, and visual material documents artifacts to acquire information about the United States.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 13 PI 02
Create a mini-book using information from primary and secondary sources to describe the accomplishments of notable individuals in the area of civil rights. Identify the major
acts that impacted the civil rights movement of the 1950s and 1960s and explain how individuals can participate in civic affairs. Include a bibliography of helpful resources
others can use to research the civil rights movements.
Standard(s): 5.5B , 5.13E , 5.18A , 5.24A
ELPS ELPS.c.1E , ELPS.c.5B
Key Understandings
Beliefs in equality and civic participation motivate individuals and groups to fight for the rights of the individual in a democracy.
— What were the important issues and events of the Civil Rights Movement?
— What were the accomplishments made by notable people?
Vocabulary of Instruction
civil rights
Last Updated 05/29/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
equality
boycott
page 1 of 14 Grade 5
Social Studies
Unit: 13
Lesson: 02
Suggested Duration: 4 days
Materials
Textbook, computers with Internet access, or other available resources
Legal size white paper (1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Handout: Excerpt from the Preamble to the Declaration of Independence (1 per student)
Teacher Resource: Civil Rights Movement Graphic Organizer
Handout: Rosa Parks - An Act of Courage (1 per student)
Teacher Resources: Rosa Parks - An Act of Courage KEY
Handout: Group Research (1 per group)
Handout: Civil Rights Act of 1964 (1 copy to specified group)
Handout: Economic Opportunity Act of 1964 (1 copy to specified group)
Handout: Voting Rights Act (1 copy to specified group)
Resources
State adopted, district approved textbook
Advance Preparation
1. Become familiar with content and procedures for the lesson, including leaders for the Civil Rights movement. Teacher will work with the school
librarian to provide research resources and to guide students to use primary and secondary resources for their research.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary.
Background Information
By 1965, African-Americans in the United States had the theoretical right to vote for almost a hundred years. Under Reconstruction in the 1870s, many black men in the South did
vote. Some who had been slaves only a few years before were elected to local and, in some cases, national office. By the turn of the 20th century, however, white “Redeemer”
governments had reclaimed the legislatures in former Confederate states and adopted new constitutions disenfranchising African-American voters. Black citizens who attempted
to exercise their constitutional right to vote encountered barriers that they often found insurmountable. These included poll taxes, literacy tests, clauses that limited voting to people
whose ancestors had voted in the past, and party primary elections that were limited to whites.
Men and women working for civil rights had long recognized that gaining the right to vote was central to achieving full citizenship for African-Americans. The long-established
National Association for the Advancement of Colored People (NAACP) had successfully challenged the restrictive primary and other obstacles to black voter registration, but other,
younger organizations had grown impatient with the slow rate of progress through the legal system. In the 1950s and 1960s, the Congress for Racial Equality (CORE), the
Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC) turned to mass demonstrations and nonviolent acts of civil
disobedience. Martin Luther King, Jr., the charismatic leader of SCLC, became internationally known for promoting, supporting, and participating in nonviolent direct action
seeking civil rights for African-Americans. In December 1964, he was awarded the Nobel Peace Prize, becoming, at age 35, the youngest person ever to receive that honor.
Peaceful demonstrations attracted media coverage, particularly when they were met with violent opposition. This helped generate the widespread support necessary for the
passage of civil rights legislation. This legislation, particularly the Civil Rights Act of 1964, sought to achieve equal education, access to places of public accommodation and
transportation, and equal employment.
The Civil Rights Act of 1964, which required equal access to public places and outlawed discrimination in employment, was a major victory of the black freedom struggle, but the
Voting Rights Act of 1965 was its crowning achievement. The 1965 Act suspended literacy tests and other voter tests and authorized federal supervision of voter registration in
states and individual voting districts where such tests were being used. African-Americans who had been barred from registering to vote finally had an alternative to the courts. If
voting discrimination occurred, the 1965 Act authorized the attorney general to send federal examiners to replace local registrars.
