Name:
NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities:
Students will be asked to: | |
|Chapte|6.1.12.A.13.b: Analyze |WALThe Civil Rights |Explain how legalized segregation deprived African Americans of their|Read 29.1 The Americans pages 854-863 (Online 906-913) |
|r 29 |the effectiveness of |movement marked a |rights as citizens. (Read The Segregation System) |Complete Formative Section Assessment for 29.1 |
|Civil |national legislation, |period of social | |Take Notes while reading: (OPTIONAL) |
|Rights|policies, and Supreme |turmoil and political | |Complete Guided Reading Chapter 29 Section 1 |
|: |Court decisions (i.e., |reform, resulting in |Summarize civil rights legal activity and the response to the Plessy |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Sectio|the Civil Rights Act, |the expansion of rights|and Brown cases. (Read Challenging Segregation in Court, Reaction tot|Create notes using an audio summary from classzone |
|n 1 |the Voting Rights Act, |and opportunities for |the Brown Decision) |Write a summary using Objectives 1-4. One paragraph per objective |
|Taking|the Equal Rights |individuals and groups | |Fill in bulleted points for each objective-to the left |
|on |Amendment, Title VII, |previously | |Define and Identify Key Terms on a Key Terms Worksheet in order to complete an Key Terms Quiz for CH |
|Segreg|Title IX, Affirmative |discriminated against | |29, 28.3 (The Great Society) |
|ation |Action, Brown v. Board |WALThat activism and a |Trace Dr. Martin Luther King, Jr.'s civil rights activities, |View a PPT Presentation of an overview of the Civil Rights Movement and take notes |
| |of Education, and Roe |series of Supreme Court|beginning with the Montgomery Bus Boycott. (Read Dr. King and SCLC) |View map of School Segregation and research to discover when New Jersey schools became integrated |
| |v. Wade) in promoting |decisions advanced | |(desegregated) |
| |civil liberties and |equal rights for | |Complete Political Cartoon Activity |
| |equal opportunities |African-Americans in | |
| |6.1.12.C.13.a: Explain |the 1950s and 1960s |Describe the expansion of the civil rights movement. (Read The |n/cag.html and respond to a set of response questions. (Written Response WKST) |
| |how individuals and |WALThat Landmark S. C. |Movement Spreads) |Examine the details of the Plessy v Furguson; Brown v the Board of Education of Topeka, Kansas |
| |organizations used |decisions beginning in | |Supreme Court Cases using Textbook Summaries |
| |economic measures |1954 have guaranteed | |View segments of the film, Eyes on the Prize and take notes (Who What, When Where Why?) on each |
| |(e.g., the Montgomery |civil rights for | |event. |
| |Bus Boycott, sit downs,|Americans today | |Utilize handout Cicero: Civil Rights Movement Timeline in order to complete a timeline and Map |
| |etc.) as weapons in the| | |Activity of Civil Rights Hot Spots |
| |struggle for civil and | | |Read excerpts of “Letter From a Birmingham Jail” and analyze the importance of MLK Jr. as a role |
| |human right | |Define and Identify on a key terms worksheet Thurgood Marshall, Brown|model of civil disobedience (Written Response WKST) |
| | | |v. Board of Education of Topeka, Rosa Parks, Martin Luther King, Jr.,|Class Discussion: Are WE segregated? |
| | | |Southern Christian Leadership Conference, Student Nonviolent |Utilize Facts on File Worksheets: Major Events 1950-1959, 1960-1969; Landmark Civil Rights |
| | | |Coordinating Committee, sit in |Legislation, 1959-1965; African-American Civil Rights: Protest and Unrest; African-American Civil |
| | | | |Rights: Major Court Decisions |
| | | | |OPTIONAL: Complete DBQ: Civil Rights (DBQ Practice Book #1) |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| | | |Students will be asked to: |
|Chapte|6.1.12.A.13.a: Analyze |WALThat Civil Rights |Identify the goal of the freedom riders. (Read Riding to Freedom) |Read 29.2 The Americans pages 864-870 (Online 916-922) |
|r 29 |the effectiveness of |activists broke through| |Complete Formative Section Assessment for 29.2 |
