Digital Unit Plan Template

Digital Unit Plan Template
Unit Title: Civil Rights Movements in the United States
Name: Daisy Estevez
Content Area: United States History
Grade Level: 11th
CA Content Standard(s)/Common Core Standard(s):

11.10 Students analyze the development of federal civil rights and voting acts.
1. 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.
2. Describe the collaboration on legal strategy between African Americans and white civil rights lawyers to end racial segregation
I higher education.
3. Examine the roles of civil rights advocated (e.g. Martin Luther King Jr., Malcom X, Rosa Parks, Cesar Chavez, Dolores Huerta,
Sal Castro), including the significance of Martin Luther King Jr.s Letter from Birmingham Jail and I Have a Dream speech.
4. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of
1965).
Big Ideas:
-What were some of the political and social changes that were caused by each Supreme Court case?
-The Civil Rights Movement was not an isolated event amongst the African American community in the south. Minorities were
advocating for civil rights across the country. For example: Chicana/o students advocating for a better education in Los Angeles.
-Different methods used to achieve civil rights amongst members of the same ethnic community. For example, compare the
ideologies between Malcolm X and Dr. Martin Luther King Jr.
-Determine whether or not the movement for civil rights has ended today, why or why not?
Unit Goals and Objectives:
-Students will be able to write a persuasive essay determining whether or not the civil rights movement has ended in 2015. They
will cite Supreme Court cases and their social and political influence.
-Students will conduct research on a current activist in their own community and lead an in class presentation discussing their
work. Students should also draw connection between todays activist and former civil rights leaders we have learned about.
-Students will be able to describe the processes that led to the expansion of rights for minority groups in the United States
(African Americans, Latinos, Asian Americans, etc.)
Unit Summary:
In this unit students will learn about some of the events that lead to the Civil Rights movement in the 1960s. We will begin with
The Supreme Court case Dred Scott v. Sandford and how African Americans in the south joined to fight the inequality they were
facing. We will learn about the differences in Methods between civil right leaders MLK and Malcolm X. We will also look into the
1968 Eat La Blowouts, where Chicano students demanded a higher quality of education for themselves and their community.
Along with the walkouts, we will look into the Brown v. Board of Education in Kansas and Mendez v. Westminster (both supreme
court cases involving education). Delano Grape Strike with Dolores Huerta and Cesar Chavez.
Each student will be responsible for completing journal entries, a quiz, guided notes, and a webercise activity. To assess what
students hv learned, everyone will conduct their own research about a civil rights activist (past or present) and conduct a short
class presentation and discussion. To conclude our civil rights unit, Each student will write a short essay answering the question,
has the civil rights movement ended? Why or Why not?
Assessment Plan
Entry-Level:
Students will have about 5 minutes to
write an in-class quickwrite answering
the question, What does civil rights
mean? We will hold a short class
discussion to see what students come up
with.
Formative:
1.Quiz about civil rights amendments and
Supreme Court cases.
2.Outline of the major differences
between MLK and Malcolm X.
3.A timeline of significant events
throughout the civil rights movement
4.Flascards outlining civil rights leaders
and how they impacted civil rights.
Summative:
1.Each students will conduct research on a civil
rights activist and lead an in-class presentation
about the individual/organization they chose.
2.Each student will write a short essay
answering the question, has the civil rights
movement ended, why or why not?
Lesson 1
Student Learning
Objective:
-Students will conduct
research on a current
activist in their own
community and lead
an in class
presentation
discussing their work.
Students should also
draw connection
between todays
activist and former
civil rights leaders we
have learned about.
Lesson 2
Acceptable Evidence:
-students thoughtfully
critique a current
activist in their
community. They
describe their ideas
and methods and
their main goals as
activist.
-Students can also
see how todays
activist were
influenced by past
civil rights leaders.
Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:
-Teacher lecture with guided notes.
-Student will conduct their own research and chose an
individual or organization that is trying to improve their own
community.
-Students lead a short presentation where they explain to the
rest of their classmates the activist/organization they
focused on.
-Those who ae not presenting will provide feedback to the
presenter, positives and possible improvements.
Student Learning
Objective:
Students will be able
to describe the
-Students should be
able to explain the
events that led to the
Instructional
Strategies:
Communication
Collection
Lesson Activities:
-Students will analyze passages from class textbooks and
draw connections between both books.
-Students will write short journal entries describing
processes that led to

the expansion of
rights for minority
groups in the United
States (African
Americans, Latinos,
Asian Americans, etc.)
passing of our Civil

Rights Amendments.
They should also
become aware of the
social circumstances
that different minority
groups endured prior
to the civil rights
movement.
-Comprehension of
the Supreme Court
cases that affected
civil rights in the
United States.
-A thoughtfully and
well written essay
where each students
effectively expresses
their opinion.
Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Collaboration
Presentation
Organization
Interaction
similarities and differences between minority groups.

-Students should be able to describe the Civil Rights
amendments in their own words to assure comprehension.
Lesson 3
Student Learning
Objective:
Students will be able
to write a persuasive
essay determining
whether or not the
civil rights movement
has ended in 2015.
They will cite
Supreme Court cases
and their social and
political influence
Unit Resources:
-
Lesson Activities:
-Students will break off into small groups and research one
civil rights Supreme Court cases. They will report their
finding to the rest of the class.
- I will also lead a class lecture filling in any gaps that
students may have left out.
-As a class we will discuss the significance of these court
cases and whether or not they influenced political and social
change.
- To end the lesson students will write an essay analyzing
civil rights today. Each students should take a side and
determine if the civil rights movement has ended.
Voices of Freedom: A Documentary History by Eric Foner

Give Me Liberty: An American History by Eric Foner
Grassroots Leadership Reconceptualized: Chican@ Oral Histories and the 1968 East Los Angeles School Blowouts by Dolores
Delgado Bernal
Useful Websites:
-
http://history.house.gov/Exhibitions-and-Publications/BAIC/Historical-Data/Constitutional-Amendments-and-Legislation/
http://www.civilrights.org/judiciary/supreme-court/key-cases.html
Rubistar.com
http://www.history.com/topics/black-history/civil-rights-movement

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Digital Unit Plan Template

Unit Title: Civil Rights Movements in the United States

Name: Daisy Estevez

Content Area: United States History

Grade Level: 11th

CA Content Standard(s)/Common Core Standard(s):

processes that led to

passing of our Civil

similarities and differences between minority groups.

Voices of Freedom: A Documentary History by Eric Foner

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