Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
Prior Knowledge
 Discrimination against African Americans throughout US History
 Roles of the executive, legislative, and judicial branches
Knowledge and Skills
SC Indicator: Analyze the major developments, controversies and consequences of the Civil Rights Movement
between 1946-1968 (5.4.3)
SC Objectives (Assessment Limits):
5.4.3.a Examine the battle for school desegregation, including Brown v. Board of Education of Topeka, Kansas
(1954) and the roles of the National Association for the Advancement of Colored People (NAACP) and Thurgood
Marshall. (Brown v Board of Education, Brown v Board II, “deliberate speed”, Thurgood Marshall,
NAACP)
5.4.3.b Describe the efforts to enforce school desegregation and local reaction to these efforts, including crisis at
Little Rock (1957) and the University of Mississippi (1962). (desegregation, Little Rock, University of
Mississippi, Dwight Eisenhower, James Meredith, Orval Faubus)
5.4.3.c Describe various activities that Civil Rights activists used to protest segregation, including boycotts, sitins, marches, and voter registration campaigns. (Montgomery Bus Boycott, carpooling, Woolworth’s sit-in,
segregation, Freedom Summer, Freedom Riders, voter registration, civil disobedience)
5.4.3.d Compare the philosophies of Dr. Martin Luther King Jr., and Malcolm X and the Black Power Movement.
(King v Malcolm X, Black Power Movement, civil disobedience, “I Have A Dream” speech, the
“Chickens Come Home To Roost” speech)
5.4.3.e Describe the impact of Dr. Martin Luther King, Jr.’s and Malcolm X’s leadership and assassinations on the
Civil Rights Movement. (non-violent protest, Nation of Islam, James Earl Ray, Baltimore Riot of 1968)
5.4.3.f Describe the goals of Civil Rights Legislation, including the Civil Rights Acts of 1964 and 1968, the Voting
Rights Act of 1965, and the 24th Amendment. (Civil Rights Acts 1964 and 1968, Voting Rights Act of 1965,
24th Amendment)
5.4.3.g Describe why urban violence and race riots escalated during the 1960s in reaction to ongoing
discrimination and the slow pace of Civil Rights Advances. (Race riots, Watts riots)
5.4.3.h Analyze the opposition to the Civil Rights Movement, such as the Dixiecrats, white citizens councils, and
white supremacist movements. (Dixiecrats, white citizen councils, supremacist movements, Ku Klux
Klan)
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
Government CLG/Assessment Limits
1.1.1 The students will analyze historic documents to determine the basic principles of US government and apply them to
real world situations (Constitution, Equal Protection)
1.1.3 The student will evaluate roles and policies the government has assumed regarding public issues (Equity- race,
ethnicity)
1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in
governmental policy and institutions
1.2.1 The student will analyze the impact of landmark Supreme Court Decisions
on governmental powers, rights, and responsibilities of citizens in our changing society (Brown v. Board of Education)
1.2.2 The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in
American society (civil rights legislation)
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
VOCABULARY
Black Power Movement
Civil Disobedience
Civil Rights
“Deliberate Speed”
Desegregation
Dixiecrats
Freedom Riders
Freedom Summer
Non-Violent Protest
Poll tax
ENDURING UNDERSTANDINGS
 During this era, fuller civil rights were extended to more Americans, including
women, African Americans, and people living in poverty.
ESSENTIAL QUESTIONS
 How do the concepts of liberty and civil rights evolve over time in a democratic
society and what role do citizens play in the process?
 What responsibilities does a democratic government have toward its own citizens?
 How are economic, political and societal trends interrelated?
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning Plan
SC Objective:
5.4.3.a
Examine the
battle for school
desegregation,
including Brown
v. Board of
Education of
Topeka, Kansas
(1954) and the
roles of the
National
Association for
the
Advancement of
Colored People
(NAACP) and
Thurgood
Marshall
Activity
Description
Materials/Resources
Brown v. Board
Historical
Investigation (MSDE)
Students use primary sources to identify the
key elements of the Brown decision and
analyze its impact on society.