Excerpts courtesy of the National Park Service:
National Park Service. (2013). Setting the stage. Retrieved from http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133setting.htm
National Park Service. (2013). We shall overcome: the prize. Retrieved from http://www.cr.nps.gov/nr/travel/civilrights/prize.htm
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content”
Last Updated 05/29/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 14 Grade 5
Social Studies
Unit: 13
Lesson: 02
Suggested Duration: 4 days
area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Scenario
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes 1. Create a simple situation in the classroom that is unfair, such as, telling students that
Attachments:
everyone on the right side of the room gets an extra 5 minutes of recess, or everyone
Handout: Excerpt from the Preamble to the
sitting in the front row get to line up first for lunch for a week. Do not base the
Declaration of Independence (1 per student)
unfairness on personal looks or clothing, just on where they sit. Wait a few minutes to
see if students question the rule. When students respond or protest the rule, facilitate a
Purpose:
discussion about equality. (Remind students that equality is not valued in all countries.)
2. Distribute the Handout: Excerpt from the Preamble to the Declaration of
Independence.
Through a scenario and an excerpt from a primary
source, students are introduced to the Civil Rights
Movement.
3. Using the choral reading strategy, read the excerpt along with students.
4. After reading the excerpt, students discuss the excerpt with a partner and write their
interpretation in a sentence.
5. Engage students in a class discussion based on student interpretations of the excerpt.
Include, as part of the conversation, the word equality.
TEKS: 5.5A; 5.24A
Instructional Note:
Remind students that the excerpt from the Preamble
to the Declaration of Independence is considered a
primary source and their interpretation may be
considered a secondary source.
EXPLORE – Events, Leaders, Causes and Effects
Suggested Day 1 – 35 minutes 1. Project the Teacher Resource: Civil Rights Movement Graphic Organizer and
provide students with a “big picture” overview of the significant events, leaders, causes
and effects.
Attachments:
2. After a fifteen minute teacher led discussion based on the graphic organizer, distribute
the Handout: Rosa Parks An Act of Courage (1 per student).
3. Students read the informative reading passage about Rosa Parks and proceed to
answer the interactive questions noted on the right side of the handout.
4. Once all students complete the reading and responses to the questions, facilitate a
discussion using the questions noted to the right side of the handout. Ask for student
volunteers or randomly select students to share their responses. As part of the
discussion it is important to focus on words such as civil rights, civil disobedience and
boycott.
5. After the discussion, share the answers from the Teacher Resource: Rosa Parks An
Act of Courage KEY so that students may self-correct their responses when
necessary.
6. Explain to students that for Day 2, they are to research other significant events,
leaders, causes, and effects of the Civil Rights Movement.
Teacher Resource: Civil Rights Movement
Graphic Organizer
Handout: Rosa Parks An Act of Courage (1 per
student)
Teacher Resource: Rosa Parks An Act of Courage
KEY
Purpose:
Students research events, leaders, causes and
effects of the Civil Rights Movement.
TEKS: 5.5A; 5.5C; 5.24A
Instructional Note:
If time permits, students work on a frayer model or
other form of vocabulary activity using the words: civil
rights, civil disobedience, and boycott.
EXPLORE – Events, Leaders, Causes and Effects
Suggested Day 2 – 50 minutes
1. Group students into three or four.
Materials:
2. Assign each group one of the following:
Civil Rights Act of 1964
Economic Opportunity Act of 1964
Voting Rights Act of 1965
Martin Luther King Jr.
Cesar Chavez
Colin Powell
Sonia Sotomayor
Barack Obama
3. Groups research and read selected resources provided by the teacher and/or access
to teacher recommended websites for primary and secondary source documents.
4. After the research is completed, groups may create a PowerPoint, a tri-fold or sketch a
chart or graphic organizer on chart paper for their presentations on the following day.
