Unit 5: Independent Study

Overview
This unit is primarily student-driven. In this unit, students will choose a contemporary idea, issue,
struggle, etc and develop their own real-world application designed to address the topic. After
choosing their topic, students will research current legal/legislative status, social perceptions (as seen
in literature, music, dance, art, poetry, songs, propaganda, advertisements, etc), and legal precedents
(including precedents possibly studied in class) pertinent to their topic. Students should then develop
their own real-world application designed to address the topic, which may include writing bills,
petitions, and/or letters; creating websites; fundraising; and/or organizing class- or school-wide
actions. Students should also present their topics, research, reading, informational and argumentative
writings, and real-world applications to the class in an effort to persuade the class to agree with their
findings and proposals.

Generalizations
1. Applying historical inquiry methods to a variety of historical texts, both primary and secondary, can
shed light on the American struggle for freedom and equality.
2. Founding documents such as the Declaration of Independence and the United States Constitution
serve as the basis for legal meanings of freedom and equality.
3. American legislation at the federal, state, and local levels have over the years attempted to define
the civil liberties and civil rights that are guaranteed by the founding documents to all American
citizens regardless of race, ethnicity, gender, disability, religion, and sexual orientation.
4. Various individuals, groups, movements, and legislature have significantly influenced the
establishment and organization, beliefs, strategies, and actions of civil rights groups that advocate
for greater freedom and equality.
5. Various civil rights leaders and groupsboth well-known and under-appreciatedhave influenced
each other as well as access to basic American civil liberties and civil rights.
6. Individuals and groups sometimes use strategy, power, and authority to oppose greater freedom
and equality.
7. American perceptions of freedom and equality have been significantly influenced by the United
States participation in various world wars, by economic recessions and depressions, by industrial
development, by settlement and movement, and by 20th century acts of terror.
8. The American Dream varies among groups and individuals and is tied to the legal and social
application of meanings of freedom and equality.
9. National and local markers and monuments have been built to commemorate the people and
events that upheld freedom and equality.
10. Technological innovationsparticularly in communication, transportation, and sciencesignificantly
impact the development and advancement of freedom and equality.
11. American popular culture reflects and impacts the American perception of identity.
12. Segregation, discrimination, and stereotypes impact the development of identity and the
relationships among peoples, and literature and the arts can be used to examine the development
of identities and relationships over time.
13. While there are ideological differences between the United States and other nations in terms of
defining freedom and equality, American documents and social movements have significantly
influenced international movements and interpretations and applications of freedom and equality.

21st Century Civil Liberties & Civil Rights, Unit 5

Essential Questions to Guide Student Reading and Research

1. What are some primary and secondary sources related to my topic?
2. What does analysis of those primary and secondary sources enlighten about my topic?
3. How do founding documents relate to my topic?
4. How has American (or international) legislation affected my topic over the years?
5. How has my topic been defined and clarified by legislation?
6. Which individuals, groups, and/or movements have significantly impacted my topic, and how?
7. Which leaders and/or groups have most significantly impacted the development of my topic?
8. Who was/is attempting to oppose my topic, and why?
9. How has my topic been affected by war/conflict, economic recession/depression, industrialization,
settlement and movement, and 20th century terrorism?
10. Who is most significantly impacted by my topic, and how is their perception of American identity
and the American Dream affected by my topic?
11. How is my topic reflected in popular culture, literature, music, and art?
12. Are my topic and/or leaders commemorated by any national or local markers or monuments, and if
so, why are they significant?
13. How have technological innovations in communication and transportation impacted my topic?
14. How has science impacted my topic?
15. How has my topic been affected by segregation, discrimination, and/or stereotypes?
16. How have identity and relationships related to my topic developed over time as evidenced by
popular culture, literature, music, and art?
17. How is my topic significant to the international community, and what implications does my topic
have for the international community?

21st Century Civil Liberties & Civil Rights, Unit 5

Possible Topics and Resources

LGBT rights

Military Commissions Act

NAMBLA

Homeland Security Act

Patriot Act

National Security Strategy

WikiLeaks and Freedom of Information Act

Global Justice Movement

Guantanamo Bay

Death Penalty

Illegal immigration

Educational Achievement and No Child Left

Behind

Drone attacks
Internet privacy
Gun control
Wiretapping and Roving Wiretap power
National Security Entry/Exit Registration
System