MSDE Lesson Plan
The Long, Hard Road
to Brown v. Board of
Education (Lesson
#37- Lewis Lessons)
Students examine the evolution of the 14th
Amendment by analyzing court cases.
Lewis Lessons
Writing A Case Brief:
Plessy v. Ferguson
and Brown v. Board of
Education (Lesson
#38- Lewis Lessons)
Thurgood Marshall,
Lawyer and US
Supreme Court Justice
(Lesson 39- Lewis
Lessons)
Students use the case brief method to
examine how the Brown decision overturned
the Plessy decision.
Lewis Lessons
Students examine the contributions of
Thurgood Marshall to the Civil Rights
Movement.
Lewis Lessons
Textbooks:
 America: History of Our
Nation: pages 874-877
 Call to Freedom (CTF): pages
555-556
 History Alive!: pages 573-575
 United States History:
Reconstruction to Present:
pages 582-584
DVD:
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
“Decade Six: Brown v. Board of
Education” , Freedom’s Song
(FREE DVD available at
www.freedomssong.net)
5.4.3.b
Describe the
efforts to
enforce school
desegregation
and local
reaction to
these efforts,
including crisis
at Little Rock
(1957) and the
University of
Mississippi
(1962)
Little Rock Lesson
Plans (National Park
Service)
Nine lessons centered on the school
integration crisis in Little Rock.
National Park Service:
http://www.nps.gov/chsc/forteac
hers/lessonplansandteacherguide
s.htm
Textbooks:




Baltimore City Public Schools: Office of Social Studies
America: History of Our
Nation: pages 877
Call to Freedom (CTF): pages
556-557
History Alive!: pages 580-581
United States History:
Reconstruction to Present:
pages 584-585
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
5.4.3.c
Describe various
activities that
Civil Rights
activists used to
protest
segregation,
including
boycotts, sitins, marches,
and voter
registration
campaigns
Economics of the
Civil Rights
Movement Historical
Investigation (MCEE
Lesson Plan)
Students use primary sources to determine
the significance of economic protests to the
Civil Rights Movement.
MCEE Lesson Plan
A Time For Justice
Lesson Plan (City
Schools Office of
Social Studies)
The video A Time for Justice gives students a
short, but thorough, introduction to the Civil
Rights Movement.
 City Schools Lesson Plan
 A Time for Justice Video: FREEAvailable from Teaching
Tolerance (www.tolerance.org)
African American
Women Making a
Difference in
Maryland- Civil
Rights Leaders of
the 20th Century
(Lesson 41- Lewis
Lessons)
Students will expand their awareness of
Maryland women involved in the Civil Rights
Movement.
Lewis Lessons
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
Letting Their Light
Shine: Women in
the Civil Rights
Movement (Lesson
#42- Lewis Lessons)
Students research women who made
significant contributions to the Civil Rights
Movement.
Lewis Lessons
Securing the Right
to Vote: The Selma
to Montgomery
Story Lesson Plan
(History Now)
Students investigate the conditions, such as
Jim-Crow laws and other segregation policies,
under which African-Americans lived in
Alabama and other parts of the South from
1875 to 1965. They also analyze the impact
of the 1965 Selma-to-Montgomery voting
rights march.
History Now:
http://www.historynow.org/06_2
006/lp2.html
Textbooks:
 America: History of Our
Nation: pages 877-879
 Call to Freedom (CTF): pages
596-599
 History Alive!: pages 578-580,
582-585
 United States History:
Reconstruction to Present:
pages 585-595, 600-602
Video/DVDs:
 Mighty Times: The Legacy of
Rosa Parks: FREE-Available
from Teaching Tolerance
(www.tolerance.org)
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3

5.4.3.d
Compare the
philosophies of
Dr. Martin
Luther King Jr.,
and Malcolm X
and the Black
Power
Movement
Mighty Times: The Children’s
March: FREE-Available from
Teaching Tolerance
(www.tolerance.org)
Poor People’s
Campaign Historical
Investigation (MCEE
Lesson)
Students use primary sources to determine
how successful the Poor People’s Campaign
was in changing the goal of the Civil Rights
Movement from racial equality to economic
equality.