|Civil |the New Jersey |racial barriers, | |Take Notes while reading: (OPTIONAL) |
|Rights|Constitution of 1947, |promoting landmark | |Complete Guided Reading Chapter 29 Section 2 |
|: |New Jersey Supreme |legislation |Explain how civil rights activism forced President Kennedy to act |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Sectio|Court decisions (i.e., |WALThat Activism pushed|against segregation. (Read Standing Firm) |Create notes using an audio summary from classzone |
|n 2 |Hedgepeth and Williams |for the federal | |Write a summary using Objectives 5-8. One paragraph per objective |
|The |v. Trenton Board of |government to end | |Fill in bulleted points for each objective-to the left |
|Triump|Education), and New |segregation and ensure | |View and analyze MLK’s “I Have a Dream Speech” in order to understand its role as the most important |
|hs of |Jersey’s Law Against |the voting rights for |State the motives of the 1963 March on Washington. (Read Marching on |speech on American equality, and compare the content and style with that of John Lewis’ Speech given |
|a |Discrimination (i.e., |African Americans |Washington) |on the same day. |
|Crusad|P.L. 1945, c.169) in | | |Utilize handout Cicero: Civil Rights Movement Timeline in order to complete a timeline and Map |
|e |eliminating segregation| | |Activity of Civil Rights Hot Spots |
| |and discrimination | |Describe the tactics tried by civil rights organizations to secure |Utilize the History Channel Link to review key components of the Civil Rights Movement: |
| |6.1.12.C.13.a: Explain | |passage of the Voting Rights Act. (Read Fighting for Voting Rights) | |
| |how individuals and | | |Read the following article and react: |
| |organizations used | | | |
| |economic measures | | | |
| |(e.g., the Montgomery | | | |
| |Bus Boycott, sit downs,| |Define and Identify on a key terms worksheet Freedom Riders, James | |
| |etc.) as weapons in the| |Meredith, Civil Rights Act of 1964, Freedom Summer, Robert Moses, | |
| |struggle for civil and | |Fannie Lou Hamer, Voting Rights Act of 1965 | |
| |human rights. | | | |
| | | | | |
| |6.1.12.D.13.a: | | | |
| |Determine the impetus | | | |
| |for the Civil Rights | | | |
| |Movement, and explain | | | |
| |why national | | | |
| |governmental actions | | | |
| |were needed to ensure | | | |
| |civil rights for | | | |
| |African Americans | | | |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| | | |Students will be asked to: |
|Chapte|Determine the |WALThat Lyndon |Describe the political path that led Johnson to the White House. |Read 28.3 The Americans pages 843-851 (Online 892-899) |
|r 28 |effectiveness of social|Johnson’s liberal |(Read Johnson’s Path to Power) |Complete Formative Section Assessment for 28.3 |
|The |legislation that was |domestic policy was a | |Take notes on 28.3 (optional) |
|New |enacted to end poverty |continuation of The New| |Complete Guided Reading Chapter 28 Section 3 |
|Fronti|in the 1960s and today |Frontier and the |Explain Johnson's efforts to enact a domestic agenda. (Read Johnson’s|Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|er and|6.1.12.A.14.b: Analyze |ew/Fair Deal, and |Domestic Agenda) |Create notes using an audio summary from classzone |
|The |how the Supreme Court |solidified the | |Write a summary using Objectives 9-13. One paragraph per objective |
|Great |has interpreted the |Democratic platform | |Fill in bulleted points for each objective-to the left |
|Societ|Constitution to define |WALThat Reforms made in| |View segments of The Presidents: LBJ and complete a set of focus questions |
|y: |the rights of the |the 1960s have had a |Summarize the goals of Johnson's Great Society. (Read Building the |Utilize the Great Society Chart into Notebooks (847) online 986, to create a chart diagramming |
|Sectio|individual, and |long lasting effect on |Great Society) |successes and failures of LBJ’s Great Society- compare to the JFK’s New Frontier |
|n 3 |evaluate the impact on |the American justice | |Research and Create a Graphic Organizer of Major Warren Court Decisions utilizing the website |
