UNIT LESSON PLANS

!
!

Day: 1
National Standard: United States Era 9 Postwar United States
Standard 4a: Explain the resistance to civil rights in the South between 1954 and
1965.

OBJECTIVE: Students will be able to discuss the origins of the Civil Rights
movement and write a one-page summary of a characteristic that led to citizens
taking direct action.

!
Daily Agenda:
!

HOOK: YouTube video: History of the Civil Rights Movement (10 minutes)
http://www.youtube.com/watch?v=URxwe6LPvkM

!
ACTIVITIES:
!

Power Point Presentation on the origin of the Civil Rights Movement including the
different characteristics that African Americans faced in the years after
Reconstruction that led to citizens taking action to demand equal rights. The
presentation will also focus on the NAACP formation and their role in the movement,
as well as the Great Migration that occurred in the United States. It will end with the
explanation of the concepts of direct action, which include mass mobilization, civil
disobedience, and nonviolent resistance. (20 minutes)

At the conclusion of the Power Point the teacher will hand out a time line of events
that the students will be able to use for the entire unit to see how things
chronologically transpired during this period. We will go over this as a class, then
move on to the writing task. (15 minutes)

With the remaining class time, students will be presented a task that entails:

Using your notes and textbook, pick one of the four characteristics we
discussed today (segregation, disfranchisement, exploitation, and violence)
and explain why it lead to the national revolution we now know as the Civil
Rights Movement.

Use your opinion, but support it with facts.

It needs to be 1 page, 3-4 paragraphs, with an introduction, body, and

conclusion.

Due at the beginning of class on day 3 of the unit.

LINK: This is a great introductory lesson to the Civil Rights Movement and sets up
the entire Unit by giving the students background knowledge as well as a cause for
why this event happened in our history. Tomorrow we will look at the court cases that

started and ended segregation, which is the next step in looking at the movement
chronologically.

Adaptation: Talented and Gifted students will be asked to not only summarize the
issue they choose but also add their personal analysis of it and connected it to the
mistreatment of individuals in todays society.

Resources/Materials Needed: Internet access for the video, Power Point software
and Promethean Board to display the video and presentation, 24 copies of the
timeline study guide.

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

UNIT LESSON PLAN

Day: 2

National Standard: United States Era 9 Postwar United States

Standard 4a: Evaluate the Warren Courts reasoning in Brown v. Board of Education
and its significance in advancing civil rights.

OBJECTIVES: Students will compare and contrast the court cases of Plessy vs.
Ferguson and Brown vs. The Board of Education, and decide why the court
overturned its previous ruling in a class discussion.

Students will also learn about the concept of integration and its impact on the
southern states, specifically the Little Rock Nine, by reading section 1 chapter 29 in
the textbook The American Journey and display their knowledge by writing a journal
entry as if they were one of the students.

!
Daily Agenda
!
ACTIVITIES:
!

Students will be given summarized case reviews of the Supreme Court Cases Plessy
vs. Ferguson and Brown vs. The Board of Education. They will be split into groups of
4 and asked to look at both cases in depth and decide as a group why they think the
court over turned their decision. They will also be learning how the role of
historiography and historical perspective come into play when learning history. They
will be asked to look at the years each case was decided and think critically about
what was going on in the United States during that time and if it perhaps had an
affect on the ruling. We will then come back together as a class and discuss what
each group thought. (25 minutes)

After this we will discuss the topic of integration that was inevitably established by the
Brown case. We will, as a class, read section 1 of chapter 29 that focuses on
integration and the Little Rock Nine. I will also ask them to look at the segregation
map on p. 839 that shows what schools in the United States looked like in 1950.
(15 minutes)

Finally I will ask the students to write a small journal entry to be turned in at the end
of class. In this entry I want them to put themselves in the shoes of the Little Rock
Nine. How might it have felt to attend an all-white school? Why would they want to
attend a school where they were mostly unwelcomed? How would they have reacted
if in that situation? (10 minutes)

LINK: Tomorrow I will ask them to turn in their essays on issues that lead to the Civil
Rights Movement and we will begin discussing Rosa Parks, the Montgomery Bus
Boycott, and the action of civil disobedience that led the movement.

Adaptation: TAG students will be given the option to write as one of the students
attending the school, or a teacher or administrator in the school and how they would
deal with the violence, bullying and other factors that happened with integration.

