Wayne RESA

Unit PlannerUS History and Geography

Wayne RESA – SS / Grade 9 / Social Studies / US History and Geography / Week 29 - Week 31
RESA, MAISA MC3 Units
Unit Abstract

To better understand how international concerns were eclipsed by the Civil Rights Movement, students begin by reviewing the decision of Plessy v. Ferguson and its implication for race relations in the first half of the twentieth century. They explore the impact of World War II and the Cold War on African American consciousness by examining how the hypocrisy of fighting in the name of freedom while remaining second class citizens at home became glaringly apparent. In analyzing how this contradiction was amplified by television, students consider the American reaction to the brutality of racism that was brought into their living rooms. Next, students investigate Brown v. Board of Education and analyze how the 14th Amendment provided a legal basis and inspired other efforts towards equality. They then explore the leaders and organizations associated with the Civil Rights Movement and examine their efforts, including their method of nonviolence. Students also explore the resistance to civil rights through a case study of the desegregation of schools in Little Rock, Arkansas. In evaluating the success of protest movements, students consider the Civil Rights Act of 1964 and the Voting Rights Act of 1965 and assess the role of government in resolving disputes within the constitutional framework. The unit concludes with an examination of the ideals espoused by Dr. Martin Luther King, Jr. and their relationship to the Declaration of Independence and other historic documents. Throughout the unit, students then use their Freedom Tracking Notebook to reflect on the changing ideas of freedom and equality that confronted Americans during this period.

Unit 8: In the Midst of the Cold War – Civil Rights and Other Domestic Policies Unit Word Document w
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Stage One - Desired Results

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Standards
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Compelling Question

How effective was American society in resolving the tensions between liberty and security while pursuing the idea of freedom for all Americans?

Supporting Questions
  1. Why did the Civil Rights Movement intensify after World War II?
  2. How did individuals and groups use political, legal, and social means to strive for freedom and equality?
  3. How successful was the Civil Rights movement?
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Content (Key Concepts)

civil disobedience

civil rights

equality

federalism

idealism

individual freedom

protest movements

resistance

segregation

suffrage

Skills (Intellectual Processes)
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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence

Lesson 1: The Prologue to Brown: Life Under Plessey

Lesson 2: The Influence of World War II, Cold War, and Television

Lesson 3: Brown v. Board of Education

Lesson 4: The Civil Rights Movement: Leadership and Organizations

Lesson 5: Coming to a Boil - White Resistance

Lesson 6: Legislating Civil Rights

Lesson 7: Comparing Ideals - The Declaration of Independence and Civil Rights Movement

Instructional Organization
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Resources

Equipment/Manipulative

Chart paper

 

Computer hooked up to internet

 

Data projector

 

Markers

 

Multicolor sticky notes

 

Poster or chart paper

 

Screen

 

Student access to computers with internet access

 

Students’ Freedom Tracking Notebook

 

Student Resource

13th Amendment. U.S. Constitution. 1865. U.S. Constitution Online. 2 October 2015 http://www.usconstitution.net/const.html#Am13

 

14th Amendment. U.S. Constitution. 1868. U.S. Constitution Online. 2 October 2015 http://www.usconstitution.net/const.html#Am14

 

15th Amendment. U.S. Constitution. 1870. U.S. Constitution Online. 2 October 2015 http://www.usconstitution.net/const.html#Am15

 

24th Amendment. US. Constitution. 1964. U.S. Constitution Online. 2 October 2015 http://www.usconstitution.net/xconst_Am24.html

 

“Background. Brown vs. Board of Education.” Landmark Cases of the Supreme Court. Street Law and the Supreme Court Historical Society. 2 October 2015 http://www.streetlaw.org/en/Case.6.aspx

 

Background Essay: Little Rock Nine. Teachers' Domain: 2002-2010 WGBH Educational Foundation. PBS. 2002-2010. 2 October 2015 http://www.teachersdomain.org/resource/iml04.soc.ush.civil.lr9/

 

Background Essay: White Resistance. Teachers' Domain: 2002-2010 WGBH Educational Foundation. PBS. 2002-2010. 2 October 2015 http://www.teachersdomain.org/resource/iml04.soc.ush.civil.resist/

 

