The Civil Rights Movement: A Time for Change

Participants: Neil Bowlen, Jennifer McCoy, Kathleen Stark

Overview/Purpose:
This unit includes documents, literature, and integrated lessons to develop a solid unit for teaching the Civil Rights Era in grade eleven American History classes. This unit brings to life the time of unrest and anticipation that dominated the Civil Rights Movement. This will become an integral part of our lessons.

This “Decade of Change” will be added to “The Cold War 1946-1989: Living on the Brink.” This unit explores the origins for the unrest, turmoil and compromises made on domestic issues. The students will learn how this quest for equality by minorities is seen today with changes in procedures including, but not limited to segregation, affirmative action, and equal job opportunities. The team has developed a unit that uses a multitude of strategies to challenge every student, at every level of understanding.

Length of Instructional time: Classroom time for this piece will encompass 2-3 weeks.

Age/grade level: Regents class, CTM class and Advanced Placement Class

NYS Standards Addressed:

Social Studies Standards:

  • Standard 1:History of the United States and New York
  • Standard 5:Civics, Citizenship, and Government

English Standards:

  • Standard 1: Language for Information and Understanding
  • Standard 2: Language for Literary Response and Expression
  • Standard 3: Language for Critical Analysis and Evaluation

Mathematics, Science, and Technology Standards

  • Standard 2: Information Systems

PCSD Standards:

  1. Critical thinker
  2. Effective Communicator
  3. Healthy citizen
  4. Lifelong Learner
  5. Responsible Citizen

Understandings:
1. Students will understand the impact and significance of Civil Rights movement.
2. Students will understand the differing views behind movement.
3. Students will understand the impact of inequalities/tensions and affects on lifestyle
4. Students will understand the concept of equality.

Essential Questions:
1. Why did the evolution of rights progress at such a slow rate?
2. What are different strategies used by proponents and opponents?
3. Is this a catalyst for change?
4. How can past history be portrayed through technology?

Content Knowledge
Declaratory:
1. State changes in progress of individual liberties from Reconstruction through the 1960’s
2. State why the racial tensions surfaced during the 1950’s and ‘60’s
3. Specify the role of governments (local, state, and federal) in the Civil Rights movement
4. Understand the impact of the Civil Rights movement on both rural and urban neighborhoods
4. Understand the various methods and approaches used to address problems surfacing with the Civil Rights Movement
5. To reflect on this never ending quest for freedom/equality
6. To recognize acceptance of cultural diversity within society
7. To understand the difficulty of many to accept change
8. To demonstrate how technological features can be used to portray changes
9. Understand and demonstrate knowledge of concepts used on Regents exams

Procedural:
1. Complete a timeline to show various steps in quest for civil rights
2. Utilize technical resources to gather, organize, and display information
3. Create a power point presentation using text elements, background, storyboard, graphics, animation, timings, and sound
4. Determine how rubrics will be used in grading of power point project
5. Interpreting primary documents through class discussion and written assignments
6. Reading assignments with worksheets to show comprehension
7. Use of time management skills
8. While viewing teacher power points students will record and highlight information on to slide note taking sheets provided
9. Analyze sample Regents multiple choice questions and warm up exercises
10. Teacher display and class discussion on sample thematic and DBQ essays (taken from old Regents exams) on the Civil Rights Movement (student writing of rough draft or finished copy will be assigned depending on time)
11. Demonstrate proficiency in locating and viewing rubrics from teacher website for both DBQ and thematic essay
12. View DVD clips in order to discuss the impact of change on society in the Civil Rights Movement
13. Use of attentive and proper behavior displayed with guest speaker presentation
14. Demonstrate proficiency on a quiz after each of the four sections

Assessment Format:
Power point presentation which highlights technology, history, and text usage
Unit exam on Civil Rights
Quizzes, homework assignments, and participation grades