Unit Design
For
The Civil Rights Movement
Developed by
Jonathan Pete
Pontiac Academy for Excellence
1
Understanding by Design
Unit Design Worksheet
Unit Title: The Civil Rights Movement
Topic: Civil Rights
Subject/Course: Honors US History
Grade: 10
Staff Name: Jonathan Pete
Stage 1 - Desired Results
Established Goals:
Content Goals:
1. 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
2. 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.
3. 8.3.5 Tensions and Reactions to Poverty and Civil Rights – Analyze the causes and consequences of the civil
unrest that occurred in American cities by comparing the civil unrest in Detroit with at least one other American city
(e.g., Los Angeles, Cleveland, Chicago, Atlanta, Newark).
Literacy Goals (CCSS):
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.
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.
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.
RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
WHST 9-10.1 Write arguments focused on discipline-specific content.
WHST9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
WHST 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
WHST9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
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Understandings:
Students will understand that
Essential Questions:
1. How do government, groups, and individuals
handle controversial issues?
1. that the Civil Rights movement was a
culmination of many events between
government, groups, and individuals.
2. What are common themes among popular
historical documents and speeches?
2. that the common theme among these
documents is that universal rights are a social
issue that continues to be debated and
examined.
3. Did the Civil Rights movement ease racial
tensions/divides?
3. that while the Civil Rights helped to progress
the rights of minorities, specifically African
Americans, it also escalated racial tensions in
some areas of the country.
Students will know
Students will be able to
1. that the Civil Rights movement was a
culmination of many events between
government, groups, and individuals.
1. Analyze and evaluate the situations, events,
and choices that occurred between
government, groups, and individuals.
2. that the common theme among these
documents is that universal rights are a social
issue that continues to be debated and
examined.
2. Compare and contrast multiple primary and
secondary sources to find a universal theme
among documents related to civil rights.
3. Analyze legislation passed during the civil
rights era and evaluate its effectiveness on
different areas of the country.
3. that while the Civil Rights helped to progress
the rights of minorities, specifically African
Americans, it also escalated racial tensions in
some areas of the country.
Unit Enduring Understanding:
Unit Question:
Students will understand that the success of the Civil
Rights movement is the result of the combined efforts
of those willing to engage in civil discourse and
discussion.
How have the actions of Civil Rights movement
affected your everyday life?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal: To write a reflective paper about how the Civil Rights movement has affected you as a person.
Role: Historian/journalist.
Audience: Those who would be reading the magazine.
Situation: You have been asked to write for a magazine about the topic.
Product: An article that could be published and that would inform people about how the Civil Rights
Movement affected your life and theirs.
Standards: Rubric that calls for students to create a paper that illustrates knowledge of content as well as
application, evaluation, inference, and various writing skills.
3
Key Criteria:
IDEAS x2
 Controlling idea
 Supporting ideas
 Use of details
 Awareness of
purpose
 Sense of completeness
ORGANIZATION x1
 Introduction/body/
conclusion
 Sequence of ideas
 Grouping of ideas
 Effective transitions
 Awareness of
purpose
STYLE x1
 Sentence variety
 Word choice
 Audience awareness
 Personal voice
CONVENTIONS x1
 Sentence formation
 Subject-verb
agreement
 Standard word forms
 Punctuation, spelling,
and capitalization
5
4
3
2
1
The essay is
fully focused
and contains a
wealth of ideas
and examples.
The writer uses
rhetorical
strategies and
addresses
counterarguments.
The essay is
consistently
focused and
contains ample
ideas and
examples. The
writer may
employ
rhetorical
strategies or
address
counterarguments.
The
organization is
appropriate and
the sequencing
of ideas is
logical. Varied
transitions are
used.
The essay is
sufficiently
focused and
contains some
ideas and
examples. The
response is
generally
appropriate to
the persuasive
purpose.
The essay is
minimally
focused. The
provided
examples are
vague or
general and the
response
demonstrates
minimal
awareness.