|The |public policies |system by increasing | | |
|Great | |the rights of |Identify the reforms of the Warren Court. (Read Reform of the Warren |Evaluate the textbook for bias/segregation of topics |
|Societ| |minorities |Court) |Utilize Facts on File: The New Frontier and the Great Society |
|y | |WALTWhat were LBJ’s | | |
| | |goals in creating The | | |
| | |Great Society? (racial | | |
| | |injustice, equal |Evaluate the impact of Great Society programs. (Read Impact of the | |
| | |opportunity, poverty) |Great Society) | |
| | |What pieces of | | |
| | |legislation | | |
| | | | | |
| | | |Define and Identify on a key terms worksheet Lyndon B. Johnson, | |
| | | |Economic Opportunity Act, Great Society, Medicare and Medicaid, | |
| | | |Immigration Act of 1965, Warren Court, reapportionment, Miranda | |
| | | |Rights | |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| |We Are Learning: | |Students will be asked to: |
|Chapte|6.1.12.D.13.b: Compare |WALThat Disagreements |Compare segregation in the North with segregation in the South. (Read|Read 29.3 The Americans pages 871-879 (Online 923-929) |
|r 29 |and contrast the |among civil rights |African Americans Seek Greater Equality) |Complete Formative Section Assessment for 29.3 |
|Civil |leadership and ideology|groups and the rise of | |Take notes on 29.3 (optional) |
|Rights|of Martin Luther King, |black nationalism | |Complete Guided Reading Chapter 29 Section 3 |
|: |Jr., and Malcolm X |created a violent | |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Sectio|during the Civil Rights|period in the fight for|Identify the leaders who shaped the Black Power movement. (Read New |Create notes using an audio summary from classzone |
|n 3 |Movement, and evaluate |civil rights |Leaders Voice Discontent) |Write a summary using Objectives 14-17. One paragraph per objective |
|Challe|their |WALThat From the fight | |Fill in bulleted points for each objective-to the left |
|nges |legacies |for equality came a | |Create a T-chart of de jure and de facto segregation (Written Response WKST) |
|and | |resurgence of Racial | |Read Civil Rights Leaders: MLK and Malcolm X. Complete a Venn Diagram of the different ideologies of |
|Change| |Pride for African |Describe the reaction to the assassination of Martin Luther King, Jr.|MLK and Malcolm X (Civil Rights Review WKST); Conduct Research and compare the similarities to Booker|
|s in | |Americans, a legacy |(Read 1968: A Turning Point in Civil Rights) |T. Washington and WEB DuBois; UNIA v NAACP with that of Malcolm X and MLK. |
|the | |which influences | |Read Malcolm X’s Ballot or the Bullet Speech explain Malcolm X’s political philosophy (Written |
|Moveme| |today’s generation | |Response WKST) |
|nt | | | |OPTIONAL: Conduct a (debate) scored discussion to determine the most important Civil Rights |
| | | |Summarize the accomplishments of the civil rights movement. (Read |Historical Leader |
| | | |Legacy of the Civil Rights Movement) |Read American History Review (1968 Textbook) and discuss bias in the language. Compare with The |
| | | | |Americans |
| | | | |Read and Summarize The Black Panther Party 10 Point Plan. What famous American Document is invoked? |
| | | |Define and Identify on a key terms worksheet de facto segregation, de|(Written Response WKST) |
| | | |jure segregation, Malcolm X, Nation of Islam, Stokely Carmichael, |View RFK Announces MLK’s Death How does the crowd react. What does RFK implore the crowd to do? |
| | | |Black Power, Black Panthers, Kerner Commission, Civil Rights Act of |Complete Civil Rights Review Sheet |
| | | |1968 |Utilize Facts on File: The Assassinations of the Kennedys, King and Malcolm X |
| | | | |OPTIONAL: Read the article and view the video segment on the New Jersey/Rutgers Reaction to the |
| | | | |social and political change of the 19060s |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| |We Are Learning: | |Students will be asked to: |
|Chapte|6.1.12.D.13.c: Analyze |WALThat Latinos and |Describe the growth and diversity of the Latino population in the |Read 31.1 The Americans pages 918-927 (Online 974-979) |
