Instructional Timeline – 11th Grade U



|Instructional Timeline – 11th Grade U.S. History – 3rd Nine Weeks |

|Unit 7 – A Time of Upheaval 1954 – 1960 |

|Chapter 24 – The Civil Rights Movement 1954-1968 |

|Suggested Time Frame: ≈ block days |

|Description |The Movement Begins, Challenging Segregation, New Issues |

|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |

| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |

|Essential Questions |In the period between 1865 and today, minorities have worked to attain their Constitutional rights. Why were these efforts needed if they |

| |were guaranteed by the Constitution? What events triggered these movements? |

|Core Components |TEKS/SEs |Specifications/Examples |

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| |2)(1) History. The student understands traditional |Social Reform Era 1954-1976 (Civil Rights Movement, Vietnam War, Protest |

| |historical points of reference in U.S. history from 1877 |Movements, end of economic boom); |

| |to the present. The student is expected to: | |

| |(A) identify the major characteristics that define an | |

| |historical era; |Refer frequently to the events placed in the timeline of U.S. History |

| |(B)(A) identify the major eras in U.S. history from 1877 | |

| |to the present and describe their defining | |

| |characteristics; | |

| |(C)(B) apply absolute and relative chronology through the | |

| |sequencing of significant individuals, events, and time | |

| |periods; and | |

| |(D)(C) explain the significance of the following dates | |

| |years as turning points: 1968-1969 (Martin Luther King Jr.| |

| |assassination | |

| |(9)(8)(7) History. The student understands the impact of | |

| |the American civil rights movement. The student is | |

| |expected to: | |

| |(A) trace the historical development of the civil rights | |

| |movement in the 18th, 19th, and 20th, and 21st centuries, | |

| |including the 13th, 14th, 15th, and 19th amendments; |Testing will include: 13th, 14th, & 15th amendments |

| |(B) describe the roles of political organizations that | |

| |promoted civil rights, including ones from African |18th Century – Growth of slavery in South and anti-slavery sentiments among |

| |American, Chicano, American Indian, women’s, and other |groups like the Quakers; |

| |civil rights movements; |19th Century – Abolitionists, Civil War, Reconstruction, KKK, and 13,14,15th |

| |(C) describe the role of groups that sought to maintain |Amendments, Booker T. Washington; Plessy Vs. Ferguson, lynching and Jim Crow |

| |the status quo; |20th Century –Civil Rights Act of 1964 and Voting Rights Act of 1965 |

| |(C)(D)(B) identify the roles of significant leaders who | |

| |supported or opposed of the civil various rights | |

| |movements, including Martin Luther King, Jr., Cesar |Dixiecrats – Strom Thurmond (1948) |

| |Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan, | |

| |George Wallace, and others; | |

| |(D) compare and contrast analyze the effectiveness of the | |

| |approach taken by some civil rights groups such as the |Desegregation, Brown v. Board of Education, Jim Crow laws, Martin Luther King, |

| |Black Panthers versus the philosophically persuasive tone |Jr. and Montgomery bus boycott, Rosa Parks, SCLC, sit-ins, Civil Rights Acts of |

| |with the nonviolent approach of Martin Luther King Jr. ’s |50s and 60s, Voting Rights Act |

| |“I Have a Dream” speech and his “Letter from the | |

| |Birmingham Jail” ; |Leader who may be tested includes: |

| |(E) discuss the impact of the writings of Martin Luther |1. Martin Luther King, Jr. |

| |King Jr. such as his “I Have a Dream” speech and “Letter | |

| |from Birmingham Jail” on the civil rights movement; | |

| |(F)(E)(C) describe presidential actions and bipartisan | |

| |congressional evaluate government efforts , including the | |

| |Civil Rights Act of 1964, votes to achieve equality | |

| |address minority rights in the United States, including | |

| |desegregation of the armed forces, the Civil Rights Act | |

| |acts of 1957 and 1964, and the Voting Rights Act of 1965; | |

| |and | |

| |(G)(F) describe the role of individuals such as governors | |

| |George Wallace, Orval Faubus, and Lester Maddox and | |

| |groups, including the congressional bloc of southern | |

| |Democrats, that sought to maintain the status quo; |Effects that may be tested include: |

| |(H)(G)(F)(D) evaluate identify changes and events in the |1. Civil Rights Act of 1964 |

| |United States that have resulted from the civil rights | |

| |movement, including such as increased participation of | |

| |minorities in the political process. ; and | |

| |(I)(H) describe how litigation such as the landmark cases | |

| |of Brown v. Board of Education, Mendez v. Westminster, | |

| |Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood | |

| |I.S.D. v. Kirby, and Sweatt v. Painter played a role in | |

| |protecting the rights of the minority during the civil | |

| |rights movement. | |

| |(12)(11)(9) Geography. The student understands the impact |Urbanization, Patterns of settlement, Immigration, Environmental Impacts |