The essay
shows little or
no focus and
the ideas are
unclear,
irrelevant, or
repetitive. The
response is
incomplete or
too brief.
The
organization is
generally
appropriate and
the ideas are
clearly
sequenced, but
may be
repetitive.
Transitions are
used
The
organization is
formulaic or
inappropriate.
The response
may lack a
clear
introduction or
conclusion.
Transitions are
rare.
The essay
shows little
evidence of
organization or
sequencing.
Transitions are
not used. The
response is
incomplete or
too brief.
The language
and tone of the
essay enhance
the persuasive
purpose. Word
choice is
appropriate.
Sentences are
varied.
The language
and tone are
appropriate.
Word choice is
adequate, but
may be simple
or ordinary.
Some sentence
variety is
evident.
The language
and tone are
inappropriate.
Word choice is
incorrect or
confusing. The
response is
incomplete or
too brief.
The writer
demonstrates
knowledge of
the
conventions of
written
English.
Errors are
minor and do
not interfere
with meaning.
The writer
demonstrates
sufficient
control of the
conventions of
written
English.
Errors may
interfere with
meaning, but
are not
distracting.
The language
and tone are
uneven. Word
choice is
simple,
ordinary, or
repetitive.
There is
minimal
variation in
sentence length
and structure.
The writer
demonstrates
minimal
control of the
conventions of
written
English.
Errors are
frequent and
interfere with
meaning.
The
organization of
ideas supports
the writer’s
focus. Ideas
are grouped in
a logical
manner.
Effective and
varied
transitions are
used.
The writer
utilizes
carefully
crafted phrases
to create a
sustained tone
and an
authoritative
voice. Word
choice reflects
an advanced
vocabulary.
The writer
demonstrates
full command
of the
conventions of
written English
language. No
errors are
evident.
TOTAL POINTS = ___________
21 - 25 = A
16 - 20 = B
11 - 15 = C
10 - 0 = F
4
The writer
lacks
understanding
of the
conventions of
written
English.
Errors are
pervasive. The
response is
incomplete or
too brief.
Points
Earned
Level 2 Grading Rubric
Civil Rights Timeline Project
Category
1-2
3-4
5-6
Addresses Key
Issues
(Group Level)
Double Points
The website has little to no
relevant information that
could help someone better
understand the Civil Rights
Era. Less than 10 events
may have been done.
The website acknowledges
some key points of
information, but does not
really go into much depth.
The website goes into
substantial depth that
conveys mastery of the
subject and will allow the
visitor to gain a real
understanding of the
movement.
Multimedia and
Design
(Group Level)
Uses little to no multimedia
(less than 4). Design is very
basic
Uses a fair (4) amount of
multimedia and the design is
adequate. A few glitches and
breaks in media.
Great use of quality
multimedia and interactive
material. Design is well
thought out and there are no
glitches or breaks.
Participation
(Individual Level)
Student had little to no
participation in creating the
website.
Student participated in a fair
amount in the website, but
had times of being redirected
or off task.
Student was one of the group
leaders and was consistently
engaged and worked hard.
Grammar and
Spelling
(Individual Level)
Student had many mistakes
that take away from the
material and show little care
in making the project.
Student had a few mistakes,
but most of the project was
done with care.
Student created a great
project that had little to no
mistakes.
Other Evidence:
Before
During
After
KWL
Graphic organizer
End of unit test/quiz
Concentric circle (govt role)
Journal
Pre-test
Summaries (DBQ/Document
Based Questions from
www.betterlesson.com)
Essay writing: Students must
write about how the Civil Rights
era has affected their lives and
changed America.
Journaling
Think-pair-share
Vocabulary
Word Map (equality)
Gallery walk of pictures (record
thoughts/impressions of primary
pictures from era)
Questioning
Think/pair/share
Sketch/Role Play (Rosa Parks)
Socratic Circle (Who would you
follow, MLK or Malcolm X?)
