US History and Geography 2015 Houston High School Interactive Curriculum Framework STATE STANDARDS American Social and Political Movements 1954 1970 Chapter 16.1 US.89 Examine court cases in the evolution of civil rights, including Brown v. Board of Education and Regents of the University of California v. Bakke. (C, H, P) US.90 Examine the roles of civil rights advocates, including the following: (C, H, P, TN) Martin Luther King Jr. Malcolm X Thurgood Marshall Rosa Parks Stokely Carmichael President Lyndon Johnson James Meredith Jim Lawson US.94 Analyze the civil rights and voting rights legislation, including the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968, and the 24 th Amendment. (C, E, H, P) US.96 Evaluate the impact of Johnson s Great Society programs, including Medicare, urban renewal, and the War on Poverty. (C, P) BIG IDEAS The actions and rulings of the federal and local governments, as well as the supreme court directly impacted the Civil Rights Movement. Relevance: Many local and state governments in the south actively worked to prevent the progression of the Civil Rights Movement despite the several pieces of legislation passed by the federal government and the Supreme Court to move towards integration and equality. The federal government eventually had to intervene in several instances to ensure the freedoms and protections guaranteed in the Constitution would be available to all citizens. TNSS: US. 89, US. 90, US. 94, US. 96 GUIDING QUESTIONS How did court cases affect the Civil Rights movement? Which were more significant and why? How did the tension caused by the boycotts and marches create changes in laws and Constitutional amendments that pertained specifically to citizen's rights? In what ways did Johnson s Great Society impact the Civil Rights Movement? SUGGESTED ACTIVITIES The Supreme Court and Civil Rights Students will receive a copy of the Venn diagram provided below, as well as articles explaining both Brown v. Board of Education as well as Regents of the University of California v. Bakke. Students will get into pairs and each student will read about one of the court cases. On a scrap sheet of paper they will list facts and information about their specific court case. Once they each have at least 10 items written down they will come together to compare and contrast the two court cases using the Venn diagram. Great Society In this lesson, students consider the impact of Great Society programs by comparing a speech delivered by Johnson in 1964 with two recent commentaries. Civil Rights Act of 1964 In this lesson, students consider the depth of Kennedy s commitment to civil rights by comparing two speeches, one from Kennedy and another from SNCC leader John Lewis delivered during the March on Washington. RESOURCES 1. The Supreme Court and Civil Rights The top link leads to a drop box page with the handout, as well as PDF versions of the articles. The bottom two links will bring you to the Internet article. https://www.dropbox.com/s/bquxc6l184gyaep/brown%20v.%20board%20of%20education.pdf?dl=0
https://www.dropbox.com/s/jnxhoyjgkzrb59z/regents%20of%20the%20university%20of%20california%20v.%20bakke.pdf?dl=0 https://www.dropbox.com/s/gktwwkgay8778br/civil%20rights%20supreme%20court%20comp-cont.pdf?dl=0 http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html http://www.pbs.org/wnet/supremecourt/rights/landmark_regents.html 2. Great Society: (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) http://sheg.stanford.edu/great-society 3. Civil Rights Act of 1964: (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) http://sheg.stanford.edu/civil-rights-act-1964
US History and Geography 2015 Houston High School Interactive Curriculum Framework STATE STANDARDS American Social and Political Movements 1954 1970 Chapter 16.2 US.90 Examine the roles of civil rights advocates, including the following: (C, H, P, TN) Martin Luther King Jr. Malcolm X Thurgood Marshall Rosa Parks Stokely Carmichael President Lyndon Johnson James Meredith Jim Lawson US.91 Examine the roles of civil rights opponents, including Strom Thurmond, George Wallace, Orval Faubus, Bull Connor, and the KKK. (C, H, P) US.92 Describe significant events in the struggle to secure civil rights for African Americans, including the following: (C, H, P, TN) Columbia Race Riots Tent Cities of Haywood and Fayette Counties Influence of the Highlander Folk School and civil rights advocacy groups, including the SCLC, SNCC, and CORE Integration of Central High School in Little Rock and Clinton High School in Clinton, Tennessee Montgomery Bus Boycott Birmingham Bombings of 1963 Freedom Rides, including the opposition of Bull Conner and George Wallace March on Washington Sit-ins, marches, demonstrations, boycotts, Nashville Sit-ins, Diane Nash Assassination of Martin Luther King Jr. US.93 Cite textual evidence, determine the central meaning, and evaluate the explanations offered for various events by examining excerpts from the following texts: Martin Luther