* AP U.S. History
Chapter 29 – Civil Rights
April 10 – Chapter 29
* AGENDA
* AP Exam Fee - $91/exam due April 30th!!!
* Attendance & Expectations
* Gallery Walk
* Bell Ringer – Race
* Defining Moments of the Civil Rights Movement & Debrief
* Understanding Brown v. Board of Education (Simple Justice)
* Civil Rights Catalyst – Emmett Till
* Letter from a Birmingham Jail – MLK. Jr.
* Exit Ticket
* REMINDERS
* Practice Exam Tomorrow Saturday April 11th
* Chapter 29 Quiz – Wednesday April 15th
Bell Ringer & CLO(s)
BELL RINGER – How does discussing race make you feel?
CLO(s) – Students will:
*Identify the defining moments of the Civil Rights movement
in small groups and debriefing/sharing out via
polleverywhere
*Discuss in small groups the lasting impact and importance of
Brown v. Board of Education
*Write a reflection on the lynching of Emmett Till and discuss
comparisons some have made with the #BlackLivesMatter
movement
Key Concepts
After World War II, the United States grappled with prosperity and
unfamiliar international responsibilities, while struggling to live up to
its ideals.
* Key Concept 8.1: The United States responded to an uncertain and
unstable postwar world by asserting and attempting to defend a
position of global leadership, with far-reaching domestic and
international consequences.
* Key Concept 8.2: Liberalism, based on anticommunism abroad and a
firm belief in the efficacy of governmental and especially federal
power to achieve social goals at home, reached its apex in the mid1960s and generated a variety of political and cultural responses.
* Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Civil Rights Movement
Identify defining moments of
the Civil Rights Movement (1954
– 1968) with your Thurgood
Marshall partner via
polleverywhere.
Plessy v. Ferguson
Homer Plessy, an octoroon, was arrested for sitting in the
“whites only” car of a passenger train.
Plessy v. Ferguson, 163 U.S. 537 (1896), was
a landmark United States Supreme Court decision
upholding the constitutionality of state laws
requiring racial segregation in public facilities under the
doctrine of "separate but equal."
"Separate but equal" remained standard doctrine in U.S.
law until its repudiation in the 1954 Supreme Court
decision Brown v. Board of Education.
Brown v. Board of Education
Brown v. Board of Education of Topeka,
347 U.S. 483 (1954), was a landmark United States Supreme
Court case in which the Court declared state laws
establishing separate public schools for black and white
students to be unconstitutional. The decision overturned
the Plessy v. Ferguson decision of 1896, which allowed
state-sponsored segregation, insofar as it applied to public
education. Handed down on May 17, 1954, the Warren
Court's unanimous (9–0) decision stated that "separate
educational facilities are inherently unequal." As a result,
de jure racial segregation was ruled a violation of the Equal
Protection Clause of the Fourteenth Amendment of
the United States Constitution. This ruling paved the way
for integration and was a major victory of the civil rights
movement.
th
14
Amendment
Section 1. All persons born or naturalized in the
United States, and subject to the jurisdiction
thereof, are citizens of the United States and of
the State wherein they reside. No State shall
make or enforce any law which shall abridge
the privileges or immunities of citizens of the
United States; nor shall any State deprive any
person of life, liberty, or property, without due
process of law; nor deny to any person within
its jurisdiction the equal protection of the laws.
Emmett Till & Images
http://www.npr.org/templates/story/story.php?storyId=1969702
Doll Test
https://www.youtube.com/watch?v=85-EC_nDlpY
Exit Ticket
Do you see connections
between the lynching of
Emmett Till and the Black Lives
Matter movement?
April 15 – Chapter 29
*AGENDA
*AP Exam Fee - $91/exam due April 30th!!!
*DBQ
* Imperialism DBQ
* Civil Rights DBQ (& Timeline)
*Chapter 29 Quiz
*Letter from a Birmingham Jail – MLK. Jr.
*Exit Ticket
*REMINDERS
* Read “Nixon, Kissinger, and the War” pages 850 – 853 Friday, April 17
* Read Unfinished Dialogue article by Friday, April 17
* Rewritten DBQ due by Friday, April 17
* Read Chapter 30 by Tuesday, April 21
Bell Ringer
BELL RINGER – Read through the
documents again & score MY DBQ
using the rubric. You will have 10
minutes to do this, please work
individually. If you finish early reread the essay, you’ll have new
insights & questions.
CLO
CLO(s) – Students will:
*Investigate the world and recognize perspectives by scoring a
DBQ essay individually using a rubric individually.
*Demonstrate all four domains by completing an intensive
outline and thesis for a DBQ on the civil rights movement in
pairs.
*Demonstrate comprehension of chapter 29 by completing a
short multiple choice quiz individually & review a civil rights
era timeline as a class.
*Jigsaw MLK. Jr.’s “Letter from a Birmingham Jail” then
complete an extended analysis of the letter as an exit ticket.
Key Concepts
After World War II, the United States grappled with prosperity
and unfamiliar international responsibilities, while struggling to
live up to its ideals.
*Key Concept 8.1: The United States responded to an uncertain
and unstable postwar world by asserting and attempting to
defend a position of global leadership, with far-reaching
domestic and international consequences.
*Key Concept 8.2: Liberalism, based on anticommunism abroad
and a firm belief in the efficacy of governmental and especially
federal power to achieve social goals at home, reached its apex
in the mid-1960s and generated a variety of political and
cultural responses.
*Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Exit Ticket
Please identify each of the following on your
exit ticket for Letter from a Birmingham Jail in
complete sentences.
*Intended audience
*Purpose
*Historical context
*Point of view