Last Updated 05/29/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Textbook, computers with Internet access, or other
available resources
Attachments:
Handout: Group Research (1 per group)
Handout: Civil Rights Act of 1964 (1 copy to
specified group)
Handout: Economic Opportunity Act of 1964 (1
copy to specified group)
Handout: Voting Rights Act (1 copy to specified
group)
Purpose:
Student research helps them prepare for the
performance indicator and encourages the use of
page 3 of 14 Grade 5
Social Studies
Unit: 13
Lesson: 02
Suggested Duration: 4 days
primary and secondary sources.
TEKS: 5.5A, 5.5B, 5.5C; 5.13E; 5.24A
Instructional Note:
The handouts listed above are optional. Students are
encouraged to utilize various resources for their
research. Encourage students to search for primary
sources such as photos, audio (speeches), letters,
journals, etc.
EXPLORE/EXPLAIN – Events, Leaders, Causes and Effects: Group Presentations
Suggested Day 3 – 40 minutes 1. Groups present their findings to the whole class. While each group presents their
findings, all other students write notes based on each of the group presentations.
(Note: Consider using the Teacher Resource: Civil Rights Movement Graphic
Organizer but instead of a teacher resource, this may be used as a handout for
students to write notes by each of the topics. While the graphic organizer is relatively
small for note-taking, students may sketch a larger version on long white paper.)
Materials:
Legal size white paper (1 per student)
TEKS: 5.5A, 5.5B, 5.5C; 5.13E; 5.24A
Purpose:
Students participate in group presentations based on
their research. All students gain new information from
other group presentations.
Instructional Note:
It is recommended that students use a note-taking
strategy to record new information presented by
other groups. The graphic organizer is a good way to
help students organize and thus cluster information
in an organized manner.
ELABORATE
Suggested Day 3 – 10 minutes 1. Students explain how they can participate in civic affairs in their community, state or
nation to bring positive changes.
TEKS: 5.18A
Purpose:
Students make connections to current issues
relevant to their school, community, state or nation.
EVALUATE
Suggested Day 4 – 50 minutes Grade 05 Social Studies Unit 13 PI 02
Create a mini-book using information from primary and secondary sources to describe the
accomplishments of notable individuals in the area of civil rights. Identify the major acts that impacted
the civil rights movement of the 1950s and 1960s and explain how individuals can participate in civic
affairs. Include a bibliography of helpful resources others can use to research the civil rights
movements.
Standard(s): 5.5B , 5.13E , 5.18A , 5.24A
ELPS ELPS.c.1E , ELPS.c.5B
Last Updated 05/29/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 14 Grade 5
Social Studies
Unit: 13 Lesson: 02
Student Name: ____________________________
Excerpt from the Preamble to the Declaration of Independence
Adopted by the Continental Congress, July 4th, 1776:
We hold these truths to be self-evident, that all men are created equal,
that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty, and the pursuit of Happiness.
Explain in your own words the mean of this sentence for today:
What does it mean to you for all people to be created equal?
National Archives, (n.d.). Declaration of independence. Retrieved from website: http://www.archives.gov/exhibits/charters/declaration_transcript.html
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Social Studies
Unit: 13 Lesson: 02
Graphic Organizer
©2012, TESCCC
01/15/13
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Grade 5
Social Studies
Unit: 13 Lesson: 02
Rosa Parks – An Act of Courage
December 1, 1955
On the city buses of Montgomery,
Alabama, the front 10 seats were
permanently reserved for white
passengers. Mrs. Parks was seated in
the first row behind those 10 seats.
When the bus became crowded, the bus
driver instructed Mrs. Parks and the
other three passengers seated in that
row, all African Americans, to vacate
their seats for the white passengers
boarding. Eventually, three of the
passengers moved, while Mrs. Parks
remained seated, arguing that she was
not in a seat reserved for whites. Joseph
Blake, the driver, believed he had the
discretion to move the line separating
black and white passengers. When Mrs.
Parks defied his order, he called the
police, and Mrs. Parks was arrested.