King, Jr. ( Letter from a Birmingham Jail and I Have a Dream speech) and Malcolm X ( The Ballot or the Bullet ). (C, P) US.101 Investigate the life and works of Alex Haley and his influence on American Culture, including The Autobiography of Malcolm X and Roots: The Saga of An American Family. (C, TN) BIG IDEAS The Civil Rights Movement proved that change could be brought about through social action when individuals and groups unite to achieve a common goal. Relevance: African Americans long battle for equality matured into a determined civil rights movement, and inspired similar fights for rights by other oppressed groups. These movements withstood determined resistance to eventually gain greater rights and equality for all Americans. Although many whites were opposed to the demands of the Civil Rights Movement many also were supportive and participated in boycotts, marches, sit-ins, and subjected to the barbaric treatments of era. TNSS: US. 90, US. 91, US. 92, US. 93, US. 101 Many Civil Rights leaders followed the path of non-violence espoused by earlier leaders like Henry David Thoreau and Mohandas Gandhi. Relevance: Not all protesters agreed with or had the patience for the non-violent approach and there were times when violent actions happened. But perhaps the most effective means of fulfilling the desire for true equality and freedom and gaining popular support was in the media's reporting on and publishing images of non-violent protestors being arrested and mistreated by authorities or harassed and attacked by mobs of common people. TNSS: US. 90, US. 91, US. 92 GUIDING QUESTIONS
How did different groups achieve change in the Civil Rights movement? What political and social changes were made in America due to the public actions of the Civil Rights Movement, the Chicano Movement, American Indian movement, and Feminist Revolution? How did the tension caused by the boycotts and marches create changes in laws and Constitutional amendments that pertained specifically to citizen's rights? SUGGESTED ACTIVITIES Letter from Birmingham Jail In this lesson, students will read Letter from Birmingham Jail and then respond to several text dependant questions in order to show their understanding of the text. They will then respond to a specific writing prompt. Montgomery Bus Boycott In this lesson, students build a more complex understanding of the causes and context of the boycott as they analyze four historical documents. RESOURCES 1. Letter form Birmingham Jail http://www.tncore.org/literacy_in_social_studies/curricular_resources/grades_9-12/tasks912.aspx 2. Montgomery Bus Boycott: (You must sign up and register on the website in order to have access to the activities. Sign in and then click the link to get you directly to the desired activity.) http://sheg.stanford.edu/montgomery-bus-boycott 3. Several lessons and activities can be found in this dropbox: Children and Civil Rights, The Watts Riots, and Cesar Chavez https://www.dropbox.com/sh/k9ufbff1jsphzlm/aaa9ipv55lilykn19sl-uxtwa?n=289817720 4. Informational reference on the Columbia Race Riots http://tennesseeencyclopedia.net/entry.php?rec=296 5. Informational reference on the Tent Cities of Fayette and Haywood Counties http://library3.tnstate.edu/library/digital/tent.htm 6. Informational reference on Malcolm X s, The Ballot or the Bullet speech http://teachingamericanhistory.org/library/document/the-ballot-or-the-bullet/ 7. Informational reference on MLK s, I Have a Dream speech http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_i_have_a_dream_28_august_1963/ 8. Informational reference on the effects of Alex Haley s literary works on American Society http://www.tennesseehistory.com/class/ahaley.htm
US History and Geography 2015 Houston High School Interactive Curriculum Framework American Social and Political Movements 1954 1970 Chapter 17.1, 17.2 and 17.3 STATE STANDARDS US.95 Describe the Chicano Movement, the American Indian Movement, and Feminist Movement and their purposes and goals. (C, E, P) US.96 Evaluate the impact of Johnson s Great Society programs, including Medicare, urban renewal, and the War on Poverty. (C, P) US.97 Interpret different points of view that reflect the rise of social activism and the counterculture, hippies, generation gap, and Woodstock. (C, P) BIG IDEAS The Civil Rights Movement furthered the desire of the promises of equality and a voice for all citizens. Relevance: In this period of social upheaval, with the growth of Vietnam protests as well as the Civil Rights Movement, other groups emerge to carve out their own path to civil liberty and equality such as the Chicano civil rights movement, the American Indian Movement, and the second feminist revolution. TNSS: US. 95 The Vietnam War was a contentious subject for many American citizens, due to the drastically differing views on America s role in the war and the world. This fact led to clear divisions among the American population, and inspired many to public action. Relevance: The social and political