Digital Unit Plan Template
Unit Title: The Civil Rights Movement
Name: Sergio Garcia
Content Area: History
Grade Level: 11th
CA Content Standard(s)/Common Core Standard(s):
11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial
discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President
Truman’s decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v.
Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James
Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream”
speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North,
including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas,
strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal
opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and
the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Big Ideas:
1.
2.
Students will appreciate the civil rights that they enjoy today and learn about the long struggle to accomplish these
equalities.
Students will recognize that nonviolence and civil disobedience are the best way and the only way to fight for freedom. They will
get an introduction about the Montgomery bus boycott and th Greensboro sit-ins.
One of their PowerPoint says:
Martin Luther King Jr.(MLK) emphasized that the Civil Rights Movement shouldn’t sink to the level of the racists and
hatemongers who opposed them: "We must forever conduct our struggle on the high plane of dignity and discipline. This
quote symbolizes, illustrates, embodies, exemplifies, epitomizes MLK’s belief in the “turn the other cheek” doctrine.
Malcolm X is not given enough credit in history as MLK, Rosa Parks, Cesar Chavez, and even outside U.S. history with
Nelson Mandela and Gandhi because he preached violent protest and black superiority, which was scooping down to the
level of the oppressors.
3. Students will see Affirmative Action as a necessary form of reparations to compensate for centuries of injustices and
oppression. Students will realize that Affirmative Action would economically not be an issue like monetary reparations.
Students will agree or disagree with the notion of losing dignity or self-respect by accepting reparations.
Unit Goals and Objectives:
1. By researching and presenting on the Tuskegee Airmen, 442nd Regimental Combat Team and the Code Talkers, students will learn that African
Americans, Japanese Americans and Native Americans tried to prove that they were loyal to the United States and that they shouldn’t be treated as
second-class citizens by joining a segregated military. Students will learn that these three groups influenced Truman into desegregating the military
with Executive Order 9981.
2. By watching the Dred Scott video, students will learn about the case that ensured that blacks could not be citizens of America; a decision that
stood until the Citizenship Clause of the Fourteenth Amendment.
3. By doing a Webercise on Mendez V. Westminster (1946) the students will learn about a local case that ended segregation in California and that
highly influenced Brown V. Board of Education (1954). It will keep the Latino students engaged since it’ll bring the brown perspective and Chicano
Civil Rights Movement into the picture.
4. By watching Malcolm X (1992) and filling out the worksheet that goes along with it, students will understand the tactical differences between
Malcolm Little Norton and Martin Luther King Jr. They will realize the importance of nonviolence and civil disobedience
5. By doing a Socratic Seminar students will help one another understand the meaning of Martin Luther King Jr’s “Letter from Birmingham Jail.” It
helps students develop critical thinking skills and synthesizing a piece of text skills.
6. By completing the Graphic Organizer assignment, students will critically investigate affirmative action and it’s relation to reparations, and they
will also develop an opinion on the fairness or usefulness of affirmative action.
7. By taking notes on the PowerPoint presentation and filling out the guided notes worksheet as they go along, students will learn about all the
factors and people that lead to the creation and the success of the Civil Rights Movement. This will also help them be prepared for the questions
that will be on the unit test.
8. By making a cardboard poster on Civil Rights Movement figures, students will have a better understanding on how these historical figures
influenced the Civil Rights Movement. It will also help achieve content standards. Lastly, it will help the students in the matching part of the unit
exam.
9. Filling out QuizLet cards will further help the students study for the unit exam.
Unit Summary:
1. Truman signs Executive Order 9981 (student will research on and present on the Tuskegee Airmen, 442nd Regimental Combat Team and the Code
Talkers)
2. Dred Scott V. Sandford (1857) (students will watch a video on this infamous court case)
3. Mendez V. Westminster (1946) (students will do a web exercise [webercise] on this underrated court case)
4. Malcolm X (students will watch clips form a movie and fill out a worksheet that goes along with it)
5. “Letter from Birmingham Jail,” (students will be doing a Socratic Seminar on the letters)
6. Executive Order 11246, University of California v. Bakke (1978), California Proposition 209 (students will complete a graphic organizer assignment
on affirmative action)
7. Plessy V. Ferguson (1896), Brown V. Board of Education (1954), Rosa Parks, Montgomery bus boycott, Martin Luther King Jr.,The Little Rock Nine,
Greensboro sit-ins, Eugene "Bull" Connor, March on Washington/”I Have a Dream,” speech, The 24th Amendment, The Civil Rights Act of 1964, The
Voting Rights Act of 1965 (The students will take notes on a PowerPoint presentation that addresses all these topics and fill out a guided notes
worksheet that goes along with it)
8. Students will choose their own groups and complete a cardboard poster on the following Civil Rights Movement figures: Martin Luther King Jr.,
Rosa Parks, Thurgood Marshall, Earl Warren, Charles K. Steele, Fred L. Shuttleworth, Orval Faubus, Eugene "Bull" Connor, Philip Randolph, James
Farmer and Allan P. Bakke.