Students sit in circle and discuss
question. Only 4-6 talk in middle
others watch. Have students
switch between inner circle and
outer circle.
5
Documentary viewing (Century
video w/ Pete Jennings)
Primary source reading
Web quest (www.zunal.com)
Interview family member
Create a PSA about racism and its
effects (use audacity program).
Research project: Create an
interactive timeline online. Create
a timeline and on certain events of
the students choosing, they must
create an interactive experience
that will allow the user to go more
in depth on the subjects of their
choosing. Minimum 5 events in
depth and 15 events overall. Done
in group of 3-4 (Have students
design on (www.weebly.com)
Writing prompt for essay (How
are the themes of the DOI, Seneca
Falls Resolution, Gettysburg
Address, and MLK’s “I Have a
Dream” speech relevant to today’s
issues? How have their ideas
affected you today?)
Describe the assessment/s and state the prompt if
applicable.
xF xS
What type of scoring tools will be used for evaluation?
□ Analytic rubric
□ Holistic rubric
x Criterion rubric
x Checklist
x Answer Key
□ Other
Student Self-Assessment and Reflection:
Students will keep a log daily that they will record thoughts and emotions in. This log will be used to write a
reflective piece at the end of the unit. This reflection will assist them in writing about what they have learned
at the end of the unit.
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Stage 3 - Learning Plan
Differentiated Instruction:
Level C: Complete #1 and #2, than choose 3 more of the following activities for a total of 45 pts (65% of
grade)
1. Guided reading packet 10 pts
2. Students will do vocabulary for the unit 10 pts
3. Word map for equality 5 pts
(http://www.readwritethink.org/files/resources/lesson_images/lesson307/wordmap.pdf)
4. Write a one page biography of Civil Rights leader 10 pts
5. Take Cornell notes on the chapter from the book 20 pts
6. Do a web quest about the civil rights 10 pts (www.zunal.com)
7. Complete DBQ’s about the civil rights 5 pts a piece (www.betterlesson.com)
8. Create a political cartoon about an issue from the Civil Rights Era 5 pts (www.quickcomic.com)
9. Diary Entry from perspective of someone (white or black) from Little Rock nine 5 pts
Level B: Complete #1 and one other assignment of the following successfully for a total of 30 pts (15% of
grade)
1. Write a paper about how the themes of the DOI, Seneca Falls Resolution, Gettysburg Address, and
MLK are “I Have a Dream” speech relevant to today’s issues? How have their ideas affected you
today? 15 pts
2. Create and record or act out a PSA about racism and how it affects people. Groups of 2-4 for 15 pts
3. Interview a member of your family or a family friend that was alive during the Civil Rights Era. After
the interview, review answers and write 1 page about the interview and what you learned. 15 pts
4. Reenact a sit in and record it. Small group of 3-5 and the video must be at least 4-5 minutes of showing
how people carried out sit ins and how people may have responded. 15 pts
5. Research project: Create an interactive timeline website. Create a timeline and on certain events of the
students choosing, they must create an interactive experience that will allow the user to go more in
depth on the subjects of their choosing. Minimum 5 events in depth and 15 events overall. Done in
group of 3-4 for 15 pts.
Level A: Complete All – GRASP, Unit Test, paper –45 pts (20% of grade)
1. Unit Test 25 pts
2. Students will write a paper allowing them to reflect on what they have learned. This will be written for
a magazine that will publish your article that answers the questions of, “How has your life been affected
by the civil rights movement?” 25 pts
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Stage 3 - Learning Plan
Learning Activities:
Where/Why/What – Where are we going? Students will have a cover sheet for the unit and will be made aware
of the expectations for the unit. Students will also be exposed to the final project and other assessment pieces
for the unit.
Why? Students will be able to understand that change is in society is done over time with people willing to
engage in peaceful protest and conversation.
