Digital Unit Plan Template

Unit Title: Civil Rights Within America Name: Michael Campbell

Content Area: United States History and Geography: Continuity and Change Grade Level: 11
in the Twentieth Century
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.

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.

7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan B. 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/Unit Goals:
1. What was the social and socio-economic climate during the Civil Rights Movement?
2. Who were the significant civil rights advocates and what contributions did they make?
3. What significant events occurred during the Civil Rights Movement?
4. How has the Civil Rights Movement shaped what we know about civil rights in America today?
Unit Summary:
This unit will explore the change in the ethnic composition of American society as students analyze the movement toward equal rights for racial minorities.
Students will learn the history and the development of the Civil Rights Movement in the United States. The unit will introduce key advocates and identify
their contributions to the movement. The unit will also examine key historical events that contributed to the progression of the Civil Rights Movement.
Students will analyze the effects of the Civil Rights Movement and explain how the movement shaped the future of the United States.
Assessment Plan:
Entry-Level: Formative: Summative:

Brainstorm: Students will collectively brainstorm Webercise: Students will complete the webercise Essay: Each student will choose one civil rights
their prior knowledge about the Civil Rights activity regarding Civil Rights Legislation. advocate and write a two-page essay about who
Movement. they are, their contributions to the Civil Rights
Guided notes: Students will complete a guided Movement, and what they are most known for.
notes worksheet regarding the Supreme Court
cases conducted during the Civil Rights Test: Students will take a test regarding the Civil
Movement. Rights Movement.

Graphic organizer: Students will complete an

online quiz regarding the Civil Rights Movement.

Mid lesson assessment quiz: Each student will

complete an online quiz regarding the Civil Rights
Movement.

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
(Assessments):
11.10.2. Examine and Student’s will participate in a small group entry level assessment activity. The student’s will
analyze the key events, Entry level assessment. have five minutes to brainstorm and contribute their prior knowledge about the Civil Rights
policies, and court cases in Before the teacher lecture, Movement and relevant court cases. The assessment will be measured by having the student’s
the evolution of civil student’s will be placed share their findings with the class.
rights, including Dred into small groups as they
Scott v. Sandford, Plessy v. discuss and collectively Teacher gives lecture on significant events during the Civil Rights Movement.
Ferguson, Brown v. Board write down what they
of Education, Regents of know about the Civil The student’s will follow along with the teacher lecture, taking notes on the guided lecture
the University of California Rights Movement. worksheet. Students will be chosen to read aloud parts of the lecture. Student’s will be chosen to
v. Bakke, and California answer questions throughout the teacher lecture.
Proposition 209. During the teacher lecture,
student’s will take notes After the teacher lecture, the student’s will be placed into small groups for 10 minutes to
After the teacher lecture, on the guided lecture compare and discuss notes. After the activity, student’s will be given instructions for the next
student’s will analyze the notes worksheet. assignment.
Supreme Court cases
presented and explain After the teacher lecture, Each group will be assigned a court case or policy and answer the teacher provided lecture
how the rulings students will answer questions as well as providing additional information to facilitate a robust student led exchange
contributed to the questions regarding the of ideas.
evolution of the Civil Supreme Court cases.
Rights Movement.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

11.10.6. Analyze the Collection of the webercise Teacher gives instructions for Webercise activity.
passage and effects of civil worksheets.
rights and voting rights Using the site, Docsteach.org, students will complete the Civil Rights Act of 1964 worksheet.
legislation (e.g., 1964 Civil Student discussion about
Rights Act, Voting Rights webercise. Students will watch a short video on the Voting Rights Act of 1965.
Act of 1965) and the
Twenty-Fourth Using the site, KhanAcademy.org, students will choose, analyze, and complete one portion of the
Amendment, with an Civil Rights Legislation worksheet.
emphasis on equality of
access to education and to In small groups, student’s will collaborate and discuss the information presented in the
the political process. webersise activity.

After the webersise, Using the webersise worksheet, student’s will interpret the effects on education and the political
students will be able to process after the passing of the Civil Rights Act of 1964, Voting Rights Act of 1965 and the
interpret the effects on Twenty-Fourth Amendment.
education and the political
process after the passing
of the 1964 Civil Rights
Act, Voting Rights Act of
1965 and the Twenty-
Fourth Amendment.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

11.10.4. Examine the roles Students will individually Teacher gives instruction on graphic organizer assignment.
of civil rights advocates complete a Civil Rights
(e.g., A. Philip Randolph, graphic organizer (T- Students may use their textbook and NAACP site to assist with answering guided questions.
Martin Luther King, Jr., Chart) worksheet.
Malcolm X, Thurgood
Marshall, James Farmer, Student’s will collectively Students will individually complete a civil rights graphic organizer (T-Chart) regarding
Rosa Parks), including the discuss the roles of civil influential civil rights advocates. Students will choose two advocates and answer the guided
significance of Martin rights advocates during a questions. (see rubric)
Luther King, Jr.’s “Letter class discussion.
from Birmingham Jail” and In small groups, student’s will compare and discuss notes about influential civil rights
“I Have a Dream” speech. advocates.

At the end of the lesson, Students will participate in a class discussion regarding civil rights advocates.
student’s will be able to
recognize influential Civil
Rights advocates and
describe their
contributions toward the
Civil Rights Movement.
Unit Resources:
American Civil Liberties Union (ACLU) Voting Rights Act Timeline.
https://www.aclu.org/issues/voting-rights/voting-rights-act/history-voting-rights-act?redirect=timelines/history-voting-rights-act

United States Supreme Court Land Mark Cases.

https://www.thirteen.org/wnet/supremecourt/rights/landmark.html

Civil Rights Movement History.

http://www.history.com/topics/black-history/civil-rights-movement

Civil Rights Act of 1964 Video.

https://www.youtube.com/watch?v=6x0l_vkjozc

Civil Rights and the 1950’s Crash Course Video.

https://www.youtube.com/watch?v=S64zRnnn4Po

Martin Luthor King Jr. Biography

https://www.youtube.com/watch?v=3ank52Zi_S0

National Association for the Advancement of Colored People (NAACP) Civil Rights Overview
http://www.naacp.org/oldest-and-boldest/

Civil Rights Act of 1964 Primary Source Document

https://www.docsteach.org/documents/document/civil-rights-act-of-1964
Useful Websites:
Civil Rights Movement Flash Cards.
https://quizlet.com/3958876/civil-rights-movement-flash-cards/

Digital History Timeline

http://www.digitalhistory.uh.edu/timelines/timelinetopics.cfm?tltopicid=4

Khan Academy Introduction to the Civil Rights Movement: Webercise Lesson

https://www.khanacademy.org/humanities/us-history/postwarera/civil-rights-movement/a/introduction-to-the-civil-rights-movement

Author stream: Teacher Lecture

http://www.authorstream.com/Presentation/CampbellHistory-3399014-lesson-one-teacher-lecture/

Docsteach: Webercise Lesson

https://www.docsteach.org/documents/document/civil-rights-act-of-1964