Digital Unit Plan Template

Unit Title: Civil Rights Within America Name: Michael Campbell

Content Area: United States History and Geography: Continuity and Change Grade Level: 11
in the Twentieth Century
CA Content Standard(s)/Common Core Standard(s):
11.10 Students analyze the development of federal civil rights and voting rights.

1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in
defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in
the armed forces in 1948.

2. 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.

3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm 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.

5. 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.

6. 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.

7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan B. Anthony and the passage of the Nineteenth Amendment to the
movement launched in the 1960s, including differing perspectives on the roles of women.
Big Ideas/Unit Goals:
1. What was the social and socio-economic climate during the Civil Rights Movement?
2. Who were the significant civil rights advocates and what contributions did they make?
3. What significant events occurred during the Civil Rights Movement?
4. How has the Civil Rights Movement shaped what we know about civil rights in America today?
Unit Summary:
This unit will explore the change in the ethnic composition of American society as students analyze the movement toward equal rights for racial minorities.
Students will learn the history and the development of the Civil Rights Movement in the United States. The unit will introduce key advocates and identify
their contributions to the movement. The unit will also examine key historical events that contributed to the progression of the Civil Rights Movement.
Students will analyze the effects of the Civil Rights Movement and explain how the movement shaped the future of the United States.
Assessment Plan:
Entry-Level: Formative: Summative:

Brainstorm: Students will collectively brainstorm
their prior knowledge about the Civil Rights
Movement.
Webercise: Students will complete the webercise
activity regarding Civil Rights Legislation.
Guided notes: Students will complete a guided
notes worksheet regarding the Supreme Court
cases conducted during the Civil Rights
Movement.
Essay: Each student will choose one civil rights
advocate and write a two-page essay about who
they are, their contributions to the Civil Rights
Movement, and what they are most known for.
Test: Students will take a test regarding the Civil
Rights Movement.

Graphic organizer: Students will complete an

online quiz regarding the Civil Rights Movement.

Mid lesson assessment quiz: Each student will

complete an online quiz regarding the Civil Rights
Movement.

Lesson 1 (Teacher Lecture)

Student Learning Objective:
11.10.2. 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.
After the teacher lecture,
student’s will analyze the
Acceptable Evidence
(Assessments):
Entry level assessment.
Before the teacher lecture,
student’s will be placed
into small groups as they
discuss and collectively
write down what they
know about the Civil
Rights Movement.
During the teacher lecture,
student’s will take notes
on the guided lecture
notes worksheet.
Lesson Activities:
Student’s will participate in a small group entry level assessment activity. The student’s will
have five minutes to brainstorm and contribute their prior knowledge about the Civil Rights
Movement and relevant court cases. The assessment will be measured by having the student’s
share their findings with the class.
Teacher gives lecture on significant events during the Civil Rights Movement.
The student’s will follow along with the teacher lecture, taking notes on the guided lecture
worksheet. Students will be chosen to read aloud parts of the lecture. Student’s will be chosen to
answer questions throughout the teacher lecture.
After the teacher lecture, the student’s will be placed into small groups for 10 minutes to
compare and discuss notes. After the activity, student’s will be given instructions for the next
assignment.
Supreme Court cases
presented and explain
how the rulings
contributed to the
evolution of the Civil
Rights Movement.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
11.10.6. 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.
After the webersise,
students will be able to
interpret the effects on
education and the political
process after the passing
of the 1964 Civil Rights
Act, Voting Rights Act of
1965 and the Twenty-
Fourth Amendment.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
11.10.4. Examine the roles
of civil rights advocates
(e.g., A. Philip Randolph,
Martin Luther King, Jr.,
Malcolm X, Thurgood
After the teacher lecture,
students will answer
questions regarding the
Supreme Court cases.
Acceptable Evidence:
Collection of the webercise
worksheets.
Student discussion about
webercise.
Acceptable Evidence:
Students will individually
complete a Civil Rights
graphic organizer (T-
Chart) worksheet.
Each group will be assigned a court case or policy and answer the teacher provided lecture
questions as well as providing additional information to facilitate a robust student led exchange
of ideas.
Lesson Activities:
Teacher gives instructions for Webercise activity.
Using the site, Docsteach.org, students will complete the Civil Rights Act of 1964 worksheet.
Students will watch a short video on the Voting Rights Act of 1965.
Using the site, KhanAcademy.org, students will choose, analyze, and complete one portion of the
Civil Rights Legislation worksheet.
In small groups, student’s will collaborate and discuss the information presented in the
webersise activity.
Using the webersise worksheet, student’s will interpret the effects on education and the political
process after the passing of the Civil Rights Act of 1964, Voting Rights Act of 1965 and the
Twenty-Fourth Amendment.
Lesson Activities:
Teacher gives instruction on graphic organizer assignment.
Students may use their textbook and NAACP site to assist with answering guided questions.
Marshall, James Farmer,
Rosa Parks), including the
significance of Martin
Luther King, Jr.’s “Letter
from Birmingham Jail” and
“I Have a Dream” speech.
Student’s will collectively
discuss the roles of civil
rights advocates during a
class discussion.
Students will individually complete a civil rights graphic organizer (T-Chart) regarding
influential civil rights advocates. Students will choose two advocates and answer the guided
questions. (see rubric)
In small groups, student’s will compare and discuss notes about influential civil rights
advocates.

At the end of the lesson, Students will participate in a class discussion regarding civil rights advocates.
student’s will be able to
recognize influential Civil
Rights advocates and
describe their
contributions toward the
Civil Rights Movement.
Unit Resources:
American Civil Liberties Union (ACLU) Voting Rights Act Timeline.
https://www.aclu.org/issues/voting-rights/voting-rights-act/history-voting-rights-act?redirect=timelines/history-voting-rights-act

United States Supreme Court Land Mark Cases.

https://www.thirteen.org/wnet/supremecourt/rights/landmark.html

Civil Rights Movement History.

http://www.history.com/topics/black-history/civil-rights-movement

Civil Rights Act of 1964 Video.

https://www.youtube.com/watch?v=6x0l_vkjozc

Civil Rights and the 1950’s Crash Course Video.

https://www.youtube.com/watch?v=S64zRnnn4Po

Martin Luthor King Jr. Biography

https://www.youtube.com/watch?v=3ank52Zi_S0

National Association for the Advancement of Colored People (NAACP) Civil Rights Overview
http://www.naacp.org/oldest-and-boldest/

Civil Rights Act of 1964 Primary Source Document

https://www.docsteach.org/documents/document/civil-rights-act-of-1964
Useful Websites:
Civil Rights Movement Flash Cards.
https://quizlet.com/3958876/civil-rights-movement-flash-cards/

Digital History Timeline

http://www.digitalhistory.uh.edu/timelines/timelinetopics.cfm?tltopicid=4

Khan Academy Introduction to the Civil Rights Movement: Webercise Lesson

https://www.khanacademy.org/humanities/us-history/postwarera/civil-rights-movement/a/introduction-to-the-civil-rights-movement

Author stream: Teacher Lecture

http://www.authorstream.com/Presentation/CampbellHistory-3399014-lesson-one-teacher-lecture/

Docsteach: Webercise Lesson

https://www.docsteach.org/documents/document/civil-rights-act-of-1964