What? Students will have a complete understanding of what transpired during the Civil Rights Era and that it
was a culmination of the efforts of many people. Students will also understand that we continue to face Civil
Rights issues today and that those affect their lives.
Hook/Hold – I will hook the student’s attention by demonstrating the Jim Crow laws by segregating the
classroom based off race/gender/color of clothing, etc. I will give those that meet the criteria a treat or
something tangible that will make others feel slighted. Once students express unfairness of experience I will
explain that they don’t meet the criteria and so they don’t get the same rights. If they want to pass a quiz
showing they are equal they can try, but I will stack it so that they cannot, like literacy tests and poll taxes of
Jim Crow era. I will continue to hold student interest by changing the criteria for rewards or treatment. Also,
students will be shown primary sources of the injustices that people faced during the era, having students
journal their thoughts and emotions.
Equip – Students will be equipped to succeed in this unit by giving them various prior knowledge concepts
(slave trade, civil war, treatment of African Americans during WWI and WWII) and by being consistent in
questioning students’ knowledge through use of formative assessments to make sure students are progressing.
Rethink/Revise - Students will be able to rethink and revise their work using journaling, think-pair-shares,
daily work, and essay writing towards the end of the unit.
Evaluate - Students will self-evaluate through the use of their journals, peer editing, class discussion, and
reflection writing at the end of the unit.
Tailor - Learning will be tailored by using differentiated instruction using various activities and teaching styles
and modified for all IEP/ESL students including accommodations to provide extended time and group work
when possible.
Organize - The unit will be organized so that students have choice and can take control of their own learning
by choosing assignments that fit their learning style. Student choice will be done by using layered curriculum
and the organization will be laid out for them in a format so that they can monitor and track their own progress.
Essential Vocabulary
13th Amendment – Officially abolished slavery in the US. Important because a new era in US history.
14th Amendment – Requires states to give all citizens due process to EVERYONE. Important because the
states must protect rights of the citizens.
8
Essential Vocabulary
15th Amendment – Gives ALL citizens the right to vote (except women) Important because it gave African
Americans the legal right to vote, despite southern restrictions.
Black Panthers – The Black Panther Party or BPP (originally the Black Panther Party for Self-Defense) was a
black revolutionary socialist organization active in the United States from 1966 until 1982. The Black Panther
Party achieved national and international notoriety through its involvement in the Black Power movement
and U.S. politics of the 1960s and 1970s.
Brown v. Board of Education – A landmark supreme court case that declared segregation in public schools
unconstitutional. Overturned the 1896 Plessy decision.
Civil Disobedience – A group’s refusal to obey a law because they believe the law is immoral (as in protest
against discrimination); African Americans used this kind of direct action to force a change to the laws.
Civil Rights Act – Of 1964. A landmark piece of civil rights legislation in the United States that outlawed
major forms of discrimination against racial, ethnic, national and religious minorities, and women.
Emmett Till – 1955 a 14 year old black boy said “Bye, Baby” to a white woman in Mississippi. In response, he
was brutally murdered.
Equality – The state of being equal, esp. in status, rights, and opportunities.
Integration – The intermixing of people or groups previously segregated.
Jim Crow – The systematic practice of discriminating against and segregating Black people in the south.
Little Rock Crisis – The students were initially prevented from entering the racially segregated school by
Arkansas Governor Orval Faubus.
Lynching – Murdering a person without due process. 3445 African Americans were lynched since 1882, when
records started being kept. It was a public affair, handled by a mob of people.
Malcolm X – An African-American Muslim minister and a human rights activist. To his admirers he was a
courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its
crimes against black Americans; detractors accused him of preaching racism and violence.
Martin Luther King Jr. – An American pastor, activist, humanitarian, and leader in the African-American
Civil Rights Movement. He is best known for his role in the advancement of civil rights using nonviolent civil
disobedience based on his Christian beliefs.
