Sarah A. Huett U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett Subject/Course: U.S. History
Grade(s): Grade 11 Time frame: 45 minutes
T.I.S.D.
Lesson Plan Number: 93
Topic/Process: The New Deal and Civil Rights
Textbook: The Americans: Reconstruction to the Present, McDougall Littell
Ch 15, sec 3, pgs 504-509
Texas Essential Knowledge and Skills (TEKS): US7 A-B & D, US18 B, US21 A & C-
D
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
(D) identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.
(18) Citizenship. The student understands efforts to expand the democratic process.
The student is expected to:
(B) evaluate various means of achieving equality of political rights, including the
19th, 24th, and 26th amendments; and
(21) Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:
(A) explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;
(C) analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity; and
(D) identify the political, social, and economic contributions of women to
American society.

Sarah A. Huett U.S. History Lesson Plan
TAKS: US7 A-B, US18 B, US21 A & D
T.I.S.D.
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
(18) Citizenship. The student understands efforts to expand the democratic process.
The student is expected to:
(B) evaluate various means of achieving equality of political rights, including the
19th, 24th, and 26th amendments; and
(21) Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:
(A) explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;
(D) identify the political, social, and economic contributions of women to
American society.
Concepts
Conflict
Role
Equality
Enduring Understandings/Generalizations/Principles
The student will understand that
Cultural diversity can lead to conflict. Differences between people can create conflict. Social, economic and political oppression can lead to conflict.
Culture often affects the roles people play in society. Roles in society change over time.
Desire for equality may lead to conflict and change. True equality often does not exist.
Sequence of Activities (Instructional Strategies):
1. Activity: Have students create a web diagram that shows how New Deal policies and actions affected the following groups: women, African-Americans,
Mexican-Americans, Native Americans, union members and urban Americans.
2. Class Discussion: Discuss with students the effects that they noted in their diagram.
Which group was helped the most? Why? Which group was helped the least?
Why? What gains were made by each group? What problems were left unsolved?

Sarah A. Huett U.S. History Lesson Plan T.I.S.D.
3. Reading Activity: Have students read a brief biography of one of the following people (allow them to choose): Frances Perkins or Mary
McLeod Bethune and answer accompanying questions.
Questions to Consider in Lesson:
1) Did the Roosevelt administration successfully address civil rights? Explain.
2) How did New Deal policies affect women and minorities?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Web Diagram
Biography Questions
Prerequisite Skills:
1. Discussion Skills
2. Graphic Organizer Creation Skills
Key Vocabulary:
Frances Perkins, Mary McLeod Bethune, New Deal Coalition, CIO, Cesar Chavez
Materials/Resources Needed:
Paper, pens, copies of biographies
Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.
Differentiated Instruction:
Have students write an editorial on FDR’s civil rights beliefs and policies. Was he right or wrong? Explain.
Teacher Notes:

Sarah A. Huett
Sample Test Questions:
U.S. History Lesson Plan T.I.S.D.
1. The American public perceived many characteristics in President Roosevelt, but
_______ was probably not one of them.
A. compassion
B. determination
C. self-confidence
D. economic conservatism
2. ________ help organize the “Black Cabinet,” a group of influential African Americans who advised the Roosevelt administration on racial issues.
A. Dorothea Lange
B. Mary McLeod Bethune
C. Frances Perkins
D. Eleanor Roosevelt
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-
T Regents’ Initiative.