Civil Rights and Social Justice Unit

Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. 14.F.4b Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration). “Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Black History. These events shall include not only the contributions made by individual African-Americans in government and in the arts, humanities and sciences to the economic, cultural and political development of the United States and Africa, but also the socio-economic struggle which African-Americans experienced collectively in striving to achieve fair and equal treatment under the laws of this nation. The studying of this material shall constitute an affirmation by students of their commitment to respect the dignity of all races and peoples and to forever eschew every form of discrimination in their lives and careers.”

Enduring Understanding: The Civil Rights Movement was a movement of ordinary people who demanded that America cash the check it wrote at the signing of the Declaration of Independence Essential Question: How did the Civil Rights Movement Change the United States? Writing/Essay Objectives: SWBAT write a thesis statement on a given topic SWBAT determine whether or not a source is a primary or secondary source SWBAT define “credibility” and determine whether or not a source is “credible” SWBAT define “reliable” and determine whether or not a source is “reliable” SWBAT differentiate between the concept of credibility and reliability of sources SWBAT identify if a source is reliable and credible or not SWBAT properly source a primary or secondary source using MLA format

Week #
1

Date
Monday, April 25th

Objective
SWBAT identify the Murder of Emmitt Till as the event that started the Modern Civil Rights Movement SWBAT analyze the murder of Emmitt Till and predict why it helped to start the Civil Rights Movment SWBAT define “reliable” and determine whether or not a source is reliable. SWBAT identify and define the Montgomery bus boycott SWBAT analyze why leaders in the Civil Rights movement did not choose Claudette Colvin to spark the bus boycott but instead selected Rosa Parks SWBAT compare and contrast the three most important situations of school integration SWBAT define integration SWBAT define “credible” and determine whether or not a source is credible

Weekly Topic
Beginning of the Movement – Awakenings

1

Tuesday, April 26th

1

Wednesday, April 27th

April 28th SWBAT define “sit ins” SWBAT explain the concept of nonviolence and give three examples of non-violence resistance during the Civil Rights Movement SWBAT compare and contrast violent and non-violent resistance SWBAT Show a mastery of the week’s objectives by scoring on 80% or above on the Friday Examination 1 Friday. May 12th . May 4th Power through the courts and protests! 2 Thursday. SWBAT Show a mastery of the week’s objectives by scoring on 80% or above on the Friday Examination 2 Wednesday. April 29th Week # 2 Date Monday. The Board of Education” using a Frayerzano SWBAT identify which constitutional rights are being violated when adequate education is not being provide Weekly Topic 2 Tuesday. May 9 th Pages/Topic SWBAT compare and contrast the teachings of MLK and Malcolm X SWBAT describe the growth of black nationalism and the black panther party SWBAT define “The Civil Rights Act of 1964” SWBAT analyze the effect of the Civil Rights act of 1964 SWBAT analyze the changing role of the Civil Rights movement as evident in Chicago SWBAT properly source a primary or secondary source using MLA format SWBAT define the “poor people’s campaign” Weekly Topic 3 Tuesday.1 Thursday. March 9. and March 21-25. SWBAT identify the events of March 7. 1965. May 10th 3 Wednesday. May 2 nd Pages/Topic Fighting Back SWBAT define “Brown V. May 5th 2 Friday. May 11th 3 Thursday. May 3rd SWBAT define “Freedom Riders” using a frayerzano SWBAT differentiate between a primary and a secondary source and explain which is more reliable SWBAT analyze “letter from a Birmingham Jail” and identify how King explains the purpose and results of direct non-violent civil disobedience SWBAT analyze the events of project c and identify the ways in which children and youth helped to lead the protests SWBAT identify the effect the events in Selma had on Federal voting rights legislation. May 6th Week # 3 Date Monday.

A False Mental Picture Of A Whole Group From Knowing Only One Or Two Of Its Members Discrimination .The Blending Of All Races Or Groups .Ending Of Segregation Integration .Judging A Group Unfavorable.The Rights Guaranteed By A Government To Protect Persons Against Unjust Acts By Government or Individuals Segregation .The System Of Forcing A Certain Group Of People To Live & Conduct Their Affairs Separately From The Majority Of The People Prejudice . The Civil Rights Movement Weekly Topic Vocabulary: Civil Rights . Desegregation .Mistreating People Of Another Group Because They Regard Them As Inferior Or Undesirable. Even If They Do Not Know Very Much About Its Members Stereotype .3 Friday. May 13 th SWBAT write a thesis on a particular topic SWBAT analyze MLK’s Mountaintop Speech and identify the “Thesis” of the speech Week # 5 Date Monday. May 16 th Pages/Topic Final Exam.

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