“Biography: Martin Luther King, Jr.” The Nobel Prize in Peace 1964. Nobelprize.org. 2 October 2015 http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html

 

Biography of Malcolm X. About.com. 14 March 2011

 

Book Review of Cold War Civil Rights: Race and the Image of American Democracy, by Mary L. Dudziak. Law and History Review. Vol. 20, No. 1. 2002. 2 October 2015 http://www.historycooperative.org/journals/lhr/20.1/br_19.html

 

Brown v. Board of Education, 347 U.S. 483 (1954). Find Law. 2 October 2015

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=347&invol=483

 

Civil Rights Act of 1964. Our Documents. National History Day, National Archives and Records Administration. 2 October 2015 http://www.ourdocuments.gov/doc.php?flash=true&doc=97

 

Civil Rights During World War II. Political Science Department, Providence College. 14 March 2011

 

Civil Rights: The Little Rock School Integration Crisis Documents. Eisenhower Presidential Library and Museum. 14 March 2011

 

“Continuity and Change.” Benchmarks of Historical Thinking. Centre for the Study of Historical Consciousness. Canada. 2 October 2015 http://www.histori.ca/benchmarks/concept/continuity-and-change

 

“Declaration of Independence.” The Avalon Project. Yale Law School. 2 October 2015 http://avalon.law.yale.edu/18th_century/declare.asp

 

Dudziak, Mary L. Cold War Civil Rights: Race and the Image of American Democracy, Princeton: Princeton University Press, 2000.

 

“Eckford Central High in 1957 'was not ... a normal environment'” Transcript. CNN Law Center. 17 May 2004. 2 October 2015 http://www.cnn.com/2004/LAW/05/17/eckford.transcript/index.html

 

“Ernest Green’s Memories of Little Rock.” Little Rock Central High. The 1957-1958 School Year. 14 March 2011

 

Evaluating the Reliability of Sources. Consider the Source. 14 March 2011

 

Everet, Anna. The Civil Rights Movement and Television. The Museum of Broadcast Communication. Chicago, IL. 2010. 2 October 2015 http://www.museum.tv/archives/etv/C/htmlC/civilrights/civilrights.htm

 

“Examples of Jim Crow Laws.’’ Race, Racism, and the Law. University of Dayton. 1993. 14 March 2011

 

“Fannie Lou Hamer.” Six Years of the Student NonViolence Coordinating Committee. 2 October 2015 http://www.ibiblio.org/sncc/hamer.html

 

“Fannie Lou Hamer.” Women of the Hall. National Women’s Hall of Fame. 2 October 2015

http://www.greatwomen.org/women.php?action=viewone&id=72

 

The Gettysburg Address. The Avalon Project. Yale Law School. 2 October 2015 http://avalon.law.yale.edu/19th_century/gettyb.asp

 

The History of CORE. Congress of Racial Equality. 14 March 2011

 

Introduction to Federal Voting Rights Law. U.S. Dept. of Justice, Civil Rights Division. 19 June 2009. 2 October 2015 http://www.justice.gov/crt/about/vot/intro/intro.php

 

“I Have A Dream.” American Rhetoric. 2 October 2015 http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

 

“The Impact of the Case: Separate But Equal.” Landmark Cases of the U.S. Supreme Court. Street Law and the Supreme Court Historical Society. 2010. 2 October 2015 http://www.streetlaw.org//en/Page.Landmark.Plessy.activities.impact.aspx

 

Julian Bond. NAACP Bold Dreams Big Victories. The People. NAACP. 14 March 2011

 

Kaufman, Michael. “Stokely Carmichael, Rights Leader Who Coined 'Black Power,' Dies at 57” The New York Times. 2 October 2015 http://www.interchange.org/Kwameture/nytimes111698.html

 

King, Jr., Martin Luther. “Letter from Birmingham Jail.” April 16, 1963
Birmingham, Alabama. 2 October 2015 http://coursesa.matrix.msu.edu/~hst306/documents/letter.html

 

March on Washington Speech: I Have a Dream. The Avalon Project. Yale Law School. 2 October 2015 http://avalon.law.yale.edu/20th_century/mlk01.asp

 

Modern History Sourcebook: The Declaration of Sentiments, Seneca Falls Conference, 1848. 2 October 2015 http://www.fordham.edu/halsall/mod/senecafalls.html

