Digital Unit Plan Template

Unit Title: Civil Rights Movement Name: Juliana Romo

Content Area: U.S History Grade Level: 11 th grade
CA Content Standard(s)/Common Core Standard(s):


CC Standard:
11 Reading: 1, 2,3,4,5,6 CA Standard:
11.5.2, 11.10.4
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 Roosevelts ban on racial discrimination
in defense Indus tries in 1941, and how African Americans service in World War II produced a stimulus for President Trumans 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.

3.Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

4.Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm 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.


Analyze the womens rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the
movement launched in the 1960s, including differing perspectives on the roles of women


Big Ideas:

The Big ideas within this lesson are being able to link the civil rights era with modern
Day living in order to view the vast impact this movement had and continues to have.
Also, students will be critically analyzing primary images and learning a unit in a completely different way. Overall,
students will be critically analyzing in order to preserve long-term memory on the subject.


Unit Goals and Objectives:

Summary:
The entry-level category will help me assess where my students knowledge of the Civil Rights movement falls. It will allow me to see what needs to be learned, reviewed, or taught.

Emmett till was an influential figure during the Civil Rights movement. HE was only 14 years old when racism took his life. The close age range that Emmett till shares with my
students will help them better understand the gravity of the civil rights movement and the contributions that Emmett till murder sparked. By introducing the trial cases and
researching Emmett till students will get a better understanding of the Civil Rights Movement. By answering some basic knowledge questions using sites students will discover who
Emmett till was and the events that led to his death as well help students better understand racism during this time by studying the trial of Emmett tills murders and their conviction.

Furthermore by creating a three fold project posters students will be hands on and will know how to write about Emmett Till, identify important characers, and show off their
creativity.
"Mississippi--l955" by Langston Hughes

(To the Memory of Emmett Till)

Oh, what sorrow!
Oh, what pity!
Oh, what pain
That tears and blood
Should mix like rain
And terror come again
To Mississippi.

Come again?
Where has terror been?
On vacation? Up North?
In some other section
Of the nation.
Lying low, unpublicized?
Masked--with only
Jaundiced eyes
Showing through the mask?

Oh, what sorrow,
Pity, pain,
That tears and blood
Should mix like rain
In Mississippi!
And terror, fetid hot,
Yet clammy cold,
Remain.


Lesson Objective(s):
Students will analyze various documents relating to the Civil Rights Movement and cite textual evidence that show that the authors are advocating a Passive or
Proactive ideology.

ELD Language Objective(s ): Participate in small group discussions using standard English conventions.
Follow a model given by the teacher to independently fill in a flow chart and complete an answer to a written prompt using legible sentences to best of individual
ability



Lesson Objective(s):
Students will analyze various documents relating to the Civil Rights Movement and cite textual evidence that show that the authors are advocating a Passive or
Proactive ideology.


Unit Summary:

This unit will cover major events during the Civil Rights Movement using significant images from the movement to
analyze and identify the relevance of the civil rights movement. These images will allow students to develop a link
from present day to the Civil Rights era and describe its relevance of the events then and its relevance presently. This
unit is designed for 11th grade juniors enrolled in U.S History. The Civil Rights era will prove to be an interesting
topic. We will be learning this unit in a different way by analyzing images of the time, be ready to
critically think!



Assessment Plan:
Entry-Level:
Make a list of 10 facts about the Civil rights
movement.

Formative:
Students will watch a PowerPoint
presentation on the civil rights
movement
Students will complete a guided
notes worksheet based on the
PowerPoint
Students will watch a PBS
documentary on Emmett Till

*Students will identify and describe main
characters during the Emmett Till trial



Summative:
Exam: students will be given one week to
complete a three fold project poster that
includes:
*(3-pages) Essay answering the question, How
did Emmett Till murder help mobilize some of
the events during the civil rights movement?
*At least 5 images are displayed on three fold
project board
* Creative title is displayed
*Section explaining who Emmett till is
*Section identifying main characters during the
Emmett Till trial cases
* 8-10 line poem, using your knowledge of this
event write a poem that would have helped the
mourning of Emmett till family during this time.
An example is provided below.

Lesson 1
Student Learning Objective:

Students will view the Civil
Rights PowerPoint and fill out
the guided notes as they follow
along the PowerPoint.
Acceptable Evidence:
Students fill out the
guided notes in
accordance to the
PowerPoint presentation
Instructional Strategies:
***Communication
Collection
Collaboration
****Presentation
Organization
Interaction
Lesson Activities:
By following the PowerPoint as they follow the guided lecture notes
provided to the students, students will learn about important figures, and
the important roles these figures played. They will also obtain knowledge of
what the Civil Rights Movement was in depth. This will also assist them in
completing the final project within their summative exam.
Lesson 2
Student Learning Objective:
Students will
watch a PBS
documentary
on Emmett Till

Acceptable Evidence:
Students answer the
questions in accordance
to the video
documentary of Emmett
Till. 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:
Communication
****Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
By completing a Webercise on the trial and
events of the Emmett Till trial students will
learn about a case that resulted in tragic
events because of racism and later sparked
major events during the Civil Rights
movement. This case will show how the media
helped spread and show the racism intensity
in the south.
Lesson 3
Student Learning Objective:
Students will identify and
describe main characters
during the Emmett Till
trial
Acceptable Evidence:
Students will be given a
handout and link sources.
Using the documentary , the
acquired knowledge of the
civil rights movement, and
their notes students should
be able to describe and
identify the main
characters on a handout
and also explain the role
they played in the court
case of Emmett Till murder.
Instructional Strategies:
Communication
Collection
***Collaboration
Presentation
*****Organization
Interaction
Lesson Activities:
By identifying and describing the main
characters involved in the Emmett till trial
students will be able to better understand the
role each played within the trial. Moreover, by
using pictures students will be able to make a
connection with their descriptions.
Unit Resources:
Emmett till background information scavenger hunt
http://www.pbs.org/wgbh/amex/till/timeline/timeline2.html
documentary of Emmett Till
http://www.pbs.org/wgbh/amex/eyesontheprize/resources/vid/01_video_till_qt.html
picture matching of main characters in the Emmett Till trial
http://www.mrsteelsclass.com/poetryrcs/Emmett%20Till%20Poetry%20Inquiry.htm

Civil Rights Movement information
http://www.pbs.org/wgbh/americanexperience/features/timeline/soundtrack/

Timeline of events during the Civil Rights movement
http://www.history.com/interactives/black-history-timeline

site for sources
http://teacher.scholastic.com/histmyst/start.asp?Game=2


Internet Access, Emmett Till worksheet, Letters From Birmingham poem, other poems located in PowerPoint, paper, pencil, guided notes
worksheet, cardboard three fold project poster, construction paper, markers, glue, printer, glitter, colored pencils.

Useful Websites:


http://www.pbs.org/wgbh/americanexperience/features/timeline/soundtrack/

http://www.history.com/interactives/black-history-timeline

http://teacher.scholastic.com/histmyst/start.asp?Game=2


http://www.pbs.org/wgbh/amex/till/timeline/timeline2.html

http://www.pbs.org/wgbh/amex/eyesontheprize/resources/vid/01_video_till_qt.html

http://www.mrsteelsclass.com/poetryrcs/Emmett%20Till%20Poetry%20Inquiry.htm

http://www.pbs.org/wgbh/americanexperience/features/timeline/soundtrack/