| |of geographic factors on major events. The student is |Civil Rights, and Modern America |

| |expected to: | |

| |(A) analyze the effects impact of physical and human | |

| |geographic factors on major events including the levee |Growth of suburbs; |

| |failure in New Orleans after Hurricane Katrina; and |Population movement to the Sun Belt |

| |(13)(12)(10) Geography. The student understands the causes| |

| |and effects of migration and immigration on American | |

| |society. The student is expected to: |urbanization and pollution (analyze the effects of physical and human geographic|

| |(A) analyze the causes and effects of changing demographic|patterns and processes on events in the past and describe their effects on |

| |patterns resulting from migration within the United |present conditions |

| |States, including rural to urban, the Great Migration, and| |

| |the Rust Belt to the Sun Belt |Modern migration to the Sun Belt |

| | (17)(16)(14) Economics. The student understands the | |

| |economic effects of World War II, and the Cold War and | |

| |increased worldwide competition on contemporary society. | |

| |The student is expected to: | |

| |(D) identify actions of government and the private sector | |

| |such as the Great Society, affirmative action, and Title | |

| |IX to expand create economic opportunities for citizens | |

| |and analyze the unintended consequences of each; and | |

| |(19)(18)(15) Government. The student understands changes |Federal Housing Authority; NAFTA |

| |over time in the role of government over time. The student|Great Society |

| |is expected to | |

| |(B)(A) explain constitutional issues raised by the impact | |

| |of significant international events such as how the role |Little Rock High School integration and Eisenhower's use of federal troops |

| |of the federal government policy changes during times of | |

| |significant events, including the 1960s on changes in the | |

| |role of the federal government; | |

| |(21)(20)(17) Government. The student understands the |Sample decisions may include (but not limited to): |

| |impact of constitutional issues on American society in the|Brown v. Board of Education |

| |20th century. The student is expected to: | |

| |(A) analyze the effects of 20th-century landmark U.S. |Baker vs. Carr |

| |Supreme Court decisions, such as including Plessy v. |Roe v. Wade and Miranda v. Arizona |

| |Ferguson, Hernandez v. Texas, Brown v. Board of Education,|right to vote, participation in various levels of politics, recall, referendum, |

| |and other U.S. Supreme Court decisions such as Plessy v. |etc. Brown v. Board of Education, Regents of the University of California v. |

| |Ferguson, Hernandez v. Texas, Delgado v. Bastrop I.S.D., |Bakke, |

| |Regents of the University of Califormia v. Bakke, | |

| |(B) discuss historical analyze reasons for the adoption of| |

| |20th-century constitutional amendments why to amend the |Effects – Courts took far-reaching actions that allowed them more power that at |

| |constitution . has been amended; and |any other time in history. |

| |(23)(21)(18) Citizenship. The student understands efforts |Including: |

| |to expand the democratic process. The student is expected | |

| |to: |Tinker vs. Des Moines School District |

| |(A) identify and analyze methods of expanding the right to|Civil disobedience |

| |participate in the democratic process, including lobbying,| |

| |non-violent protesting, court decisions litigation, and | |

| |amendments to the U.S. Constitution; | |

| |(C) explain how participation in the democratic process | |

| |reflects our national identity ethos, patriotism, and |Means that may be tested include: |

| |civic responsibility as well as our progress to build a |19th, 24th, and 26th amendments. |

| |“more perfect union.” | |

| |(24)(22)(19) Citizenship. The student understands the |protest marches and rallies |

| |importance of effective leadership in a constitutional | |

| |democratic republic society. The student is expected to: | |

| |(A) describe qualities of effective leadership; and | |

| |(B) evaluate the contributions of significant political | |

| |and social leaders in the United States such as Shirley | |

| |Chisholm, Hector P. Garcia, Thurgood Marshall | |

| |(C) identify the contributions of Texans who have been | |

| |President of the United States. |NAACP, SCLC, SNCC, the Black Panthers, League of United Latin American |

| | |Citizens, American Indian Movement, NAWSA, NO, United Farm Workers |

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| | |LBJ |

| |Vocabulary |

| |Segregation - de facto segregation – sit in – Freedom Riders – filibuster – racism – black power – NAACP – SCLC – SNCC –bus boycott – sit |

| |ins |

|Recommended Lessons |Recommended Lessons - Primary Source Lesson – The Rise of Modern America, Civil Rights Movement Unit, Civil Rights and African |