Detail from: Associated Press. (Photographer). (1956). Mrs. rosa parks being
fingerprinted [Print Photo]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3c09643
My Notes:
Mrs. Parks was not the first person to be
prosecuted for violating the segregation
laws on the city buses in Montgomery.
She was, however, a woman of
unchallenged character who was held in
high esteem by all those who knew her.
After her arrest, the African American
community organized a bus boycott in
protest of the discrimination they had
endured for years. Martin Luther King,
Jr., emerged as a leader during the wellcoordinated, peaceful boycott that lasted
381 days and captured the world’s
attention. It was during the boycott that
Reverend Martin Luther King, Jr., first
achieved national fame as the public
became acquainted with his powerful
speaking style.
©2012, TESCCC
04/29/13
page 1 of 2
Grade 5
Social Studies
Unit: 13 Lesson: 02
Rosa Parks – An Act of Courage
After Mrs. Parks was convicted under
city law, her lawyer filed a notice of
appeal. While her appeal was tied up in
the state court of appeals, a panel of
three judges in the U.S. District Court for
the region ruled in another case that
racial segregation of public buses was
unconstitutional.
Rosa Parks is known and revered as the
“Mother of the Civil Rights Movement”.
Adapted from:
National Archives and Records Administration.
(1999). Teaching with documents: An act of
courage, the arrest records of rosa parks.
Retrieved from
http://www.archives.gov/education/lessons/rosaparks/index.html
©2012, TESCCC
04/29/13
page 2 of 2
Grade 5
Social Studies
Unit: 13 Lesson: 02
Rosa Parks—Act of Courage Key
Steps to Arrest
1. The bus driver instructed Mrs. Parks to change her seat.
2. Mrs. Parks refused to move.
3. The bus driver called the police.
BOYCOTT
Definition: to refuse to use or buy
Sentence: Mrs. Parks’ actions sparked a 381-day boycott of the city’s buses.
Word to describe: peaceful
Result:
Racial segregation of public buses was ruled unconstitutional.
Rosa Parks is called:
“Mother of the Civil Rights Movement”
©2012, TESCCC
01/15/13
page 1 of 1
Grade 5
Social Studies
Unit: 13 Lesson: 02
Group Research
Group Research Topic: ___________________________
Document
Purpose/Impact
(Title, Primary or Secondary
Resource)
©2012, TESCCC
01/15/13
Relevance to Civil
Rights Movement
page 1 of 1
Grade 5
Social Studies
Unit: 13 Lesson: 01
Civil Rights Act of 1964
Civil Rights Act (1964)
My Notes:
In a nationally televised address on
June 6, 1963, President John F. Kennedy
urged the nation to take action toward
guaranteeing equal treatment of every
American regardless of race. Soon after,
Kennedy proposed that Congress consider
civil rights legislation that would address
voting rights, public accommodations,
school desegregation, nondiscrimination in
federally assisted programs, and more.
Despite Kennedy’s assassination in
November of 1963, his proposal culminated
in the Civil Rights Act of 1964, signed into
law by President Lyndon Johnson just a few
hours after House approval on July 2, 1964.
The act outlawed segregation in businesses
such as theaters, restaurants, and hotels. It
banned discriminatory practices in
employment and ended segregation in
public places such as swimming pools,
libraries, and public schools.
Passage of the act was not easy.
House opposition bottled up the bill in the
House Rules Committee. In the Senate,
opponents attempted to talk the bill to death
in a filibuster. In early 1964, House
©2012, TESCCC
04/29/13
page 1 of 2
Grade 5
Social Studies
Unit: 13 Lesson: 01
Civil Rights Act of 1964
Civil Rights Act of 1964
supporters overcame the Rules Committee
obstacle by threatening to send the bill to
the floor without committee approval. The
Senate filibuster was overcome through the
floor leadership of Senator Hubert
Humphrey of Minnesota, the considerable
support of President Lyndon Johnson, and
the efforts of Senate Minority Leader Everett
Dirksen of Illinois, who convinced
Republicans to support the bill.
Outlawed
segregation
in....
