US HISTORY
Unit 8, Week 2
Homework
• Monday, 3/3
• Decide on your 1st and 2nd choices for project topics
• Read p.571-572 and explain key terms and how they impacted the
civil rights movement: Jackie Robinson, CORE, Thurgood
Marshall, NAACP, Executive Order 9981
• Tuesday, 3/4
• Study vocab and key terms for card quiz
• Read and Cornell Notes on p.578-579
• Block Day, 3/5-3/6
• Finish timeline from class
• Friday, 3/7
• Work on your lesson plan
Agenda for Monday, 3/3
• HOT ROC
• The role of the courts
• Introduce the unit project and essay
• Use your textbook to help you decide on a topic
• HW: Read p.571-572 and get down what each key term
means and how it influenced the Af-Am civil rights
movement:
• Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive
Order 9981
What role did the courts play in early civil rights gains?
• Use p.573-575 to answer:
1.
2.
3.
4.
5.
Explain how class-action lawsuits helped civil rights.
What aspects of segregation did the courts address?
What was decided in Brown vs. Board of Education?
What was the Warren Court’s role in desegregation?
Why was the instruction to desegregate with “deliberate
speed” a problem?
Civil Rights Project
• Signups for topics will be posted on my door tomorrow
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morning (7:30 am)
You’ll be given individual grades
You are responsible for making sure the class
understands your content for the unit essay and test.
Lessons must be set-up beforehand: during brunch,
lunch, before school, etc.
Lessons will continue as scheduled even if members of
the group are absent.
Civil Rights Project
• Use Ch. 46-47 to learn each ethnic
group and decide on your topic.
Agenda, Tuesday, 3/5
• HOT ROC: Finish with sign ups
• Computer lab-– get key information, cite resources you
will use (each student needs to have the lesson
template and cite their groups’ sources)
• HW: Study vocab and key terms for a card quiz
Agenda, Block Day, 3/5-3/6
• HOT ROC: Vocab and key terms card quiz
• How does living in segregation affect people?
-PBS video
-Anagram activity
-Timeline/episodic notes
• HW: Finish timeline from class
A Class Divided
• Part 1: Start at 2:45
• http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr
ol02s42cq66&continuous=1
• Part 2
• http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr
ol02s42dq66&continuous=1
A Class Divided: Processing
• What message(s) were presented in the
video?
• How does it relate to the Civil Rights
Movement?
Activity: anagrams
Social-Cognitive Perspective
 Learned Helplessness
 the hopelessness and passive resignation an
animal or human learns when unable to
avoid repeated aversive events
 What happened as some peers had
answers much sooner than others?
Turn to someone
• Why did that make a difference at the 3rd question (same
anagram)?
• How does “learned helplessness” apply to other social
situations?
Learned Helplessness
When unable to avoid repeated adverse events an
animal or human learns helplessness.
• How might learned helplessness apply to abusive
relationships?
• How might learned helplessness
apply to racism/civil rights?
Civil Rights timeline
• Using chapter 45, complete a timeline
of key events in the African-American
civil rights movement.
• Option: the timeline can use color
codes and symbols (drawings) instead
of writing
Chapter 45: Fight for Equality Timeline
• Directions: Make a timeline for the list of events that includes the following
things:
• Name and date of the event
• Goal & result of the event
• Which civil rights groups were involved
• What resistance did they face (e.g., reactions from angry whites)
• List of events:
• Brown vs. Board of Education, p.574
• Montgomery Bus Boycott, p.578
• Little Rock Nine, p.580
• Lunch counter sit-ins, p.582
• Freedom Rides, p.583
• Birmingham Campaign, p.584
• March on Washington, p.586
• Freedom Summer, p.588
• Challenge question: If the Federal government helped out in an event, which
branch of the government was involved?
Government involvement**
• Other important actions taken by the Federal Government:
• Executive Order 9981 – President Truman desegregates the
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military, p. 572
Civil Rights Act of 1964 – Legislative Branch makes racial
discrimination and segregation illegal in politics, public
accommodations, schools, and workplace.
24th Amendment – Makes it illegal to require poll taxes to vote
Voting Rights Act of 1965 – Makes it illegal to require passing a
literacy test to vote and says that the Federal Government will
supervise elections.
Loving v. Virginia, 1967 – Supreme Court rules that interracial
marriage is legal
Agenda, Friday, 3/7
• HOT ROC
• Moving towards radicalism
• Project work time
• HW: Work on your civil rights lesson
HOT ROC
Actions done by the Federal
government
Actions done by the people
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Why did some people abandon civil
disobedience and adopt radicalism?
• Read p. 591
• Discuss with a partner:
• Why did Stokely Carmichael become
more radical?
• Where do you fall on the issue? Do you
agree with Carmichael or MLK Jr. (and
Gandhi)?
Project Work Time
1. Share information with your group
2. Brainstorm (individually for more
ideas), compare, decide and create a
rough draft of your lesson plan.