Lesson 6: An Era of Movements

Rationale

Essential Questions

Lesson 5 will set the class up for lesson 6; after discussing the anti-war
movement it is necessary to break away from the Cold War rhetoric and discuss
the American civil rights movement. The Civil Rights movement comes to a
national head as the Civil Rights Act was passed in 1964. The 1960s took
American into the next three decades of protest and political demonstrations
from minority groups to student protest across the country. Key figures and
social leaders rise to the mainstream and devote time and energy to change the
traditional ways of America. Ultimately this era of movements forever changes
every aspect of Americas social, economic, and political agendas of the time.

1. Why did the 1960s become an era of movements?

2. How did each movement begin? What were the main causes for each?
3. What was the outcome of the Civil Rights movement? What key
legislation was passed for each movement?

Fun Fact of the Day

Sociology Perspective
California Perspective

History Social-Science
Standards

MLKs idea of peaceful protest, comes from the teachings and influence of
Gandhi and his efforts to free India from British control.

Using Sociology 120- Ethnic and Race Relations lecture notes and video
Using California History-183b and Liberal Studies 110-California Studies
to address the Chicano movement and the Native American Movement
Watts Riots (Los Angeles)
11.10: Students analyze the development of federal civil rights and voting
rights.
Examine and analyze the key events, policies, and court cases in the
evolution of civil rights, including Dred Scott v. Sandford, Plessy v.
Ferguson, Brown v. Board of Education, Regents of the University of
California v. Bakke, and California Proposition 209.
Describe the collaboration on legal strategy between African American
and white civil rights lawyers to end racial segregation in higher
education.
Examine the roles of civil rights advocates (e.g., A. Philip Randolph,
Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer,
Rosa Parks), including the significance of Martin Luther King, Jr.s
Letter from Birmingham Jail and I Have a Dream speech.
Discuss the diffusion of the civil rights movement of African Americans
from the churches of the rural South and the urban North, including the
resistance to racial desegregation in Little Rock and Birmingham, and
how the advances influenced the agendas, strategies, and effectiveness
of the quests of American Indians, Asian Americans, and Hispanic
Americans for civil rights and equal opportunities.

 Analyze the passage and effects of civil rights and voting rights
legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the
Twenty-Fourth Amendment, with an emphasis on equality of access to
education and to the political process.

History Social-Science

RH1 Key Ideas and Details (Grade 11-12)

Literacy Standards

RH4 Key Ideas and Details (Grade 11-12)

WHST 4 Production/Distribution of Writing (Grade 11-12)
WHST 5 Production/Distribution of Writing (Grade 11-12)

Students Will Be Able To

1. Identify key moments/landmark legislation in history regarding civil

rights
2. Justify the causes the lead to the Civil Rights movements and associated
movements
3. Compare and contrast the various movements in the 1960s and so
forth.

Lesson Agenda
(60 mins)

10mins- Civil Rights Lecture

5 mins- Brief Native American, and Chicano movements (Provide lecture outline
doc)
45 mins- Chicano! Video

Materials

Video: Chicano!

PowerPoint on Civil Rights Movement

Lecture Outline Notes

Assigned Readings (Students will have read a serious of primary source

documents for homework before this lesson)
MLKs Letters to Birmingham Jail
MLKs I have a Dream
Malcom X Piece


Activities

Closing Statements:
Bringing the Lesson Full Circle

Aside from the constant threat of a nuclear attacks on everyday America, the
country was facing a growing internal issue: civil rights and the long road to
equality for all Americans. This period in time reflects the raw emotions of
many people who fought for their rights and protested/demonstrated for a
better America-involving all its citizens. These men and women fought for
better wages, benefits, unions, facilities, human rights, and so much more. The
hardships faced by many can be seen briefly in this survey lesson, but the fight
continues on today. Learning from the past events can push us into a brighter
future.

Assessment

Modifications

Chicano! Video (if not enough time make rest of video extra credit,
accessible online via YouTube)
Compare and Contrast Worksheet
Chicano movement and Black Civil Rights movement to show an
understanding of location, the 5 Ws, key figures and leaders,
demonstrate differences between the two, aside from the
common conception of equality, but labor disputes for
example.

N/A

Compare and Contrast Worksheet

1 2 3 4 5

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