Banned discriminatory practices in…
Image sources:
Rowe, A. (Photographer). (1963, Feb 7). President John F. Kennedy
Speaks at Press Conference [Print Photo]. Retrieved from
http://www.jfklibrary.org/Asset-Viewer/Archives/JFKWHP-AR7705A.aspx
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/
Text excerpts:
National Archives and Records Administration. (2013). Our documents:
Civil rights act (1964). Retrieved from
http://www.ourdocuments.gov/doc.php?doc=97
©2012, TESCCC
04/29/13
page 2 of 2
Grade 5
Social Studies
Unit: 13 Lesson: 02
Economic Opportunity Act of 1964
The origins of the "war on poverty" began with the Kennedy Administration in 1963.
Walter W. Heller, chairman of the Council of Economic Advisors under President
Kennedy, went to see President Johnson the day after Kennedy's assassination and
discussed the poverty program that Kennedy had approved before his death. President
Johnson's immediate response was, "That's my kind of program! I want you to move full
speed ahead."
The poverty program was the first major legislation originated by President Johnson and
it was designed to make a coordinated attack on the multiple causes of poverty. The
major attack on poverty, which consisted of one fifth of the nation's population at the
time, can be broken down into three major weapons:
Weapon I - Education - "It is our primary weapon in the war on poverty and the
principal tool for building a Great Society."
President Johnson believed that the improvement of education would help eliminate the
causes of poverty.
Weapon II - Income Maintenance - "The second prong on the attack on poverty is to
protect individuals and their families from poverty when their own earnings are
insufficient because of age, disability, unemployment, or other family circumstances."
Weapon III - Job Creation - "Our American answer to poverty is not to make the poor
more secure in their poverty but to reach down and to help them lift themselves out of
the ruts of poverty and move with the large majority along the high road of hope and
prosperity."
Text excerpt: LBJ Library and Museum. (2013). Weapons against poverty: Three prong attack. Retrieved from
http://www.lbjlib.utexas.edu/johnson/lbjforkids/pov_weapons.shtm
Image source: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Social Studies
Unit: 13 Lesson: 02
Voting Rights Act
Throughout the 1950s and
1960s, Civil Rights activists
campaigned for laws
preventing discrimination in
education, employment,
housing, and voting rights. In
1963, the effort to register
voters in Alabama intensified.
African-American citizens, who
tried to register, encountered great obstacles—poll taxes, literacy tests and lengthy questionnaires.
They were subjected to intimidation and threatened with the loss of jobs, bodily harm, and death.
Martin Luther King, Jr. and other national leaders, including Malcolm X, had stopped in Selma,
Alabama, as they had in other Deep South communities, to show their support for voter campaigns.
Protesters attempted to call national attention to local violations and, in February 1965, Jimmie Lee
Jackson, a protester from Marion, Alabama, was killed. In Jackson's memory, Selma protesters
planned a 50-mile march from Selma to Montgomery, the state capital.
The march was scheduled for Sunday, March 7, 1965. About 600 marchers crossed the
Edmund Pettus Bridge, spanning the Alabama River. Selma's sheriff and 200 troopers and deputies,
some on horseback, were waiting on the other side. When marchers refused to turn back, the officers
attacked using tear gas, bullwhips and clubs. Seventeen marchers were hospitalized on that "Bloody
Sunday."
Television brought this event into the living rooms of a shocked nation. In the next few weeks,
thousands of people converged on Selma to aid the voter registration drive. On March 21, the Selmato-Montgomery march began again, this time with federal protection. One historian-activist has said
that this march turned out to be "the last traditional, major march of the southern movement." Five
months later, Congress passed the Voting Rights Act, the most comprehensive legislation ever to
protect every citizen's right to vote.
Text excerpts: LBJ Library and Museum. (2013). Voting rights. Retrieved from
http://www.lbjlib.utexas.edu/johnson/lbjforkids/civil_voting_timeline.shtm
Image source: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
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04/29/13
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