Resources/Materials Needed: 24 copies of both court cases, 24 textbooks of The

American Journey by Appleby, Brinkley, and McPherson, and students will need
paper and a writing utensil for the journal entry.

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

UNIT LESSON PLAN

!
!

Day: 3
National Standard: United States Era 9 Postwar United States
Standard 4a: Assess the reasons for and effectiveness of the escalation from civil
disobedience to more radical protest in the civil rights movement.

OBJECTIVE: United States history students, after reading a story about Rosa Parks
and the Montgomery Bus Boycott, will be able to illustrate their knowledge of the
concept of civil disobedience by writing about a law or rule in their personal lives that
they think is unfair and want to change.

!
Daily Agenda
!
ACTIVITIES:
!

Students will be given a story about Rosa Parks and the Montgomery Bus Boycott to
read and analyze. We will discuss the impact of this event as the beginning of the
movement and how her small act of civil disobedience changed American society. (25
minutes)

We will then discuss the concept of civil disobedience. The instructor will write the
proper definition on the board and ask the class to summarize it in 5 words. (10
minutes)

Once we have our class definition the teacher will ask the class to think about a rule
or law in their life that they consider unfair or unjust. The teacher will ask the
students to explain the law and why it is unfair to them, then explain how they would
go about changing said rule/law in a peaceful manner. The essay needs to be one
page (no more, no less). (15 minutes)

LINK: Tomorrow we will start our projects on leaders of the Civil Rights Movement,
so today is a good introduction on the origins of said movement.

Adaptation: TAG students will be required to also explain in the essay, the media
tools they would use to spread the word about the protest they are planning to
organize. They will be encouraged to be creative and think outside the box to come
up with a unique protest.

Resources/Materials Needed: 24 copies of Rosa Parks and the Montgomery bus

boycott story, Promethean Board to display the standard definition, class definition
and writing criteria, students will need paper and pencil to complete essay.

!
!
!

UNIT LESSON PLANS

!
!

Day: 4
National Standard: United States Era 9 Postwar United States
Standard 4a: Analyze the leadership and ideology of Martin Luther King, Jr. and
Malcolm X in the civil rights movement and evaluate their legacies.

OBJECTIVES: Students will work together to compose a newspaper article about a

major leader in the Civil Rights Movement by doing individual research and
collaborative learning.

!
Daily Agenda
!
ACTIVITIES:
!

Students will be broken in to groups of four and assigned a leader of the Civil Rights
movement. This assignment will be given in the form of a webquest entitled Agents
of Change: Leaders of the Civil Rights Movement. The directions, task, process,
resources, and evaluation are on incorporated on the website and will allow students
not only to work collaboratively but also improve their research skills, writing skills,
and technology skills. They will have until the end of the unit to finish this project. The
articles will then be assessed and published in the school and local newspapers. An
individual grade will be given and based on the rubric provided.

After the introduction to the activity and webquest, students will have the remained of
the period to meet with their groups and start their research. They will have
computer and internet access during the period and are encouraged to use their time
wisely as this is the only day they will have to work on it in class. All articles must be
completed by the unit test.

LINK: This assignment fits perfectly in this unit because we have learned about some
of the events that have taken place so information on the people behind the events is
essential for complete understanding.

!
Resources/Materials Needed: Internet access, and lab access for 24 students.
!
!
!
!
!
!
!
!
!
!

UNIT LESSON PLANS

!
!

Day: 5
National Standard: United States Era 9 Postwar United States
Standard 4a: Assess the role of the legislative and executive branches in advancing
the civil rights movement and the effect of shifting the focus from de jure to de facto
segregation.

OBJECTIVES: Students will be able to demonstrate knowledge of John F. Kennedys

contribution to the civil rights struggle by listening/reading his civil rights address and
answering questions based on the primary source document.

Students will be able to discuss Lyndon Johnsons policies on the movement after
Kennedys assassination after reading section 2 chapter 29 in The American Journey
textbook.

!
Daily Agenda
!

HOOK: Analyze the quote, There are no white or coloured signs on the foxholes or
graveyards of battle." John F. Kennedy, message to Congress June 19, 1963. Before
they find out who the author of this quote is, have them analyze it and connect it to
any war that has ever been fought. Only after discussion is over then tell them it was
JFK and transition into his and Johnsons role during this era. (10 minutes)

!
ACTIVITIES:
!