Affirmative Action, Equal Opportunity

Reproductive Rights
Native American Rights
Hate Crimes
People with Disabilities

Material Witness Statute

Religion in Education

Indefinite detention

Disenfranchisement of ex-felons

Public safety exception and enemy

combatants

Employment restrictions after

misdemeanors/felonies

Library provision

Motor Voter legislation

Intelligence Reform and Terrorist Prevention

Act

De Facto and De Jure segregation in

education

No Fly and Selectee lists

21st Century Civil Liberties & Civil Rights, Unit 5

Classroom Library Resources

Your Blues Aint Like Mine by Bebe Moore Campbell

Civil Rights Journey: The Story of a White Southerner Coming of Age During the Civil Rights
Revolution by Joseph Howell

Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz Age by Kevin Boyle

Heartbeat of Struggle: The Revolutionary Life of Yuri Kochiyama by Diane C Fujino

That All People May Be One People by Nez Pierce Chief Joseph

The Other Civil War: American Women in the Nineteenth Century by C.C. Colbert

No Mexicans, Women, or Dogs Allowed: The Rise of the Mexican American Civil Rights Movement by
Cynthia E Orozco

Well-Behaved Women Seldom Make History by Laurel Thatcher Ulrich

Unit Goals
What do students need to KNOW?

What do students need to be able to DO?

Primary documents related to the topic

Secondary sources related to the topic

Relationship between founding documents and

the topic

Cite textual evidence from primary and

secondary sources to explain my topic and its
development over the years

Legislation concerning the topic over the years

Explain how founding documents define and/or

clarify my topic

Individuals, groups, movements that have

impacted the topic

Analyze legislation about my topic over the

years

Leaders, groups that have impacted the

development of the topic

Identify and explain the influence of individuals,

groups, and/or movements that have impacted
my topic

Opposition to the topic

Effects of war/conflict, economic

recession/depression, industrialization,
settlement and movement, and 20th century
terrorism on the topic

Identify and explain the influence of leaders

and/or groups that have impacted the
development of my topic

Explain opposition to my topic

Analyze the effects of war/conflict, economic

recession/depression, industrialization,
settlement and movement, and 20th century
terrorism on my topic

Who is impacted by the topic

How the topic affects American identity and the

American Dream

Popular culture, literature, music, and art that

reflects the topic

Identify who is impacted by my topic and explain

how and why

National or local markers or monuments

commemorating the topic

Analyze how my topic affects the American

perception of identity and the American Dream

Impact of technological innovations in

communication and transportation on the topic

Analyze how my topic is reflected in popular

culture, literature, music, and art

Impact of science on the topic

The effects of segregation, discrimination,

and/or stereotypes on the topic

Identify and analyze national or local markers or

monuments that commemorate my topic

The evidence of identity and relationships

concerning the topic found in popular culture,
literature, music, and art

Analyze the impact of technological innovations

in communication and transportation on my
topic

Analyze the impact of science on my topic

Analyze the effects of segregation,

discrimination, and/or stereotypes on my topic

Cite textual evidence of identity and

relationships concerning my topic found in
popular culture, literature, music, and art

Analyze the significance and implications of my

topic to the international community

Significance and implications of the topic to the

international community

I Can Statements

I Can cite textual evidence from primary and secondary sources to explain my topic and its
development over the years.

I Can explain how founding documents define and/or clarify my topic.

I Can analyze legislation about my topic over the years.

I Can identify and explain the influence of individuals, groups, and/or movements that have
impacted my topic.

I Can identify and explain the influence of leaders and/or groups that have impacted the
development of my topic.

I Can explain opposition to my topic.

I Can analyze the effects of war/conflict, economic recession/depression, industrialization,

settlement and movement, and 20th century terrorism on my topic.

I Can identify who is impacted by my topic and explain how and why.

I Can analyze how my topic affects the American perception of identity and the American Dream.

I Can analyze how my topic is reflected in popular culture, literature, music, and art.

I Can identify and analyze national or local markers or monuments that commemorate my topic.

I Can analyze the impact of technological innovations in communication and transportation on my

topic.

I Can analyze the impact of science on my topic.

I Can analyze the effects of segregation, discrimination, and/or stereotypes on my topic.

I Can cite textual evidence of identity and relationships concerning my topic found in popular
culture, literature, music, and art.

I Can analyze the significance and implications of my topic to the international community.

Potentially Aligned Course Essential Standards (depending on student topics)

H.1 Apply
historical
inquiry and
methods to
understand
the American
struggle for
freedom and
equality.

H.2 Analyze
political
attempts to
resolve the
conflict
between the
United
States
founding
democratic
ideals of
freedom and
equality.

H.3 Understand the

influences,
development, and
protests of various
20th century civil
rights groups on
behalf of greater
freedom and equality.

H.4 Analyze
how
individuals
and groups
used strategy,
power, and
authority to
oppose
greater
freedom and
equality
during the
20th century.