9. Students will be electronically be handed QuizLet notecards.
Assessment Plan:
Entry-Level:
Formative:
Why do you not have to attend an all-black, allwhite or all-Mexican school?
Summative:
1. Students will get into groups and
research and present on the Tuskegee
Airmen, the 442nd Regimental Combat
Team and on the Navajo Code Talkers.
2. Students will watch a PBS video on
Dred Scott.
3. Students will watch clips of Malcolm X
(1992) and fill out the worksheet that
goes along with it.
4. Students will participate in a Socratic
Seminar on Martin Luther King Jr’s
“Letter from Birmingham Jail.”
1. Students will make a cardboard posters and
present on their chose of Civil Rights
Movement figures.
2. Students will complete electronic notecards
on QuizLet.
3. Students will take a unit exam on the Civil
Rights Movement.
Lesson 1
Student Learning Objective:
Acceptable Evidence:
Students will view the
Students fill out the
Instructional Strategies:
Communication
Lesson Activities:
By taking notes on the PowerPoint presentation and filling out the
Civil Rights PowerPoint
and fill out the guided
notes as they follow
along the PowerPoint.
guided notes in
accordance to the
PowerPoint presentation.
Presentation
guided notes worksheet as they go along, students will learn
about all the factors and people that lead to the creation and the
success of the Civil Rights Movement. This will also help them be
prepared for the questions that will be on the unit test.
Lesson 2
Student Learning Objective:
Acceptable Evidence:
Students will complete a
Webercise activity on
Mendez V. Westminster
(1946).
Students answer the
questions in accordance
to the video they
watched. Students follow
all the directions.
Students use links how
they were instructed to.
Students answer the
questions thoroughly and
critically and not with
narrow or simple
responses.
Instructional Strategies:
Collection
Lesson Activities:
By doing a Webercise on Mendez V. Westminster (1946) the
students will learn about a local case that ended segregation in
California and that highly influenced Brown V. Board of Education
(1954). It will keep the Latino students engaged since it’ll bring the
brown perspective and Chicano Civil Rights Movement into the
picture
Lesson 3
Student Learning Objective:
Acceptable Evidence:
Students will complete a
Graphic Organizer
assignment on
Affirmative Action.
Students read the two
articles and take twocolumn notes as they
were instructed to. The
students answer all the
questions and provide
thorough explanations to
his/her answers by using
the information gained
through the articles.
Students sides with one
side of the argument(s),
and the explanations
were clearly influenced
Instructional Strategies:
Collaboration
Organization
Lesson Activities:
By completing the Graphic Organizer assignment, students will
critically investigate affirmative action and it’s relation to
reparations, and they will also develop an opinion on the fairness
or usefulness of affirmative action.
by the articles. Students
display understanding of
the relationship between
reparations and
affirmative action.
Unit Resources:
Mexican Bracero program reparations.
http://www.nytimes.com/2008/10/16/us/16settle.html
Reparations for Slavery.
http://www.crf-usa.org/brown-v-board-50th-anniversary/reparations-for-slavery-reading.html
Reparations for Native Americans: Another Trail of Tears.
http://bolesblogs.com/2002/01/16/reparation-for-native-americans-another-trail-of-tears/
Native American Genocide.
http://espressostalinist.com/genocide/native-american-genocide/
Mendez V. Westminster video.
http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.mendez/imendez-v-westminsteri-desegregating-californias-schools/
California Constitution.
http://sshl.ucsd.edu/brown/calcode.htm
Thurgood Marshall Amicus Brief.
http://www.esauboeck.com/index/ThMarshall.html
Amendments.
http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html
Other:
Internet Access, Malcolm X worksheet, “Letters From Birmingham” handout, paper, pencil, guided notes worksheet, cardboard poster,
construction paper, markers, glue, printer, glitter, colored pencils.
Useful Websites:
http://video.pbs.org/video/2298073069/
http://www.ourdocuments.gov/doc.php?flash=true&doc=52
http://www.trumanlibrary.org/9981.htm
http://www.history.navy.mil/faqs/faq61-4.htm
http://www.youtube.com/watch?v=oodolEmUg2g
http://www.history.com/topics/black-history/rosa-parks
http://www.youtube.com/watch?v=knFojb020bY
http://www.biography.com/people/eugene-bull-connor-21402055#awesm=~oC31kNTyA1wzGn
http://www.archives.gov/press/exhibits/dream-speech.pdf
http://www.ourdocuments.gov/doc.php?doc=97
http://www.pbs.org/wgbh/amex/eyesontheprize/resources/vid/22_video_bakke_qt.html
http://www.ourdocuments.gov/doc.php?flash=true&doc=100