MCEE Lesson Plan
Martin Luther King,
Jr. and Non-violent
Resistance
(Edsitement)
By examining King's famous essay in defense
of non-violent protest, along with two
significant criticisms of his direct action
campaign, students will assess various
alternatives for securing civil rights for
African-Americans in a self-governing society.
Edsitement:
http://edsitement.neh.gov/view_l
esson_plan.asp?id=731
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
Black Separatism or
the Beloved
Community?
Malcolm X and
Martin Luther King,
Jr. (Edsitement)
This lesson contrasts the respective aims and
means of Malcolm X and Martin Luther King,
Jr. to evaluate the possibilities for AfricanAmerican progress in the 1960s.
Edsitement:
http://edsitement.neh.gov/view_l
esson_plan.asp?id=732
Textbooks:
 America: History of Our
Nation: pages 886-889
 Call to Freedom (CTF): pages
599-600
 History Alive!: pages 540-541,
594-597
 United States History:
Reconstruction to Present:
pages 604-607
DVD:
“Decade Seven: The Poor
People’s Campaign” , Freedom’s
Song (FREE DVD available at
www.freedomssong.net)
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
5.4.3.e
Describe the
impact of Dr.
Martin Luther
King, Jr.’s and
Malcolm X’s
leadership and
assassinations
on the Civil
Rights
Movement
5.4.3.f
Describe the
goals of Civil
Rights
Legislation,
including the
Civil Rights Acts
of 1964 and
1968, the
Voting Rights
Act of 1965, and
the 24th
Amendment
Textbooks:
 Call to Freedom (CTF): pages
600-601
 United States History:
Reconstruction to Present:
page 607
Race and Voting in the
Segregated South
Reading and Questions
(Constitutional Rights
Foundation)
This reading chronicles the issues surrounding
race and voting.
Constitutional Rights Foundation:
http://www.crf-usa.org/bill-ofrights-in-action/bria-12-2-b.html
Analyzing Political
Cartoons: The Civil
Rights Act of 1964
(Dirksen
Congressional
Center)
Students analyze a political cartoon about the
Civil Rights Act of 1964.
Dirksen Congressional Center:
http://www.congresslink.org/cart
oons/lessons/civil_rights_act_of_
1964.htm
Baltimore City Public Schools: Office of Social Studies
Textbooks:
 America: History of Our
Nation: pages 889-890
 Call to Freedom (CTF): page
599
 History Alive!: pages 586-589
 United States History:
Reconstruction to Present:
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
page 596
Websites:
LBJ Library- Great Society page:
http://www.lbjlib.utexas.edu/john
son/lbjforkids/main.htm
5.4.3.g
Describe why
urban violence
and race riots
escalated during
the 1960s in
reaction to
ongoing
discrimination
and the slow
pace of Civil
Rights advances
Baltimore City Public Schools: Office of Social Studies
Textbooks:
 America: History of Our
Nation: pages 890-891
 Call to Freedom (CTF): pages
600-601
 History Alive!: pages 592-593
 United States History:
Reconstruction to Present:
pages 602-604
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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Unit #4: Challenges of the Post War World (1946-1968)
Indicator 3
5.4.3.h
Analyze the
opposition to
the Civil Rights
Movement, such
as the
Dixiecrats, white
citizens
councils, and
white
supremacist
movements
DIFFERENTIATION
Accommodations
G.A.T.E./Enrichment
 Desegregation of the Armed Forces Historical Investigation- MSDE Lesson Plan: Students use primary sources to
investigate Truman’s desegregation of the armed forces and determine if that action was a turning point in the Civil
Rights Movement.
 Costs and Benefits of Segregation- MCEE Lesson Plan: Students analyze the 14th Amendment, Plessy v. Ferguson, and
the costs and benefits of segregation.
 “Let Freedom Ring” Chapter 14, Hip-Hop U.S. History (Flocabulary, Vendor TBD)
Baltimore City Public Schools: Office of Social Studies
Unit 4, Indicator 3 -Grade 9 United States History DRAFT
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