H.5 Analyze
how shared
sacrifice and
hardship by
Americans
influenced
perceptions of
freedom and
equality.

H.6 Analyze
technological
innovation in
terms of its
impact on
freedom and
equality.

C.1 Evaluate
the challenges
of forming an
identity in a
diverse society
founded on
freedom and
equality.

C.2 Analyze the

ideological
interdependenc
e of the United
States with the
world in terms
of freedom and
equality.

H.1.1
Evaluate
historical
interpretations
and narratives
on freedom
and equality in
terms of
perspective,
logic, use of
evidence, and
possible bias.

H.2.2
Analyze 20th
century
legislation,
executive
orders, and
court
interpretatio
ns by the
U.S.
government
in terms of
their origins,
development
, and impact
on American
freedom and
equality.

H.3.1 Explain the

influence of late 19th
and early 20th century
reformers, such as
Populists,
Progressives, and
New Dealers, on the
strategies,
organization,
advocation, and
protests of modern
civil rights groups.

H.4.1 Analyze
the use of
intimidation,
coercion, and
violence by
individuals
and groups in
impeding the
development
of freedom
and equality.

H.5.1 Analyze
the relationship
between the
United States
participation in
various world
wars and
perceptions of
freedom and
equality.

H.6.1 Analyze
how industrial
development
impacted both
the freedom
and equality of
workers and
consumers.

C.1.1 Evaluate
the effects of
segregation and
discrimination
on the identity
and
relationships of
people.

H.6.2 Analyze
how the use of
communication
and
transportation
technologies
impacted the
advancement of
freedom and
equality.

C.1.2 Evaluate
the impact of
stereotypes on
the identity and
relationships of
people.

C.2.1 Analyze
ideological
differences
between the
United States
and other
nations in terms
of their impact
on multiple
perspectives
and
understandings
of freedom and
equality.

H.1.2 Analyze
multiple
perspectives
of freedom
and equality
within and
between
various
leaders and
groups of the
moment.
H.1.3 Analyze
primary
sources in
terms of the
creators
perspective,
purpose, the
overall
historical
context in
which each
was produced,
and their
significance to
the struggle
for freedom
and equality.
H.1.4 Use
historical
inquiry and
methods to
generate
questions,
theories,
debates, and
narratives
from a variety
of sources.

H.2.3
Analyze the
relationship
between
local
communities
, states, and
the federal
government
in resolving
conflicts over
freedom and
equality.
H.2.4
Evaluate the
extent to
which the
federal
government
as opposed
to
community
organization
has
successfully
expanded
freedom and
equality for
its citizens.

H.3.2 Explain the

intellectual,
philosophical, and
religious influences
on the establishment,
beliefs, and actions of
civil rights groups.
H.3.3 Explain how
various federal and
state laws influenced
the strategies,
organization,
advocacy, and
protests of various
civil rights/social
movements.
H.3.4 Analyze how
various individuals
and/or disadvantaged
groups strategized,
organized, advocated,
and protested
regarding freedom
and equality.
H.3.5 Evaluate the
extent to which the
womens rights and
African American civil
rights movement
influenced each other
as well as the
strategies and
protests of other civil
rights groups.
H.3.6 Analyze civil
rights movements in
terms of the
development, beliefs,
and contributions of
various leaders.
H.3.7 Analyze civil
rights movements in
terms of the
grassroots
contributions and
beliefs of under-

H.4.2 Analyze
the use of
power and
authority by
community,
business, and
government
leaders to
deny freedom
and equality.

H.5.2 Analyze
20th century
acts of terror in
terms of their
effects on
American
perceptions of
freedom and
equality.
H.5.3 Analyze
20th century
economic
recessions and
depressions in
terms of their
effects on
American
perceptions of
freedom and
equality.
H.5.4 Analyze
the American
Dream in
terms of
inclusion and its
effects on
perceptions of
freedom and
equality.
H.5.5 Evaluate
the effective
use of markers
and monuments
to
commemorate
people and
events that
upheld freedom
and equality.

H.6.3 Evaluate
how the
implementation
of theories and
programs in the
name of science
affected the
development of
freedom and
equality.
H.6.4 Evaluate
how American
popular culture
both reflected
and impacted
the struggles
and protests for
freedom and
equality.

C.1.3 Analyze
how movement
and settlement
in the United
States impacted
the cultural
identity of
individuals and
groups.
C.1.4 Use
examples of
literature and
the arts to
examine the
paradox of
identifying
ones self
through cultural
differences and
a shared belief
in ideals such
as freedom and
equality.

