equal rights for all equal rights for all
TRANSCRIPT
Equal Rights for All
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Equal Rights for all Americans: A Common Core Unit
ELA Grade 11
By: Dean Berry, Ed. D.Gregg Berry, B.A.
Copyright Protected © 2013 Dean R. BerryAll Rights Reserved
No part of this document may be reproduced without written permission from the author.
This program contains 8 major parts that may be presented over several weeks. Some parts may be considered optional based on the needs of each classroom.
Press Pause to stop for discussion
Teacher Instructions
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1. View, Read, and Think 2. Interact, Brainstorm, and, Share 3. Research Project Number One 4. Research Project Number Two 5. Expand Your Depth of Knowledge 6. Prepare to Write an Essay 7. Present your Knowledge to Others 8. Final Unit Assessment
This Unit includes 8 Major Learning Steps
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Table of Contents
Part One …..Slide presentation.....................Video 1
Part Two ……Collaboration Groups…………….. Video 2
Part Three …Research Project One……………. Video 2
Part Four….Research Project Two………………. Video 3
Graph Analysis Activity……………………………….Video 3
Part Five Depth of Knowledge Project Three…Video 4
Part Six Write Your essay………………………….Video 5
Part Seven Present Your Knowledge ……………Video 6
Part Eight Unit Assessment………………………….Video 7
Common Core Standards Taught………………….Video 7
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Introduction
This unit of study will help you learn the following important common core curriculum standards.
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Common Core Writing Standard
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
Speaking and Listening
Engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly
Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
Research
Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
Gather relevant information from multiple print and digital sources, using advanced searches effectively; assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism
Take NotesAs we proceed through this unit of study, you will need to take careful notes. The information you gather will be useful in completing research projects.
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Part One
View, Read, and Think
Class Discussion
What is meant by the term racial segregation?
Did the United States ever segregate racial groups?
Let’s Take a Look at the History of Civil Rights
For many years African Americans were kept separate (segregation) from whites in schools and all public places including restaurants and hotels.
Court Decision
Over 118 years ago, the Supreme Court made a critical decision regarding racial segregation.
Segregation
The “separate but equal” court decision kept the races apart
through segregation.
Class Discussion Do you think having separate but
equal schools for boys and girls is fair?
Would it be fair to require Hispanic students to go to a separate school from other students as long as the schools were equal in quality?
Is separation of people based on race legal under our Constitution?
Court strikes down
segregation58 years later
Over a period of 58 years, Americans’ views and legal opinions matured enough to recognize that SEPARATE WAS NOT EQUAL. The combined efforts of civil rights activists and courageous leaders like Martin Luther King, Jr. led to action by the Supreme Court.
The U.S. Supreme Court Acts
Brown v. Board of Education became a landmark Supreme Court decision in which the Court declared state laws that created separate public schools for black and white students to be unconstitutional. The Court ruled that this was a violation of the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution.
The decision provided an opportunity for children of all
races to attend school together.
Class Discussion
If you had to argue in front of the Supreme Court and defend having children of all races attend school together, what arguments would you make?Can you support your point of view with logical arguments?
1955 In 1955, Rosa Parks was arrested for refusing to give
up her bus seat to a white man.
At that time, Alabama state law required African Americans to sit in the back of the bus and give up their seats to white bus riders.
Rosa Parks drew national attention to the racial discrimination that African Americans faced in southern states. As a result of her heroic action, other activists were able to gain support for the civil rights movement.
Class Discussion
Do you think that Rosa Parks should have broken state law and refused to give up her seat?
What would you have done in that situation?
Did Rosa Parks accomplish anything with her actions?
Federal laws and Supreme Court decisions sometimes come into conflict with state and local laws. When that happens, federal law must be followed. However, if a state refuses to obey the federal law, the federal government can choose to send in federal troops to enforced the implementation of the law. This was the case in Arkansas in 1957.
1957Little Rock, Arkansas High SchoolRefuses to admit 9 African American students
Arkansas 1957
Federal Troops enforced the integration of Arkansas high schools and protected the rights of African American students to attend class.
