1 / 19

US History

US History. Unit 8, Week 2. Homework. Monday, 3/3 Decide on your 1 st and 2 nd choices for project topics Read p.571-572 and explain key terms and how they impacted the civil rights movement: Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981 Tuesday, 3/4

dinos
Download Presentation

US History

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. US History Unit 8, Week 2

  2. Homework • Monday, 3/3 • Decide on your 1st and 2nd choices for project topics • Read p.571-572 and explain key terms and how they impacted the civil rights movement: Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981 • Tuesday, 3/4 • Study vocab and key terms for card quiz • Read and Cornell Notes on p.578-579 • Block Day, 3/5-3/6 • Finish timeline from class • Friday, 3/7 • Work on your lesson plan

  3. Agenda for Monday, 3/3 • HOT ROC • The role of the courts • Introduce the unit project and essay • Use your textbook to help you decide on a topic • HW: Read p.571-572 and get down what each key term means and how it influenced the Af-Am civil rights movement: • Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981

  4. HOT ROC • What are today’s civil rights issues? What groups are denied equality and in what ways?

  5. What role did the courts play in early civil rights gains? • Read p.573-575 • Answer: • How did class-action lawsuits help civil rights? • What aspects of segregation were addressed by the courts? • What was decided in Brown vs. Board of Education? • What role did the Warren Court play in de-segregation? • What is the problem with the instructions to de-segregate with “deliberate speed”?

  6. Civil Rights Project • You will be able to choose the topic you would like to work on tomorrow. Sign up can be done before school or during class time. • Sign ups will be posted on my door at 7:30. • Your grade on the lesson will be given individually. • You are responsible for making sure the class understands your assigned content well enough for the unit essay and the unit test. • Lessons must be set-up beforehand – during brunch, lunch, before school, etc. • Lessons will continue as scheduled even if members of the group are absent.

  7. Civil Rights Project • Look through Ch. 46 and 47 to learn more about each group to help you decide on your topic. • If time, 5 minutes will be allowed at the end of class to see who else is interested in your topic, who you would be working with.

  8. Agenda, Tuesday, 3/4 • HOT ROC: Finish with sign ups • Computer lab – take notes on your first source by the end of the day (per student, not per group) • HW: • Read and Cornell Notes on p.578-579 • Study vocab and key terms for a card quiz

  9. Agenda, Block Day, 3/5-3/6 • HOT ROC: Vocab and key terms card quiz • How does living in segregation affect people? • HW: Finish timeline from class

  10. A Class Divided • Part 1: Start at 2:45 • http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02s42cq66&continuous=1 • Part 2 • http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02s42dq66&continuous=1

  11. A Class Divided: Processing • What did you learn from the video? • How does this relate to the Civil Rights Movement? • Did it surprise you how quickly the students’ behavior changed?

  12. School Desegregation • Instructions: Read section 45.3 • Discussion questions: • Based on what we just saw in the video, what might it have felt like to be one of the Little Rock Nine or James Meredith? • What were all the challenges that they faced?

  13. Civil Rights timeline • Using chapter 45, you will complete a timeline of key events in the African-American civil rights movement. • The timeline can be creative – using color and drawings instead of writing, if that’s what you want.

  14. Chapter 45: Fight for Equality Timeline • Directions: Make a timeline for the list of events that includes the following things: • Name and date of the event • Goal of the event • Which civil rights groups were involved • What resistance did they face (reactions from angry whites) • List of events: • Brown vs. Board of Education, p.574 • Montgomery Bus Boycott, p.575 • Little Rock Nine, p.580 • Lunch counter sit-ins, p.582 • Freedom Rides, p.583 • Birmingham Campaign, p.584 • March on Washington, p.586 • Freedom Summer, p.588 • Challenge Activity: If the Federal government helped out in an event, which branch of the government was involved?

  15. In addition to these events, there are several actions taken by the Federal Government to protect civil rights that you need to remember: • Executive Order 9981 – President Truman desegregates the military, p. 572 • Civil Rights Act of 1964 – Legislative Branch makes racial discrimination and segregation illegal in politics, public accommodations, schools, and workplace. • 24th Amendment – Makes it illegal to require poll taxes to vote • Voting Rights Act of 1965 – Makes it illegal to require passing a literacy test to vote and says that the Federal Government will supervise elections. • Loving v. Virginia, 1967 – Supreme Court rules that interracial marriage is legal

  16. Agenda, Friday, 3/7 • HOT ROC • Moving towards radicalism • Project work time • HW: Work on your civil rights lesson

  17. Why did some people abandon civil disobedience and adopt radicalism? • Read p. 591 • Discuss with your partner? • Why did Stokely Carmichael become more radical? • Where do you fall on the issue? Do you agree with Carmichael or MLK Jr. (and Gandhi)?

  18. HOT ROC

  19. Project Work Time • Get in groups • Share with your group what you’ve learned so far on your topic • Brainstorm on paper individually and a rough draft of your lesson plan and then share, compare, decide.

More Related