C.2.2 Analyze
the relationship
between
American and
international
movements for
freedom and
equality in
terms of their
origins, factors,
and influences.
C.2.3 Analyze
how other
countries,
societies, and
international
leaders and
groups have
interpreted and
used the values
expressed in
the Declaration
of
Independence
and the United
States
Constitution.
C.2.4 Use
knowledge
gained from a
study of 20th
century civil
liberties and
civil rights to
explain
contemporary
global issues of
freedom and
equality.

appreciated
community activists.
H.3.8 Evaluate the
effectiveness of
formal and informal
civil rights groups and
their leadership in
achieving greater
freedoms and
equality.

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 Cite specific textual evidence to support

analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding
of the text as a whole.

W.11-12.1 Write arguments focused on disciplinespecific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity band
independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or information

of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.

W.11-12.3 not applicable as a separate requirement

R.11-12.3. Evaluate various explanations for actions or

events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
R.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
R.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to
the whole.
R.11-12.6 Evaluate authors differing points of view on
the same historical event or issue by assessing the
authors claims, reasoning, and evidence.
R.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
R.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with
other information.
R.11-12.9 Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies
among sources.

W.11-12.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate
to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new
arguments or information.
W.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard
format for citation.
W.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames
(time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Assessment Options
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your position with
evidence from your research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.
o

Example: After reading a variety of texts, write an essay that argues your position on whether
21st century America is seeing broader or more restricted civil liberties and civil rights. Support
your position with evidence from your research. Be sure to acknowledge competing views, and
give examples from past or current events or issues to illustrate and clarify your position.

Example: After reading a variety of texts, write an essay that argues your position on your topic.
Support your position with evidence from your research. Be sure to acknowledge competing
views, and give examples from past or current events or issues to illustrate and clarify your
position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples from
past or current events or issues to illustrate and clarify your position.
o

Example: Is 21st century America seeing broader or more restricted civil liberties and civil rights?
After reading a variety of texts, write an essay that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples
from past or current events or issues to illustrate and clarify your position.

Example: [QUESTION ABOUT YOUR TOPIC] After reading a variety of texts, write an essay that
addresses the question, and support your position with evidence from the texts. Be sure to
acknowledge competing views. Give examples from past or current events or issues to illustrate
and clarify your position.

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support your discussion
with evidence from your research. What conclusions or implications can you draw?
o

Example: After reading a variety of texts, write an essay that defines civil liberties and explains
how civil liberties have been broadened and/or restricted in the 21 st century. Support your
discussion with evidence from your research. What conclusions or implications can you draw?

Example: After reading a variety of texts, write an essay that defines civil rights and explains
how civil rights have been broadened and/or restricted in the 21 st century. Support your
discussion with evidence from your research. What conclusions or implications can you draw?

Example: After reading a variety of texts, write an essay that defines your topic and explains its
legislative and social development over the years. Support your discussion with evidence from
your research and include evidence from popular culture, literature, music, and/or the arts. What
conclusions or implications can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____. Support your
discussion with evidence from the texts. What conclusions or implications can you draw?
o

Example: What are civil liberties, and how have they been broadened and/or restricted in the
21st century? After reading a variety of texts, write an essay that defines civil liberties and
explains how civil liberties have been broadened and/or restricted in the 21 st century. Support
your discussion with evidence from the texts. What conclusions or implications can you draw?

Example: What are civil rights, and how have they been broadened and/or restricted in the 21 st
century? After reading a variety of texts, write an essay that defines civil rights and explains
how civil rights have been broadened and/or restricted in the 21 st century. Support your
discussion with evidence from the texts. What conclusions or implications can you draw?

Example: What is [YOUR TOPIC], and how has it developed legislatively and socially over the
years? After reading a variety of texts, write an essay that defines your topic and explains its
legislative and social development over the years. Support your discussion with evidence from
your research and include evidence from popular culture, literature, music, and/or the arts. What
conclusions or implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a Variety of Grade-Level
Texts

Historical texts (primary and secondary): speeches, diaries, memoirs, biographies, autobiographies,
primary and secondary accounts of events
Religious and/or philosophical texts
Legal documents: legislation, rulings, laws, appeals, etc
Literature: poetry, dramas, stories, novels, political cartoons
Artistic representations: pictures, paintings, drawings, photographs, lithographs, sculptures, political
cartoons, markers, monuments
Musical revolutions: jazz, hip hop, rock n roll, rap, etc.
Propaganda: print advertisements, posters, fliers, brochures, audio/visual commercials, etc.
Political platforms: presidential debates, election posters
Popular Culture (ideas, perspectives, attitudes, memes, images, and other phenomena within the
mainstream of a culture; often spread through mass media): music, art, radio, television programs and
commercials, internet resources