With federal government support, schools in the South finally allowed white and black
students to attend classes together.
In 1960, the Supreme Court ruled that segregated public buses were unconstitutional. However, the southern states ignored the ruling and refused to enforce the law. As a result, civil rights activists organized “freedom rides” to demonstrate their rights to ride integrated buses.
The freedom riders rode all over the South to bring attention to unjust segregation. Young people of mixed races rode together to challenge southern discrimination.
In 1963, several hundred thousand people marched to Washington, D.C. to demonstrate for civil and economic rights for African Americans.
The march on Washington put pressure on Congress to pass new legislation in support
of civil rights.
Class Discussion
Why would legislation be necessary for civil rights?
How does legislation get passed?
During the march on Washington, Martin Luther King, Jr. delivered one of the most
memorable speeches in U.S. history.
1963“I have a Dream”
Speech byMartin Luther King Jr.
• The “I Have a Dream” speech rallied widespread support for civil rights legislation.
Class Discussion
Most people consider Martin Luther King, Jr. a very important and influential leader.What qualities and characteristics do you think are important for great leaders?
Martin Luther King Jr.’s dream for justice
began to be realized in 1964 and is still a
work in progress.
The momentum for action resulted in the landmark “Civil Rights Act” of 1964.
Discrimination based on race became illegal.
Justice for African Americans came ten years after
Brown v. Board of Education and Rosa Parks with the passage of the
Civil Rights Act of 1964
Class Discussion Which laws have priority, state laws
or federal laws? Why? Which laws do you think should “ rule
the day”, federal or state? Are there any laws that states get to
determine for themselves?
More Discussion
How should unfair laws
be changed?
During the twentieth century civil disobedience has been used to help change laws that were perceived by some as unjust. Civil disobedience is defined as the act of disobeying a law on grounds of moral or political principle. It is sometimes one of the methods used to influence society and change points of view about a law. When civil disobedience is nonviolent, it can be an effective tool for change. Illegal street demonstrations and peaceful occupations of buildings are examples of civil disobedience.
Civil Disobedienceto protest Racial Inequality
Boycotts, sit-ins, marches, and freedom riders resulted in new laws protecting individual rights.
Class Discussion What is a boycott?
Is it fair to boycott a business because you don’t like their practices?
In what kind of situations do you think a boycott might be effective?
The Road to Civil Rights
Brown v. Board of Education Separate but equal struck down 1954 Rosa Parks bus boycott 1955 Lunch counter sit-ins 1960’s Civil Rights freedom riders 1960’s Martin Luther King Jr. March on
Washington, D.C. “I have a Dream” speech 1963
Civil Rights Act 1964-Outlawed discrimination
Class DiscussionDo minority groups still face challenges today?
Give some examples
Class Check-up and Review
Raise your green card if you believe the statement is true or your red card if you think it is false.
True or False 1
Segregation of the races enables everyone to be more effective and successful.
False-1
True or False 2
Our current Supreme Court decided a few years ago that separate but equal schools for different races would be Constitutional.
False-2
True or False 3
In 1955 Rosa Parks was sent to jail for not giving up her bus seat to a white man.
True-3
True or False 4
In 1957 the President of the U.S. used federal troops in Arkansas to force the governor and state national guard to step aside and obey federal law.
True-4
True or False 5
The Civil Rights Act of 1964 outlawed discrimination.
True-5
True or False 6
Martin Luther King, Jr. was a dreamer with good ideas but lacked the ability to put ideas into action.
False-6
True or False 7
Brown verses the Board of Education was a Supreme Court Decision that
guaranteed minorities the right to a free four year college education.
False 7
True or False 8
The use of federal troops in Arkansas in 1957 to force the governor to obey the law to integrate the schools is a good example of how federal law supercedes state law when the two are in conflict.
True 8
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Part Two
Collaboration
Interact, Brainstorm, and Share
Common Core Curriculum Standards
Initiate and participate effectively in a range of collaborative discussions with diverse partners on texts and issues, building on each others’ ideas and expressing their own clearly and persuasively.