|r 31 |the successes and |Native Americans |United States during the 1960s. (Read The Latinos Presence Grows) |Complete Formative Section Assessment for 31.1 |
|An Era|failures of women’s |confronted injustices | |Take notes on 31.1 (optional) |
|of |rights organizations, |the 1960s | |Complete Guided Reading Chapter 31 Section 1 |
|Social|the American Indian |WALThat Campaigns for | |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Change|Movement, and La Raza |civil rights and | |Create notes using an audio summary from classzone |
|: |in their pursuit of |economic justice won | |Write a summary using Objectives 18-20. One paragraph per objective |
|Sectio|civil rights and equal |better representation |Summarize the efforts of Latinos to secure civil rights and respect |Fill in bulleted points for each objective-to the left |
|n 1 |opportunities. |and opportunity for |for their cultural heritage. (Read Latinos Fight for Change) |Compose a series of If…Then statements which address the effects of the social movements of the 1960s|
|Latino| |Latinos and Native | |CH 31 Tiered Word Banks |
|s and | |Americans | |Compose a series (at least 3) of If…Then statements which address the effects of the social movements|
|Native| | | |of the 1960s, include the impact of minority groups other than the mainstream African American Civil |
|Americ| | | |Rights movement. (Written Response WKST) |
|ans | | | |Investigate the following link and discuss how LBJ reacted to the Longoria Incident. |
|Seek | | |Explain the efforts of Native Americans to secure reforms in | |
|Equali| | |government policies. (Read Native Americans Struggle for Equality) |Utilize Facts on File: Cesar Chavez and the Chicano Movement; Facts on File: Asian-American Youth and|
|ty | | | |the Civil Rights Movement of the 1960s; Facts on File: The American Indian Movement and Native |
| | | | |American Civil Rights |
| | | | | |
| | | | | |
| | | |Define and Identify on a key terms worksheet Cesar Chavez, United | |
| | | |Farm Workers Organizing Committee, La Raza Unida, American Indian | |
| | | |Movement | |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| |We Are Learning: | |Students will be asked to: |
|Chapte|6.1.12.D.13.c: Analyze |WALThat Through |Identify factors that led to the rise of the women's movement in the |Read 31.2 The Americans pages 928-932 (Online 982-986) |
|r 31 |the successes and |protests and marches, |1960s. (A New Women’s Movement Arises) |Complete Formative Section Assessment for 31.2 |
|An Era|failures of women’s |women confronted social| |Take Notes while reading: (OPTIONAL) |
|of |rights organizations, |and economic barriers | |Complete Guided Reading Chapter 31 Section 2 |
|Social|the American Indian |in American society | |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Change|Movement, and La Raza |WALhat The rise of the | |Create notes using an audio summary from classzone |
|: |in their pursuit of |women’s movement during| |Write a summary using Objectives 21-23. One paragraph per objective |
|Sectio|civil rights and equal |the 1960s advanced | |Fill in bulleted points for each objective-to the left |
|n .2 |opportunities |women’s place in the |Describe some of the early gains and losses of the women's movement. |Complete a set of Focus questions using statistical data from 2009 Time Magazine Article |
|Women |6.1.12.D.13.f: Relate |work force and society |(The Movement Experiences Gains and Losses) |Read Pro v Con: Equal Rights Amendment and debate the reasons for ratification |
|Fight |the changing role of | | |Read If Men Could Menstruate by Gloria Steinem. What is your reaction? (Written Response WKST) |
|for |women in the labor | | |Read Excerpt of Betty Friedan’s Feminine Mystique |
|Equali|force to changes in | | | |
|ty |family structure. | | | |
| | | |Summarize the legacy of the women's movement in employment, | |
| | | |education, and politics. (The Movement’s Legacy) | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Define and Identify on a key terms worksheet feminism, Betty Friedan,| |