Read as a class section 2 of chapter 29 in The American Journey textbook. This

gives a great and quick overview of the both the Kennedy and Johnson
administrations and what the executive branches were achieving during the
movement. Make sure to highlight the policies both leaders advocated for in
American society. (10 minutes)

After that, pass out a copy of Kennedys Civil Rights Address to read along as the
instructor plays the actual recording of the speech. Copy of the speech and audio clip
can be found at http://www.americanrhetoric.com/speeches/jfkcivilrights.htm.
Attached to the copy of the speech is a worksheet that asks critical thinking questions
to have them analyze the address. Partner work will be based on teacher discretion.
(20 minutes)

Students will be given a short quiz reviewing what they have learned so far over the
unit so the teacher can check for understanding. (10 minutes)

LINK: This is a great way to introduce working and analyzing a primary source
because tomorrows lesson will be primarily focused on primary sources.

Adaptation: TAG students will be asked to make a venn diagram listing three facts
associated with JFK and three facts associated with LBJ and two facts associated
with both while reading section 2, as to compare and contrast both presidents.

Resources/Materials Needed: Promethean Board to display hook activity, 24 copies

of The American Journey textbook by Appleby, Brinkley, and McPherson, 24 copies
of Kennedys Civil Rights Address, 24 copies of the worksheet, internet access to
play audio clip of Kennedys speech, pencil and paper for the students.

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

UNIT LESSON PLANS

!
Day: 6
!

Iowa Core: Social Studies Grade 9-12 History

Understand the role of culture and cultural diffusion on the development and
maintenance of societies: Understand cultural factors that have promoted political
conflict.

!
OBJECTIVES: Students will be able to identify and define a primary source.
!

Students will be able to discuss the importance of using primary sources while
studying history and important eras in our nation.

Students will be able to answer critical thinking questions after analyzing two primary
sources.

!
Daily Agenda
!
ACTIVITIES:
!

Students will be given information on the difference between a primary and

secondary source orally from the instructor and asked questions to check for
understanding. (10 minutes)

The teacher will play the Bob Dylan song These Times They are A changin and pass
out the lyrics so the students can follow along while they listen. He/She will give a
background on the artist and song, then as a class we will answer questions attached
to learn together how to analyze a primary source. (15 minutes)

Next the teacher will explain the impact that political cartoons have played in our
nations history while passing out a cartoon associated with the Civil Rights
Movement. They will be asked to analyze the cartoon and answer question
regarding it, in the same fashion as the Bob Dylan song. (15 minutes)

Finally, we will come together as a class and discuss the importance of using primary
sources while studying history. (10 minutes)

LINK: As 10th grade United States history students it is important to learn what a
primary source is because they will be using them for the rest of their academic
career in all the social science subjects and well as real life.

Resources/Materials Needed: Audio of Bob Dylan song, 24 copies of lyrics and

accompanying worksheet, 24 copies of cartoon and accompanying worksheet.

UNIT LESSON PLANS

!
Day: 7
!

Iowa Core: Social Studies Grade 9-12 History

Understand the role of individuals and groups within a society as promoters of
change or the status quo: Understand the significant religious, philosophical, and
social movements and their impacts on society and social reform.

OBJECTIVES: After viewing a presentation on Martin Luther King Jr. and the
different events, protest, and rallies that transpired during the Civil Rights Movement,
students will be able to discuss why these events changed the movement and
ultimately led to the passage of the Civil Rights Act of 1964.

After listening to Martin Luther King Jr.s I have a dream speech students will be
asked the prompt, Does discrimination still exist in the United States? and support
their answers with examples in a class discussion.

!
Daily Agenda
!

HOOK: Listen to Martin Luther King Jr.s I have a Dream speech, and answer the
prompt Does discrimination still exist in the United States? A class discussion will
follow where students will state their opinions and ideas on how this can be rectified
through peace means that correlate with todays society. (Social media, Internet,
television, petitions, etc) (15 minutes)

!
ACTIVITIES:
!