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Collaboration
Meet in pairs or small groups and
brainstorm ideas for this topic
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Brainstorming
Solving problems can begin with a wide open process where imagination and unusual ideas are brainstormed without any evaluation as to whether the ideas might work. The goal is to consider all “far out” and “unorthodox” possible solutions to the problem. Brainstorming encourages “out of the box” thinking that borders on sounding somewhat wild and crazy. During BRAINSTORMING, ideas are tossed into the ring and added to the list of potential solutions Without being evaluated. Participants are asked to withhold judgment on ideas until the brainstorming phase is over.
Brainstorming uses
Divergent Thinking Ideas are explored from every possible direction.Ideas are not judged. Ideas outside of the box are considered. considered.No rock is left unturned!
Brainstorm and Discuss
Meet in pairs or small groups and discuss ideas for
this topic82
Brainstorm and Discuss
1. What do we mean by the term civil rights?2. Generate a list of civil rights that you consider important.
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Report BackShare Your Ideas
.1. Let’s summarize possible answers to our question about civil rights . Which rights were the most important to your group? 2. Include these ideas in your notes.
3. You may choose to use a graphic organizer.
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Big Idea One
Individual rights forall americans
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Common Core Curriculum Standards
Research
Plan/Research: Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives.
86
Common Core Curriculum StandardReading-Informational
Reasoning and Evaluation: Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex
concepts/ideas)87
Common Core Curriculum StandardsWriting Standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Convergent Thinking
Once many ideas have been generated, the evaluation phase begins. During this phase, convergent thinking is used to analyze arguments, examine evidence, and make judgments about the quality of each idea.
Conduct Research on the Issues
Use technology and text sources to gather information about the civil rights that you believe are very important. Civil rights include a wide array of issues such as minority rights, women’s rights, and various individual freedoms. Select the topic that interests you. Identify specific rights for the topic you have chosen, and develop clear arguments with evidence and examples that support your point of view.
This will be a short research assignment and should generate two or three pages of notes. The notes will used during the next class discussion to review ideas and solutions and to write a proposal. 90
Essential Questions to Guide Research
Do women, minorities, or gays have less opportunity in the work place?
Do all Americans have access to education of equal quality k-12 as well as college level?
Are there situations where my civil rights may violate your civil rights?
Who should have the final determination regarding the civil rights of Americans and whether or not they are protected by the government?
The following slides provide sources for the research project.
PowerPoint version available
For quick linking
Info Please Gay Rights Progress
http://www.infoplease.com/ipa/A0761909.html
Progress for African Americans?
http://www.huffingtonpost.com/2013/07/28/black-america_n_3664133.html
CBS News Gay Rights Progress
http://www.cbsnews.com/news/employment-non-discrimination-act-enda-makes-progress-in-the-senate/
Progress of Women’s Rights
http://www.americanprogress.org/issues/women/report/2013/09/25/74836/the-state-of-women-in-america/
Civil Rights for African Americans
http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_(1955%E2%80%9368)
PBS Civil Rights for African Americans
http://www.pbs.org/wnet/aaworld/timeline/civil_01.html
Latino Rights
https://www.boundless.com/u-s-history/the-sixties-1960-1969/the-expansion-of-the-civil-rights-movement/latino-rights/
History of the Chicano Civil Rights Movement
http://en.wikipedia.org/wiki/Chicano_Movement
Info Please Women’s Rights
http://www.infoplease.com/spot/womenstimeline1.html
Women’s Rights Progress
http://progresspolitics.com/tag/womens-rights-2/
Affirmative Action
http://www.britannica.com/EBchecked/topic/7740/affirmative-action
More Needs to Be Done for Civil Rights
http://www.livescience.com/39291-america-still-needs-civil-rights.html
Equality Still Elusive for Many
http://www.usatoday.com/story/news/nation/2014/01/19/civil-rights-act-progress/4641967/
Write a ProposalUse your notes to write a one or two page proposal to recommend which civil rights you believe are most important. Provide specific information to support your proposed ideas with clearly articulated arguments and sufficient evidence.