 

NAACP. Black History. Africana Online. 14 March 2011

 

NAACP History: Medgar Evers. NAACP. 2 October 2015 http://www.naacp.org/pages/naacp-history-medgar-evers

 

Norman Rockwell painting, 1964. Detroit Institute of Arts. 2 October 2015 http://detroit.about.com/od/museums/ss/Norman_Rockwell_3.htm

 

Rosa Louise Parks Biography. Rosa and Raymond Parks Institute for Self-Development. 2 October 2015 http://www.rosaparks.org/index.php?option=com_content&view=article&id=118&Itemid=60

 

Segregation at All Costs: Bull Connor and the Civil Rights Movement. YouTube. 2 October 2015 http://www.youtube.com/watch?v=j9kT1yO4MGg

 

SNCC: Six Years of the Student Nonviolent Coordinating Committee. 2 October 2015 http://www.ibiblio.org/sncc/

 

Southern School Desegregation. Eyes on the Prize. American Experience. PBS. 2 October 2015 http://www.pbs.org/wgbh/amex/eyesontheprize/story/03_schools.html

 

“Study : White and black children biased toward lighter skin.” CNN.com. 14 May 2010. 2 October 2015 http://www.cnn.com/2010/US/05/13/doll.study/index.html

 

Teacher’s Domain: White Resistance. WGBH Educational Foundation/PBS. 2 October 2015 http://www.teachersdomain.org/resource/iml04.soc.ush.civil.resist/

 

Thurgood Marshall. 2 October 2015 http://www.thurgoodmarshall.com/home.htm

 

“Timeline of Events Leading to the Brown v. Board of Education Decision, 1954.” The National Archives. 2 October 2015 http://www.archives.gov/education/lessons/brown-v-board/timeline.html

 

Voting Rights Act, 1965. Our Documents. National History Day, National Archives and Records Administration. 2 October 2015 http://www.ourdocuments.gov/doc.php?flash=true&doc=100

 

“What was Jim Crow?” Jim Crow. Ferris State University. 2 October 2015 http://www.ferris.edu/jimcrow/what.htm

 

*"The Freedom Rides." Eyes on the Prize: America's Civil Rights Movement 1954-1985. 1961. American Experience. PBS. 2 October 2015 http://www.pbs.org/wgbh/amex/eyesontheprize/story/05_riders.html

 

*Kennedy, John F. "Inaugural Address of John F. Kennedy." The Avalon Project at Yale Law School. 20 Jan. 1961. Yale Law School. 2 October 2015 http://avalon.law.yale.edu/20th_century/kennedy.asp

 

*Kennedy, John F. "Radio and Television Report to the American People on Civil Rights." John F. Kennedy Presidential Library and Museum. 11 June 1963. 14 March 2011

 

“Brown v. Board of Education.” Landmark Cases of the Supreme Court. Street Law and the US Supreme Court Historical Society. 2 October 2015

http://www.landmarkcases.org

 

*Lewis, John. "Patience is a Dirty and Nasty Word." Eyes on the Prize: America's Civil Rights Movement 1954-1985. 28 Aug. 1963. American Experience. PBS. 2 October 2015 http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_washington.html

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

“Reconstrution.” Unit 7, 8th Grade, Michigan Citizenship Collaborative Curriculum. 2 October 2015

http://www.micitizenshipcurriculum.org

 

*"Project C’ in Birmingham." Eyes on the Prize: America's Civil Rights Movement 1954-1985. 1963. PBS. 2 October http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html

 

Television News of the Civil Rights Era 1950-1970. Virginia Center for Digital History. University of Virginia. 2005. 2 October 2015 http://www2.vcdh.virginia.edu/civilrightstv/

 

Resources for Further Professional Knowledge

“An African American Soldier Notes the “Strange Paradox of the War, 1944,” from Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History, vol. 2 (Boston: Houghton Mifflin Co., 2007), 234-5.

 

Binder, Frederick M. and David M. Reimers. The Way We Lived: Essays and Documents in American Social History. Vol. II, 6th ed. New York: Houghton Mifflin Company, 2008.

 

Biondi, Martha. To Stand and Fight: The Struggle for Civil Rights in Postwar New York. Cambridge: Harvard University Press, 2003.