Students will view the Power Point presentation on Martin Luther King Jr. to attain
some background knowledge on the speech they just heard. They will all focus on
the different events that took place during era mainly sit-ins, freedom rides,
integrating universities, March on Washington. (10 minutes)

Next they will be broken up into 3 groups of 8 students and given one of the protest
events to learn more about and present to the other groups. The goal is they
become the teachers and enlighten their peers on the topic they are presenting. This
will be very informal much like a class discussion but they will be the ones leading it
instead of the teacher. The 3 groups will take one event that was introduced in the
teacher presentation (sit-ins, freedom rides, March on Washington). They will be
allowed to use the Internet, and their textbook to gain further information. (25
minutes)

LINK: This is a great activity to lead into tomorrows lesson, which will focus on the
passing of the Civil Rights Act of 1964, the freedom summer and the Voting rights Act

of 1965. It will show the actions we studied led to the legislation that changed the
status quo.

Adaptation: TAG students will be asked during the hook too not only relate forms of
discrimination to current day United States but internationally as well and give
examples of revolution that have recently occurred in response to this.

Resources/Materials Needed: Internet access for MLK speech, Promethean Board

for Power Point presentation, 24 copies of The American Journey textbook by
Appleby, Brinkley, and McPherson, laptop cart for students to look up information
about their event.

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

UNIT LESSON PLANS

Day: 8

National Standard: United States Era 9 Postwar United States

Standard 4a: Assess the role of the legislative and executive branches in advancing
the civil rights movement and the effect of shifting the focus from de jure to de facto
segregation.

OBJECTIVES: Students will be able to compare and contrast the positives and
negatives associated with the Civil Rights Act of 1964.

Students will be able to demonstrate knowledge of the impact of the freedom summer
on the passing of the Voting Rights Act of 1965 by listing three facts that transpired
during the summer,

!
Daily Agenda
!
ACTIVITIES:
!

Students will be given a copy of the Civil Rights Act of 1964 and asked to read it as a
class. We will then discuss the positive, society changing aspects of it, but also talk
about essential issues that were left out like voting and employment rights. (15
minutes)

We will then read pages 851-852 in the textbook to learn about the acts of the
Freedom Summer and watch the YouTube video Freedom Summer 1964 (http://
www.youtube.com/watch?v=_81kkJDvrUQ). (15 minutes)

Students will then be given a copy of the Voting Rights Act of 1965 to show how the
actions of the Freedom Summer turned into voting equality for all. (10 minutes)

At the end of class students will be given the unit study guide to begin preparing for
the unit exam. (10 minutes)

LINK: This is a great way to end the unit because it focuses on the accomplishments
and results the movement created. It also allows the students to start preparing for
the unit exam and flows nicely into tomorrows review activity.

Resources/Materials Needed: 24 copies of the Civil Rights Act of 1964, 24 copies of

the Voting Rights Act of 1965, Internet access for the YouTube video, 24 copies of
The American Journey textbook by Appleby, Brinkley, and McPherson, 24 copies of
the unit study guide.

!
!
!

!
!

UNIT LESSON PLANS

!
!

Day 9
National Standard: United States Era 9 Postwar United States
Standard 4: The struggle for racial and gender equality and for the extension of civil
liberties.

OBJECTIVE: Students will be able to demonstrate their knowledge of the Civil Rights
Movement of the 1960s by competing in a review game and completing a study
guide.

!
Daily Agenda
!
ACTIVITIES:
!

Students will play a review game that will prepare them for the unit test. They will be
allowed to use their study guide as a tool. We will play a game around the world as
review. The teacher will ask question straight off the study guide so students can
become familiar with the concept that they will be assessed on.

Group projects will also be due this day and will be counted off 10% for every day
they are late.

!
LINK: This will prepare them for the unit exam that they are taking tomorrow.
!

Resources/Materials Needed: Students need to make sure they have their study
guide and projects to turn in. Teacher will need study guide and textbook to ask
students questions during the game from the unit and classroom activities.

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

!
!
!

UNIT LESSON PLANS

!
Day: 10
!

National Standard: United States Era 9 Postwar United States

Standard 4: The struggle for racial and gender equality and for the extension of civil
liberties.

OBJECTIVE: Students will demonstrate their knowledge of the Civil Rights

Movement of the 1960s by completing a unit exam.

!
Daily Agenda
!
ACTIVITY:
!
Students will take the unit exam.
!

Resources/Materials Needed: 24 copies of unit exam.