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Your Proposal Define the
issue/problem Outline the details of
your argument Cite supporting
research Project possible
roadblocks Specify contingency or
back up plans 107
Develop a Writing Plan Determine what your
main point will be, and write a topic sentence that provides focus for your essay.
Choose several main ideas that support your topic sentence.
Sort your information into supporting details with facts and examples.
108
Use the five paragraph essay to write your paper.
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Five Paragraph EssayOutline
IntroductionWhat is my topic
sentence?
Body-Main IdeasWith supporting
details
ConclusionHow can I summarize
my paragraph?How can I rephrase my
topic sentence?
Details Must Support the Main Ideas
Provide specific facts, examples, and reasons for each main idea in the body of your essay
Create an OutlineTopic Sentence__________________________________________________________________________________A. Main Idea____________________________________________________________________________________Details/Evidence_________________________________________________________________________________Details/Evidence_________________________________________________________________________________B. Main Idea____________________________________________________________________________________Details/Evidence__________________________________________________________________________________
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Prepare to Write
Use your outline and write a five paragraph essay on your topic.
As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next.
113
Transition Words
As you view these words, select the words that help
you make transitions
smoothly from one idea to the next.
as a result such as for example nevertheless for that reason finally at this time therefore furthermore in addition in conclusion as well as
114
Review, Edit, and Rewrite1. Re-read your essay several times.2. How can you improve your sentences to communicate more clearly?3. Are your main ideas supported by examples and details?4. Exchange papers with another student and read each other’s essay out loud.5. Make final corrections and write the final draft of your polished essay.
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Share Your Ideas with the Group
During this evaluation phase, class members will share ideas, analyze arguments, and select the civil rights that are the most important for Americans.. Be prepared to participate by contributing your ideas and supporting evidence.
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Solution Evaluation Stage
Which civil rights are the most important?
• Positive facts and data• Strengths such as low cost or
easy to implement
• Supportive research information
• Weaknesses such as unintended consequences
Solution
number one
Solution
number two
Solution
number four
Solution
number three
Common Core Curriculum StandardsSpeaking and Listening
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
118
Bring your notes and proposal to the next class session.
The next step will be to present your proposed ideas to your small group for review and analysis.
119
Meet in small groups to cross examine
potential solutions.
Analyze solutions and evidence presented by group members.
Ask challenging questions when group members present their positions. Look for evidence that is
sufficient to support clear,
logical arguments.
Ask group members to defend the
credibility and reliability of their sources.
Group Decision Time Compile your group’s
ideas and create a column for each major civil right and the evidence and arguments that support the importance of the right for Americans.
Evaluate all of the evidence and take a group position on the top FOUR CIVIL RIGHTS that should be protected in our society.. Explicitly delineate the group’s rationale for the decision.
Present Your Group’s PositionMeet as a whole class to review and evaluate each small group’s decision about the four most important civil rights for Americans. Survey the entire class to decide which four civil rights should be considered the most important for Americans. 122
Common Core Curriculum Solutions
Teaching Units Available AtCommoncorecurriculum.info
123
Big Idea Two
Improving Equal Rights for All Americans
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Common Core Curriculum Standards
Research
Plan/Research: Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives.
125
Common Core Curriculum StandardReading-Informational
Reasoning and Evaluation: Apply reasoning and a range of textual presentation of information(author’s line of reasoning, point of view; relevance of evidence or elaboration to support claims; development or connections among complex concepts/ideas) 126
Common Core Curriculum Standard
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
127
Explore the Issue
Have all minorities in America achieved equal opportunity?Is there more to be done to ensure equal rights and opportunities?What steps or changes would you recommend? Why?
128
Take a Pro or Con Position
In order to make a convincing argument for or against an idea or event, it is very important to evaluate the facts and see if they support your position.
The first step is to ask relevant questions that will guide your investigation of the evidence.
