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Civil Rights and Social Justice Unit

Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in
the historical eras of Illinois and the United States.

14.F.4b Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century
(e.g., suffrage, civil rights, motor-voter registration).

“Every public elementary school and high school shall include in its curriculum a unit of instruction studying the events of Black
History. These events shall include not only the contributions made by individual African-Americans in government and in the arts,
humanities and sciences to the economic, cultural and political development of the United States and Africa, but also the socio-economic
struggle which African-Americans experienced collectively in striving to achieve fair and equal treatment under the laws of this nation.
The studying of this material shall constitute an affirmation by students of their commitment to respect the dignity of all races and
peoples and to forever eschew every form of discrimination in their lives and careers.”

Enduring Understanding: The Civil Rights Movement was a movement of ordinary people who demanded
that America cash the check it wrote at the signing of the Declaration of Independence

Essential Question: How did the Civil Rights Movement Change the United States?

Writing/Essay Objectives:

SWBAT write a thesis statement on a given topic


SWBAT determine whether or not a source is a primary or secondary source
SWBAT define “credibility” and determine whether or not a source is “credible”
SWBAT define “reliable” and determine whether or not a source is “reliable”
SWBAT differentiate between the concept of credibility and reliability of sources
SWBAT identify if a source is reliable and credible or not
SWBAT properly source a primary or secondary source using MLA format

Week # Date Objective Weekly Topic


1 Monday, April 25th Beginning of the
SWBAT identify the Murder of Emmitt Till as the event Movement –
that started the Modern Civil Rights Movement Awakenings

SWBAT analyze the murder of Emmitt Till and predict


why it helped to start the Civil Rights Movment

SWBAT define “reliable” and determine whether or not


a source is reliable.
1 Tuesday, April 26th SWBAT identify and define the Montgomery bus
boycott

SWBAT analyze why leaders in the Civil Rights


movement did not choose Claudette Colvin to spark the
bus boycott but instead selected Rosa Parks
1 Wednesday, April 27th SWBAT compare and contrast the three most important
situations of school integration

SWBAT define integration

SWBAT define “credible” and determine whether or not


a source is credible
1 Thursday, April 28th SWBAT define “sit ins”

SWBAT explain the concept of nonviolence and give


three examples of non-violence resistance during the
Civil Rights Movement

SWBAT compare and contrast violent and non-violent


resistance
1 Friday, April 29th SWBAT Show a mastery of the week’s objectives by
scoring on 80% or above on the Friday Examination

Week # Date Pages/Topic Weekly Topic


nd Fighting Back
2 Monday, May 2
SWBAT define “Brown V. The Board of Education”
using a Frayerzano

SWBAT identify which constitutional rights are being


violated when adequate education is not being provide

2 Tuesday, May 3rd SWBAT define “Freedom Riders” using a frayerzano

SWBAT differentiate between a primary and a


secondary source and explain which is more reliable
2 Wednesday, May 4th SWBAT analyze “letter from a Birmingham Jail” and Power through the
identify how King explains the purpose and results of courts and protests!
direct non-violent civil disobedience

SWBAT analyze the events of project c and identify the


ways in which children and youth helped to lead the
protests
2 Thursday, May 5th SWBAT identify the effect the events in Selma had on
Federal voting rights legislation.

SWBAT identify the events of March 7, March 9, and


March 21-25, 1965.
2 Friday, May 6th SWBAT Show a mastery of the week’s objectives by
scoring on 80% or above on the Friday Examination

Week # Date Pages/Topic Weekly Topic


th SWBAT compare and contrast the teachings of MLK
3 Monday, May 9
and Malcolm X

SWBAT describe the growth of black nationalism and


the black panther party
3 Tuesday, May 10th SWBAT define “The Civil Rights Act of 1964”

SWBAT analyze the effect of the Civil Rights act of


1964
3 Wednesday, May 11th SWBAT analyze the changing role of the Civil Rights
movement as evident in Chicago

SWBAT properly source a primary or secondary source


using MLA format
3 Thursday, May 12th SWBAT define the “poor people’s campaign”
SWBAT write a thesis on a particular topic
th SWBAT analyze MLK’s Mountaintop Speech and
3 Friday, May 13
identify the “Thesis” of the speech

Week # Date Pages/Topic Weekly Topic


th Final Exam, The Civil Rights Movement
5 Monday, May 16

Vocabulary:

Civil Rights - The Rights Guaranteed By A Government To Protect Persons Against Unjust Acts By Government or Individuals
Segregation - The System Of Forcing A Certain Group Of People To Live & Conduct Their Affairs Separately From The Majority Of
The People
Prejudice - Judging A Group Unfavorable, Even If They Do Not Know Very Much About Its Members
Stereotype - A False Mental Picture Of A Whole Group From Knowing Only One Or Two Of Its Members
Discrimination - Mistreating People Of Another Group Because They Regard Them As Inferior Or Undesirable.
Desegregation - Ending Of Segregation
Integration - The Blending Of All Races Or Groups

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