 

Boyle, Kevin . Arc of Justice. New York: Henry Holt and Co. 2004.

 

Brokaw, Tom. Boom! Voices of the Sixties: Personal Reflections on the ‘60s and Today. New York: Random House, 2007.

 

Chafe, William H. America Since World War II: The Unfinished Journey. New York: Oxford University Press, 2003.

Chudacoff, Howard P. ed. Major Problems in American Urban History: Documents and Essays. Florence, KY: Cengage Learning, 2004.

Cohen, Lizabeth. A Consumers’ Republic: The Politics of Mass Consumption in Postwar America. New York: Random House, 2004.

 

Dudziak, Mary L. Cold War Civil Rights: Race and the Image of American Democracy. Princeton: Princeton University Press, 2000.

 

Farber, David and Eric Foner, ed. The Age of Great Dreams: America in the 1960s. New York: Hill and Wang, 1994.

 

Foner, Eric. The Story of American Freedom. New York: Norton and Company, 1998.

 

LaFeber, Walter. The American Age: U.S. Foreign Policy at Home and Abroad, 1750 to Present. 2nd ed. New York: W. W. Norton and Company, 1994.

 

Lassiter, Matthew D. The Sunbelt Majority: Suburban Politics in the Sunbelt South. Princeton: Princeton University Press, 2006.

 

"March from Selma to Montgomery, Alabama." Eyes on the Prize: America's Civil Rights Movement 1954-1985. 1965. PBS. 2 October 2015 http://www.pbs.org/wgbh/amex/eyesontheprize/story/10_march.html

 

The Martin Luther King, Jr., Research and Education Institute. Stanford University. 2 October 2015 http://mlk-kpp01.stanford.edu/

 

O’Neill, William L. Coming Apart: An Informal History of the 1960s.Chicago: Quadrangle Books, 2005.

 

Round Table “Brown v. Board of Education, Fifty Years After,” Journal of American History 91:1 (June 2004), 19-25, 32-42, 43-55, 83-91.

 

Sitkoff, Harvard. "The Precoditions of Racial Change." Vol. II. Major Problems in American History. Eds. Elizabeth Cobbs Hoffman and Jon Gjerde. 2nd ed. New York: Houghton Mifflin Company, 2002. 358-364.

 

Torres, Sasha. Black, White, and in Color: Television and Black Civil Rights Princeton University Press. 2 October 2015 http://press.princeton.edu/titles/7548.html

 

Unger, Irwin and Debi Unger. The Times Were a Changin’: The Sixties Reader. New York: Three Rivers Press, 1998.

 

* Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

 

Instructional Organization
Supplemental Materials
Unit Word Document w/ Assessments & Resources
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Expectations/Standards
MI: English Language Arts 6-12
MI: Grades 9-10
Reading: Informational Text
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.9-10.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12
MI: Grades 9-10
Reading: History/Social Studies
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
6. Assess how point of view or purpose shapes the content and style of a text.
RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Writing
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9-10.2a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST.9-10.2c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST.9-10.2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
WHST.9-10.2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.9-10.2f. 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).
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
MI: Social Studies (2007)
High School
Civics & Government
C1 Conceptual Foundations of Civic and Political Life
1.1 Nature of Civic Life, Politics, and Government Explain the meaning of civic life, politics, and government through the investigation of such questions as: What is civic life? What are politics? What is government? What are the purposes of politics and government?
1.1.3 Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general welfare, resolve conflicts, promote equality, and establish justice for all).
C2 Origins and Foundations of Government of the United States of America
2.1 Origins of American Constitutional Government (Note: Much of this content should have been an essential feature of students’ 5th and 8th grade coursework. High School U.S. History and Geography teachers, however, revisit this in USHG Foundational Expectations 1.1, 1.2, and 2.1.) Explain the fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the fundamental principles of American constitutional government?
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?
2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged.
2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).
4 System of Law and Laws
Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system?
3.4.3 Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation).
6.2 Participating in Civic Life
Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life?
6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy.
6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
8.3 Civil Rights in the Post-WWII Era
Examine and analyze the Civil Rights Movement using key events, people, and organizations.
8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including
• the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
• Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
• protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
• resistance to Civil Rights
8.3.2 Ideals of the Civil Rights Movement – Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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