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Inquiring Minds want to KnowEssential Questions
Are the same educational opportunities available for minority groups?Are minorities succeeding in the work place as well as others?Does employment discrimination still exist in some industries or work sites?What evidence can you cite to substantiate your claims?
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Conduct the Research
Identify specific questions about the issue to guide your investigation of the facts.
Determine if the evidence is credible and supports your main arguments. Will you be able to make valid arguments substantiated by sufficient evidence?
Use internet and book sources to gather credible information.
131
The Proof is in the Pudding
The Issue: Do minorities in America have equal rights and opportunities? What steps, if any, should be taken to improve rights and opportunities?
Your assignment is to research this issue, take a position, support your arguments with sufficient evidence, and write a report to convince others of your point of view.
132
The Following slides provide sources for the research project
See the powerpoint version for easy linking
Have African Americans Made Progress?
http://www.sfgate.com/politics/joegarofoli/article/Progress-mixed-since-March-on-Washington-blacks-4766585.php
Decade of Progress Gay Rights
http://www.sfgate.com/politics/article/Charting-a-decade-of-progress-in-gay-rights-3278321.php
Harvard: Minority Graduation Rates Too Low
http://www.urban.org/UploadedPDF/410936_LosingOurFuture.pdf
The Voting Rights Act ?
http://www.slate.com/articles/news_and_politics/jurisprudence/2013/10/section_2_of_the_voting_rights_act_is_more_effective_than_expected_new_research.html
Protecting Minority Rights
http://www.ait.org.tw/infousa/zhtw/docs/demopaper/dmpaper11.html
Affirmative Action Reviewed
https://www.scu.edu/ethics/publications/iie/v5n2/affirmative.html
Improving Educational Access for Latinos
http://futureofchildren.org/publications/journals/article/index.xml?journalid=39&articleid=128§ionid=844
How Can We Increase Opportunity For All People?
http://futureofchildren.org/futureofchildren/publications/docs/16_02_ExecSummary.pdf
Why Women Need More Equality
http://www.aauw.org/files/2013/02/position-on-STEM-education-111.pdf
We Must Improve Educational Opportunity for All Children
http://kirwaninstitute.osu.edu/who-you-calling-minority-the-imperative-to-improve-educational-opportunity-for-the-nations-emerging-majority/
Develop a Writing Plan
Determine what your main point will be, and write a topic sentence that provides focus for your essay.
Choose several main ideas that support your topic sentence.
Sort your information into supporting details with facts and examples.
144
Use the five paragraph essay format to write your paper. 145
146
Five Paragraph EssayOutline
IntroductionWhat is my topic
sentence?
Body-Main IdeasWith supporting
details
ConclusionHow can I summarize
my paragraph?How can I rephrase my
topic sentence?
Details Must Support the Main Ideas
Provide specific facts, examples, and reasons for each main idea in the body of your essay
Create an Outline
Topic Sentence__________________________________________________________________________________A. Main Idea____________________________________________________________________________________Details/Evidence_________________________________________________________________________________Details/Evidence_________________________________________________________________________________B. Main Idea____________________________________________________________________________________Details/Evidence__________________________________________________________________________________
148
Prepare to Write
Use your outline and write a five paragraph essay on your topic.
As you write your rough draft, it will be very important to use special words that enable you to transition smoothly from one idea to the next.
149
Transition Words
As you view these words, select the words that help you make transitions smoothly from one idea to the next.
as a result such as for example nevertheless for that
reason finally at this time therefore furthermore in addition in conclusion as well as
150
Relevance to the Real World
The final conclusion of your paper should explain why your point of view on the issue is important for the future. Answer these questions as you write your conclusion.
1. Why is your issue important to our world?
2. Why should anyone care about it? 3. What would be the negative results if
your recommendations are not followed?
Review, Edit, and Rewrite1. Re-read your essay several times.2. How can you improve your sentences to communicate more clearly?3. Are your main ideas supported by examples and details?4. Exchange papers with another student and read each other’s essay out loud.5. Make final corrections and write the final draft of your polished essay.