| |Americans DBQ, District Focus-University of California v. Bakke and Reynolds v. Sims |

| |Compare Women’s Suffrage and the Civil Rights Movement DBQ |

|Differentiation |Special Education – all differentiation per SPED modifications and requirements |

| |TAG - differentiation according to TAG mandates. To include, but not restricted to: |

| |independent study, alternative projects in lieu of test, alternate reading |

| |504 – All differentiation according to student needs as specified per 504 committee. |

| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group |

| |instruction, sentence stem activities, HIS, T-Chart-Pair and Defend |

|Instructional Resources|Books or Readings - |

| |Videos - Eye on the Prize-Civil Rights, United Streaming: The Playing Field |

| |Websites - |

|College and Career |I |

|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-AB 6-B |

| |1-AB 2-B 3-B |

| |1-AD 2-ABCEF 3-ABC |

| |1-A 2-AB |

| |1-A 2-AB 3-C |

| |1-A 2-A |

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| |II |

| |1AB 2-AB |

| |1-ABC 2-A 4-AC 5-ABC 6-ABC |

| |III |

| |1-B 2-AB 3-AB |

| |1-B |

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| |IV |

| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |

| |1-AB 2-AC 3-ABC 4-ABC |

| |1-ABC |

| |1-AB 2-AB |

| |V |

| |1AB 2-AB |

| |1-ABCDEF |

|Essential Questions |Unit VII |

| |Chapters 23,24,25,26 |

| |The history of the North Atlantic Treaty Organization involved all of the following events except |

| |The members declared that an armed attack against one member would be considered an attack on all |

| |The United States Senate did not ratify the charter until a decade after the organization was formed |

| |The crisis in Berlin accelerated the formation of the organization |

| |The Soviet union responded to its formation with the creation of the Warsaw Pact |

| |During the 1950’s and 1960’s, many Americans came to believe in the concept of the New Economics, which held that the government should: |

| |Regulate and stabilize the economy without intruding directly in the private sector |

| |Intervene directly in the economy to ensure that all classes received a fair share of the wealth |

| |Protect the environment, from damages caused by large corporations |

| |Reject deficit spending and regulate prices |

| |During the 1950’s, the number of women working outside the home increased, mainly because: |

| |Many families needed a second income to maintain their desired standard of living |

| |Feminism became a major force in society |

| |The suburbs provided a poor environment in which to raise a family, so women had no reason to stay at home |

| |Many women found that they received pay equal to that of men who did the same work |

| |The final outcome of the bus boycott triggered by the arrest of Rosa Parks was that the bus line: |

| |Was desegregated because a reformist governor was elected in Alabama |

| |Was desegregated because the Supreme Court declared segregation of public transportation was illegal |

| |Remained segregated because the city government forced black riders to end the boycott |

| |Remained segregated because the bus company had enough money to outlast the boycott |

| |Among the causes of the Civil Rights Movement of the 1950’s and 1960’s were all of the following factors except |

| |Millions of blacks had learned much about the world by serving in WWII |

| |A large and strong Black middle class had developed by that time |

| |Television allowed many blacks to see what racism was depriving them of |

| |The Republican president had decided that the time was right for major advances in civil rights. |

| |Eisenhower’s greatest contribution as president was his: |

| |Sense of the limitation of American power |

| |Success in eliminating the tensions between the US and USSR |

| |Success in ending the arms race |

| |Successful peace negotiations in bringing an end to the conflict in Vietnam |

| |The United States began its expanded presence in Vietnam when it: |

| |Sent armed forces into that country during World War II to push out the Japanese |

| |Sent military aid to Ho Chi Minh in his struggle against the French |

| |Intervened militarily to rescue French forces besieged at Dien bien phu |

| |Allowed the French to be forced out of Vietnam and then gradually began to fill the void left by their absence |

| |One of the legacies of the Great Society was very high budget deficits that were caused by: |

| |Decreased tax revenues and an unfavorable balance of trade |

| |Rapidly rising government expenditures |

| |American dependence upon foreign manufactured and agricultural goods |

| |The decreasing rate of economic growth |

| |The Voting rights Act of 1965 was designed to do all of the following except |

| |Reestablish Black Codes nationwide |

| |Ensure the voting rights of Blacks |

| |Provide Blacks equal access to public accommodations |

| |End discrimination in employment |

| |In the 1962 case of Baker v. Carr, the Supreme Court ruled that: |

| |State governments must give rural voters more representation |

| |State governments must give urban voters a more equal share in choosing elected officials |

| |The voting age must be lowered to eighteen to give young people their proper voting rights |

| |The poll tax was unconstitutional and must not be used to restrict voting in the South |

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