issues surrounding the Vietnam War were taken up by anti-vietnam protesters, and led to a rise in the counterculture movement and hippies. The counterculture movement was comprised of mostly white middle class youths, many of whom were breaking from the beliefs of their parents, and creating a clear generational gap. Also, African-Americans protested against the draft feeling they were more likely to get drafted and thus killed or injured in service. They also questioned fighting for someone else's freedom again when they did not have it in their own country. Youth also joined in protests because they could be drafted to go fight in the war at age 18 but could not vote for the leadrs who implemented such rules until they were 21. TNSS: US. 97 GUIDING QUESTIONS How did different groups achieve change in the Civil Rights movement? What political and social changes were made in America due to the public actions of the Civil Rights Movement, the Chicano Movement, American Indian movement, and Feminist Revolution? In what ways did Johnson s Great Society impact the Civil Rights Movement? How did the Civil Rights movement inspire the rise of other social movements and activism? How did the Vietnam War affect American society, and the social movements of the 1960s? SUGGESTED ACTIVITIES 1960s Protest Buttons In this lesson, students will create a 1960s protest button. The first page of the assignment is the checklist, which the teacher will provide to the student. The second page is a list of the different groups protesting or reacting to the time period. The teacher will cut out the squares with the different groups labeled, and have students choose one. They are then to create a protest button on that particular group. RESOURCES 1. 1960s Protest Button: https://www.dropbox.com/s/3eccm40mynu7hwt/protest%20button%20checklist%20and%20theme.pdf?dl=0 2. The Struggle for Black Equality" - by Harvard Sitkoff Each school will have a set of 30 of these supplemental books for use. 3. Several lessons and activities can be found in this dropbox: Children and Civil Rights, The Watts Riots, and Cesar Chavez https://www.dropbox.com/sh/k9ufbff1jsphzlm/aaa9ipv55lilykn19sl-uxtwa?n=289817720 4. Informational reference on the Columbia Race Riots
http://tennesseeencyclopedia.net/entry.php?rec=296 5. Informational reference on the Tent Cities of Fayette and Haywood Counties http://library3.tnstate.edu/library/digital/tent.htm 6. Informational reference on Malcolm X s, The Ballot or the Bullet speech http://teachingamericanhistory.org/library/document/the-ballot-or-the-bullet/ 7. Informational reference on MLK s, I Have a Dream speech http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_i_have_a_dream_28_august_1963/ 8. Informational reference on the effects of Alex Haley s literary works on American Society http://www.tennesseehistory.com/class/ahaley.htm 9. Informational resource of the AFL-CIO Merger in relation to the Civil Rights Movement http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_afl_cio 10. Informational resource on Robert Kennedy s involvement in the merger of AFL-CIO and Chicano Movement http://www.pbs.org/wgbh/amex/rfk/peopleevents/p_chavez.html General Resources for Everyday Use These excellent resources may be used throughout the instruction of this course although they may not always be listed specifically in the resource section of the frameworks. Worksheet Works This resource allows teachers to generate their own graphic organizers in several different styles such as Venn diagrams, fishbone diagrams, T-Charts, Y-Charts, and several more. http://www.worksheetworks.com/miscellanea/graphic-organizers.html Document Analysis Worksheets This resource was created by the National Archives for educators to utilize in helping students to analyze different forms of primary sources. http://www.archives.gov/education/lessons/worksheets/ Powerpoint Palooza/American History These resources have hundreds of powerpoints broken down by era or subject matter. http://americanhistory.pppst.com/index.html http://www.pptpalooza.net/ Crash Course: US History This resource is a series of informational videos covering the span on US history narrated by YA author John Green. He is the author of The Fault in our Stars, which was just made into a movie, and so he is relevant to high school students. This excellent resource can be used many ways inside and outside the classroom. https://www.youtube.com/playlist?list=pl8dpuualjxtmwmepbjtsg593eg7obzo7s Online Jeopardy This resource allows teachers to create subject specific games of jeopardy, which could be played in class or students can access and play at home. It is a good study tool. https://www.superteachertools.net/jeopardyx/brandnewgame.php Quizlet/Study Blue These resources allow you to create decks of flashcards, which can be downloaded any studied and shared on a computer, smart phone, or tablet. Both provide several different ways to study the material. http://quizlet.com/ http://www.studyblue.com/