152
Defend Your Position
Present your paper to your class. Clearly state your position on the issue and review the main points of your argument. Be sure to cite specific facts and examples that support each point you are making.
153
Group Presentations
Meet in groups and present your paper.
Analyze, Evaluate and Defend
Meet in Small Groups and Present Your Position Paper
Do minorities in America have equal rights and opportunities? What steps should be taken to ensure equality for all?
State your position explicitly to your group members.
What evidence can you cite to support your position?
Can you make valid arguments that are substantiated with credible evidence?
Defend Your Position
As you present your paper to your group, clearly state your position on the issue and review the main points of your argument. Be sure to cite specific facts and examples that support each point you are making. Include evidence that substantiates all claims 156
Common Core Curriculum Standards
Speaking and Listening
Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source of emphasis, and tone used.
157
Remain in Your Groupand Cross Examine Each Presenter
Analyze the evidence presented by group members.
Ask challenging questions when group members present their positions. Look for evidence that
is sufficient to support clear,
logical arguments.
Ask group members to defend the
credibility and reliability of their sources.
Peer Review and PracticeListening and Speaking Skills
Today, some of you will be assigned a group practice partner. As your partner presents ideas and participates in group discussions, your role will be to evaluate the listening and speaking skills that your partner is able to demonstrate. You will be sitting in the outer circle with several other student evaluators.
Peer Review and PracticeListening and Speaking Skills
________________ ________________ Evaluator Student Under
Review
1= not demonstrated 2= partially demonstrated
3= demonstrated
Listening and Speaking SkillsGrades 11-12
___1. Come to discussions prepared to draw on evidence from texts and other research on the topic to stimulate a thoughtful exchange of ideas.
___2. Propel conversations by posing and responding to questions that verify or challenge ideas and conclusions and promote divergent and creative thinking.
___3. Synthesize presented comments, claims, and evidence made on all sides of an issue and determine what additional research is necessary.
___4. Integrate multiple sources of information in order to make informed decisions and solve problems based on credible and accurate sources.
Speaking and Listening Grades 11-12
___5. Evaluate a speaker’s point of view, reasoning, and use of evidence and assess the premise, word choice, and tone used.
___6. Present an argument that supports a precise claim with a logical sequence of evidence and analysis of counterclaims while using reasoning, appeal to emotion and concluding statement that supports the argument presented.
___7. Use digital media in presentations to support the understanding of findings and evidence to add interest to the topic.
Group Decision Time Compile your group’s
evidence and create two columns; one with the pro position arguments and one with the con position arguments.
Evaluate all of the evidence and take a group position on the issue. Explicitly delineate the rationale for your decision.
Present Your Group’s Position
Meet as a whole class to review and evaluate each small group’s position on equal rights and opportunities for minorities..
164
Report Back to Class and share your group’s position on the issue
Let’s scrutinize each group’s position and supporting evidence.
Can the group substantiate their claims?
Do their arguments meet the test for cause and effect relationships?
Have they made assumptions that are not supported by reliable facts?
Class Action Now that all small
groups have presented their positions on the issue, the entire class will engage in a final discussion and determination of action to be taken.
A class survey on the issue and possible recommendations will now be held.
Skill Development Activity
Graphs
167
Evaluating Information
Analysis of Graphs
Analyze the following graphs. What conclusions can you draw from the data presented?
168
Analyze the following graphs and determine if they provide clear and meaningful information that could be cited to substantiate your position on the issue.
Has “stop and frisk” reduced violent crime in NYC?
In which year was there a decrease in “stop and frisk”? What can you conclude
about the ten year trend?
How much change occurred in the unemployment rate for African Americans from 1960 to 2000?
What was the difference in the unemployment rate for African Americans and whites in 1990?
Analyze this graph and determine if the prison population is different in racial or ethnic makeup from the general population.
What conclusions can you draw from this data?