| | | |National Organization for Women, Gloria Steinem, Equal Rights | |
| | | |Amendment, Phyllis Schlafly, Roe v Wade | |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| |We Are Learning: | |Students will be asked to: |
|Chapte|6.1.12.D.13.d: |WALThat The ideals and |Describe the flowering and decline of the counterculture in the |Read 31.3 The Americans pages 933-937 (Online 987-991) |
|r 31 |Determine the extent to|lifestyle of the |1960s. (The Counterculture) |Complete Formative Section Assessment for 31.3 |
|An Era|which suburban living |counterculture | |Take Notes while reading: (OPTIONAL) |
|of |and television |challenged the | |Complete Guided Reading Chapter 31 Section 3 |
|Social|supported conformity |traditional views of | |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Change|and stereotyping during|Americans | |Create notes using an audio summary from classzone |
|: |this time period, while|WALThat the music, art | |Write a summary using Objectives 24-26. One paragraph per objective |
|Sectio|new music, art, and |and politics of the | |Fill in bulleted points for each objective-to the left |
|n 3 |literature acted as |counterculture have |Summarize the impact of the counterculture on art, fashion, music, |Listen to 1960s Counterculture lyrics and discuss the anti-establishment, eastern philosophy, themes |
|Cultur|catalysts for the |left enduring marks on |and attitudes. (A Changing Culture) |inherent |
|e and |counterculture movement|American society | |Research and share contemporary music lyrics which are anti-establishment |
|Counte| | | |Utilize Facts on File: The Counterculture |
|rcultu| | | |Optional View segments of The US vs. John Lennon and complete an optional assignment |
|re | | | | |
| | | | | |
| | | |Explain the conservative response to the counterculture. (Changing | |
| | | |Attitudes) | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Define and Identify on a key terms worksheet The Beatles, | |
| | | |counterculture, Hippie, Haight-Ashbury and Woodstock | |
|NJCCCS: |Learning Expectation: |Objectives: Students are responsible for being able to: |Activities: |
| | | |Students will be asked to: |
|Chapte|6.1.12.D.13.c: Analyze |WALThat Beneath the |Summarize political, economic, and social gains achieved by women. |Read 33.3 The Americans 987-993 (Online 1045-1051) |
|r 33 |the successes and |surge of prosperity |(Read The Equal Rights Struggle) |Complete Formative Section Assessment for 33.3 |
|The |failures of women’s |that marked the | |Take Notes while reading: (OPTIONAL) |
|Conser|rights organizations, |conservative era of the| |Complete Guided Reading Chapter 33 Section 3 |
|vative|the American Indian |1980s lay some serious | |Complete an Outline using proper format (for example: Roman numerals, indentation and Arabic numbers)|
|Tide: |Movement, and La Raza |social problems | |Create notes using an audio summary from classzone |
|Sectio|in their pursuit of |WALThat Issues | |Write a summary using Objectives 24-26. One paragraph per objective |
|n 3 |civil rights and equal |involving healthcare, | |Fill in bulleted points for each objective-to the left |
|Social|opportunities |education, civil rights| |In a well-composed, properly structured paragraph, explain your viw on Civil Rights in contemporary |
|Concer|6.1.12.D.13.f: Relate |and equal rights for |Describe how conservative policies affected minority groups (The |America. |
|ns in |the changing role of |women continue to |Fight for Rights Continues) |Optional: Create an original, poster-sized collage of images, artwork, words, etc. which represent |
|the |women in the labor |challenge America | |the concept of Race Relations in the United States. |
|1980s |force to changes in | | | |
| |family structure. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Define and Identify on a key terms worksheet Geraldine Ferarro, AIDS,| |
| | | |pay equity, L. Douglas Wilder, Jesse Jackson, affirmative action | |
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