Montgomery Bus Boycott – NAACP organized overnight. It started the following Monday where all blacks
refused to ride the buses. This act was to try to end segregation on buses.
Nonviolent Resistance – The practice of achieving political goals through symbolic protests, civil disobedience,
and other methods, and without using violence, primary strategy in the civil rights movement.
Plessy v. Ferguson – Homer Plessy sat in the white section of the railroad car to confront segregation laws.
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Essential Vocabulary
Racism – The prejudice that members of one race are superior to members of other races.
Segregation – To separate, to keep races or ethnic groups apart.
Sit-in – A form of civil disobedience that involves one or more persons nonviolently occupying an area to
promote political or social change; primary action used in the civil rights movement.
Supreme Court – The branch of the US govt. that interprets the laws. This branch played a major role in
bringing about changing laws that resulted in the change of the altering of American society
Voting Rights Act – Of 1965. A landmark piece of national legislation in the United States that outlawed
discriminatory voting practices that had been responsible for the widespread disenfranchisement of African
Americans in the U.S
Wage Gap – The difference in rates of pay between two different groups of people.
Sequencing the Learning
Monday
Tuesday
Wednesday
Thursday
Friday
KWL Civil Rights
movement
Time for
vocabulary
Vocabulary
Quick Write
(Summarize Little
Rock situation)
Think-pair-share
review
Word map for
equality
Intro to Civil Rights
(Jim Crow sim)
Concentric circle
(on role of govt.)
Students introduced
to coversheet and
expectations
Lecture on
beginning of Civil
Rights (students
take notes)
Gallery walk
(Brown v. Board,
Little Rock Nine,
and Integration)
Level C Activity
Class Discussion
(Formative)
Vocabulary will be
distributed
Journal quick write
(How did you feel
during the Jim Crow
simulation?)
Exit journal
Level C Activity
Exit journal
Mini-lecture on
Montgomery Bus
Boycott and MLK
Jr.
Think-pair-share
(What do you think
should be
boycotted today?
What lessons from
Montgomery could
you apply to your
boycott?)
Century video on
Civil Rights for 25
minutes
Level C activity
Level B Activity
Level C
Monday
Tuesday
Wednesday
Thursday
Friday
Class pepper review
(formative)
Quick Write (What
common themes
are in American
Vocab quiz
Level B work time
Review race riots
Share journal
entries
Mini-lecture on
10
Sequencing the Learning
Primary source work
(Jigsaw DOI, Seneca
Falls, Gettysburg
Address) Each
group will write
main points/ideas on
butcher paper
documents we have
looked at? How
are these themes
shown in our
society? Extension
of previous day)
Level B work time
for PSA, paper, and
interview
Share out
Socratic Circle
(“Who would you
follow, Malcolm X
or MLK Jr?”)
Quick notes on
Malcolm X
resistance to Civil
Rights
Quick write (Why
did some people
not want change?
How did the govt.
play a role in
forcing change?)
In class time for
level b
Peer edit with a
partner before you
leave
Class will listen to “I
have a dream”
speech.
(Graphic organizer
filling out by
students)
Century video 20
minutes
Discuss similarities
Level C
Exit journal (How
have these
documents shaped
your life? What is
the common theme
among them?)
Level B
Monday
Tuesday
Wednesday
Thursday
Friday
Level B work due
Presentations if
needed
Review for test
using review game
Unit test
Pass back tests
Go over them
Finish outline
Guided Reading
check in
Race riots gallery
walk
Exit
Pass out rubric for
writing portion
Start outline for
level C paper
Class brainstorm
(How you life is
affected by the
Civil Rights?)
Peer edit outline
(Use clock buddy)
Complete opening
for paper
Continue outline
Monday
Tuesday
Wednesday
Thursday
Friday
Level C Body
paragraph work
Level C body
paragraph work
Level C Finish
Conclusion
Level C type time
Level C
Type and turn in
paper
Teacher check in
Start Conclusion
Peer Edit
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