Common Core Curriculum Solutions
Teaching Units Available AtCommoncorecurriculum.info
174
Part Five
Equal Rights for All
Common Core Curriculum Solutions
Teaching Units Available AtCommoncorecurriculum.info
176
Big Idea Three
The History of Civil Rights for African Americans
177
Common Core Curriculum Standards
Research Plan/Research:
Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives. 178
Next StepNow that you have reviewed some basic information and shared ideas with peers, it is time to explore the advancement of civil rights for African Americans in more depth.
179
Your Research TopicGather information tracing the improvement in civil rights for African Americans. Examine the significant events, decisions, and people that influenced the progression of civil rights in America.
Essential Questions to Guide Research
1. How did the Supreme Court decision that created the idea of “ separate but equal” affect African Americans?
2. How did things change for African Americans after Brown Verses the Board of Education”?
3. Why was Martin Luther King Jr. important to the civil rights movement?
4. What were the key elements of the “Civil Rights Act of 1964”?
5. How does U.S. civil rights legislation affect the lives of women, gays, Hispanics, and African Americans?
Select a Topic
Discuss your topic with your teacher before beginning your research project.
Extend Your Knowledge of the Topic
Participate in an in-depth investigation of the topic. Identify 4-6 internet or print resources that provide useful information regarding your topic. Review your notes and develop several questions that you would like to explore about your topic. 183
Extra Resources
Short video clips can be a great source of information on your topic.
The next slide provides a link to a very good video on this topic.
All of the following hyperlinks are available on powerpoint.
Civil Rights March of 1965+King’s Speech
http://www.youtube.com/watch?v=CBm48Scju9E
History of Civil Rights with Music 3 minutes
http://www.youtube.com/watch?v=lL-4I18JFFU
Rosa Parks-December 1,1955
http://www.youtube.com/watch?v=15p5HB-FpjI
The Little Rock Nine (excellent)
http://www.youtube.com/watch?v=oodolEmUg2g
Primary Source Documents
In depth knowledge may require reviewing original sources for accurate information. Use the internet link on the next slide to participate in a very cool primary documents activity.
Directions for Links to Internet Docs
The following slides may be used to link the class to primary document activities. The documents are part of a National Archives Collection located at www.docsteach.org. It is helpful to know that left clicking of the mouse will enlarge documents and that left clicking and dragging over a document will scroll the page for easy viewing.
Document Analysis
What is the subject of the document? Date or time period_______ What issue or event does the document support? What is the source of the document? Is the source reliable? How
do you know? List the key information presented in the document. Who is the author of the document? What role or special
expertise does the author have? Explain the point of view of the document. Describe the
particular slant or bias that may be present in the document. Explain how the document either answers important questions or
raises important questions. Give the historical context of this document. How does the time
period of this document affect its contents?
Integration of the Army: Making Connections
http://docsteach.org/activities/372/detail?mode=browse&menu=closed&type%5B%5D=making-connections&sortBy=title
Did Rosa Parks Break the Law?:Weigh the Evidence
http://docsteach.org/activities/15800/detail?mode=browse&menu=closed&type%5B%5D=weighing-the-evidence&sortBy=title&page=5
Internet Reading Assignment
As you work on your assigned research project, you will need to select several of the following hyperlinked sources related to your topic. Use those hyperlinked articles and answer the following questions.
1. Select a concept or central idea from a primary or secondary source, and cite specific textual evidence to support the concept or central idea.
2. Choose a primary or secondary source and determine the central ideas or arguments the author is presenting. Summarize these central ideas and explain how the various details and ideas are connected.
3. Review several text sources, and determine which explanations or arguments are supported by evidence, and which ones are not clearly supported by evidence.
4. Choose a source(article). Select key terms and phrases used by the author, and use context clues from the article to determine the meaning of each term or phrase. List at least three terms/phrases and explain the meaning of each.
5. Select two articles that present different points of view on the topic. Evaluate each author’s claims, reasoning, and evidence, and determine if they present credible and reliable information to back up their positions. Determine which author is the most credible and explain why.
6. Select one article that is not supported by sound arguments and evidence, and develop arguments challenging the author’s point of view.
The following slides provide sources for the research project
See thepowerpoint version for easy linking
Progress for African Americans?
http://www.huffingtonpost.com/2013/07/28/black-america_n_3664133.html
Have African Americans Made Progress?
http://www.sfgate.com/politics/joegarofoli/article/Progress-mixed-since-March-on-Washington-blacks-4766585.php
BBC Progress for African Americans
http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/usa19292000/2progress1.shtml
Affirmative Action
http://www.britannica.com/EBchecked/topic/7740/affirmative-action
History of Civil Rights in America
http://www.historylearningsite.co.uk/civil1.htm
Civil Rights Movement
http://americanhistory.about.com/od/civilrights/
Freedom’s Story: Civil Rights
http://nationalhumanitiescenter.org/tserve/freedom/1917beyond/essays/crm.htm
History Channel: Civil Rights
http://www.history.com/topics/black-history/civil-rights-movement
Assessing Progress for African Americans
http://www.alternet.org/speakeasy/terrancedc/state-black-america-progress-made-far-go
Equality is a Work in Progress
http://www.nytimes.com/2013/08/23/us/americans-see-racial-equality-as-a-work-in-progress-pew-poll-finds.html?_r=0
Economics: The Key to Future Progress
http://www.finalcall.com/artman/publish/National_News_2/article_100933.shtml
Unemployment is Still a Major Problem
http://thinkprogress.org/economy/2012/11/03/1129721/african-american-unemployment-crisis/
Show Me the Evidence!
As you gather information from your sources, create several main points to provide focus and collect supporting evidence.
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Create an Evidence Sheet
A. Idea/Theory
Supporting Evidence1. 2.
3.
4.
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Create an Evidence Sheet
B. Idea/Theory
Supporting Evidence1. 2.
3.
4.217
Preponderance of Evidence
How do you know whether or not an idea or theory should be believed? Science tells us that
ideas that are supported by overwhelming evidence, may be treated as facts.
Ideas or Theories that have mixed evidence(some pro and some con) should not be treated as facts
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Finding the Best Sources
How do we know that we have the best and most accurate information on our topic?
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Evaluate and Verify Research Sources
Internet sources will vary greatly in accuracy and reliability
Consider the expertise and reputation of each website
Compare facts and information of different internet sources
Select information that is supported on several reliable websites
Question or refute information that lacks consistent support
Fact checking can be a useful way of verifying information that may be unreliable. The
following websites may help.
http://www.snopes.com/http://www.factcheck.org/http://www.washingtonpost.com/blogs/fact-checker/
If you want to become an expert at determining reliable sources of information on the internet, this tutorial will teach advanced “internet nonsense
detecting”.
http://www.vtstutorials.ac.uk/detect.ive/index.html
Research Websites for History/Government
1. britannica.com 2. theusaonline.com 3. americanhistory.about.com 4. infoplease.com 5. enwikipedia.org
Research Websites for History/Government P2
6. history.com 7.Pbs.org/wgbh/americanexperience/ features 8. sitins.com 9. usdoj.gov/kidspage/crt/crtmenu10. bbc.co.uk/history
Interesting Informational Articles at
Buzzle.com
Buzzle.com is well organized and includes graphics and audio with some topics. However, articles are not usually written by
verified experts. As is true with Wikipedia, always balance information and facts from many other sources of
information.
http://www.buzzle.com/topics/
America’s Library of History Resources
http://www.americaslibrary.gov/jb/index.php
Research Hyperlinks
1. http://britannica.com 2. http://theusaonline.com 3. http://americanhistory.about.com 4. http://infoplease.com 5. http://enwikipedia.org
Research Hyperlinks
6. http://history.com 7.http
://Pbs.org/wgbh/americanexperience
8. http://sitins.com 9. http://usdoj.gov/kidspage/crt/crtmenu 10. http://bbc.co.uk/history
Collect Your Information
Your research must include a minimum of three pages of notes about your topic.
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Common Core Curriculum Solutions
Teaching Units Available AtCommoncorecurriculum.info
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