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The University of Mississippi School of Education

Written Unit Plan


Understanding by Design (UBD)

Unit Cover Page


Unit Title: Civil Rights

Grade Level: 11th

Subject/Topic Areas: Civil Rights Movement & The Kennedy and Johnson Years
Key Words: Civil Rights, President Kennedy, President Johnson, James Meredith,
Martin Luther King Jr, Emmett Till, Brown vs Board, Space Race, Cuban Missile
Crisis, Bay of Pigs
Designed By: Nicole Pilmer
School District: Lafayette County

Length of Unit: 10 days


School: Lafayette High School

Brief Summary of Unit:

The students will learn about the Civil Rights Movement and the key people and
events that happened during the 1950s and 1960s. They will also focus on Presidents
Kennedy and Johnson and the impacts they made on the country during their time in
the White House.
List and attach Print Materials/Resources
List and attach Internet Resources/Links
- Chapter 18 Notes (Property of Sally Quong)
- Chapter 18 Slides (Property of Sally Quong)
- Chapter 18 Reading Guide (Property of Sally Quong)
- Chapter 18 Quiz (Prentice Hall, All-In-One Teaching Resources: US History: The
Civil Rights Movement)
- History Time Line (Property of Sally Quong)
- Eyes on the Prize (VHS-Civil Rights)
- Chapter 19 Notes (Property of Sally Quong)
- Chapter 19 Slides (Property of Sally Quong)
- Chapter 19 Reading Guide (Property of Sally Quong)
- Chapter 19 Quiz (Prentice Hall, All-In-One Teaching Resources: US History: The
Kennedy and Johnson Years)
- Extra Credit Opportunity (questions from: https://www.ket.org/civilrights/
questions.htm)

Contextual Information
http://arcg.is/1St6VPG
1. Knowledge of characteristics of students
A. Age-Range, Gender, Total number of students: Mrs. Quong teaches 11th
grade at Lafayette High School. She has 6 periods, five of which are US History, and
one period is APUSH. In total she has about 130 students each day throughout all of
her classes. Because these students are in the 11th grade they are about 16-17 years
old. According to the website, Lafayette High has over 700 students. First period
has 11 females, and 7 males. Third period has 10 females and 6 males. Fourth
period has 14 females and 11 males. Fifth period has only 7 females, and 16 males.
Sixth period has 11 females, and 8 males. Seventh period has 14 females and 11
males. So the class periods are vastly different.
B. Achievement Levels (Remedial, Average, Advanced/ Accelerated, or
specify range in percentiles or grade-equivalent): According to ArcGIS, 77%
of high school students graduated high school. Many of the students are on the
average level for learning. In Mrs. Quongs AP class, the students are more
advanced and therefore have a learning environment to focus on this.
C. Socio-Economic Description: In Lafayette County High, there is a 81.5% white
population, and 13.7% African American population. The median household income
is about $50,000 according to a 2012 census. None of the kids seem to be from
struggling households, so I would have to say that this data is correct. It is evident
from the types of clothing the students wear that they fall into this income bracket,
ranging from lower middle class to upper middle class. Many of students will also
show off their school spirit and wear Lafayette High related clothes because of their
interest in school actives and sports.
D. Typical Demeanor of Students: The students are more often than not paying
attention in class and staying on task. They participate in class discussions and also
ask questions to gather more information about a particular topic. While some
classes are crazier than others because they are more talkative, the students are
generally attentive in class.
E. Typical Interest and Involvement of Students: Many of the students show
their support for their school, and also take part in sports and other activities. There
are kids on the baseball team, soccer team, JROTC, and other school activities. The
students in this school also enjoy the outdoors and are constantly taking about their
weekends outside and spending time on their four-wheelers.

2. Knowledge of students varied approaches to learning (Include


information from learning styles inventory): After observing this classroom, it is
obvious to see that students are visual learners. These students have a set of class notes
that requires them to fill in the missing blanks from the power-points. They also have a
section of questions that go along with each chapter of their textbook, so it requires the
students to actually read the textbook.
3. Knowledge of students skills and prior learning: These students seem more
interested in their personal lives than about being taught US history; however, there is a
select few that care about social studies. Many students also just seem to be lazy and
therefore say, I don't know when asked a question in class. After grading their tests it
is obvious that they forget stuff very easily, even when the tests are in multiple choice
format. For those students in APUSH (even though its the first time this course is
offered) the students seem to be doing very well, they understand what they are
learning, and also ask questions to further their knowledge about the particular subject.
4. Knowledge of community and school district (Include a description of the
community and school district): Lafayette County Schools are in Oxford, and these
students come from middle class families. The schools is up to date technologically; the
teachers have Mac computers in their classrooms as well as smart boards. The high
school consists of 9-12 graders and the junior high has 6-8 graders. The elementary
school is separated by upper, 3-5, and lower elementary, k-2. The city of Oxford contains
about 20,000 people, and the county has a population of about 51,000 people.

Stage 1 Identify Desired Results


(Stage 1 completed once for the unit)

Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
MS.SS.US.1A
MS.SS.US.1B
MS.SS.US.3C
MS.SS.US.3D
MS.SS.US.4A
MS.SS.US.4B
MS.SS.US.4C
MS.SS.US.4D
MS.SS.US.7A
Common Core: WHST.11-12.9
What understandings are desired?
The main points for the Civil Rights Movement (Ch.18) and the Kennedy and Johnson
Years (Ch.19) include:
- What were the causes, main events, and effects of the civil rights movement?
- Why did the struggle for equal rights intensify after WWII?
- How did African Americans challenge segregation after WWII?
- What events led to passage of the Civil Rights act of 1964
- How did the policies of Presidents Kennedy and Johnson affect the nation?
- How did television play an important role during the presidential election of 1960?
- What were the goals of Kennedys New Frontier?
- How did Johnsons Great Society programs change life for most Americans?
Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include
integrated content areas from the Mississippi Curriculum Frameworks. Label
objectives with the DOK level of learning.

The students will:


Day One: TSW analyze the causes of why African Americans fought for equality
following WWII, and how they managed to do their fighting. (DOK 4)
Day Two: TSW recall information from the previous days learning and expand upon
that with the new knowledge about how the movement toward civil rights became
modernized (DOK 1). TSW distinguish the differences between different protesting
groupsSNCC, CORE, and SCLCas well the other nonviolent events that occurred
such as sit-ins and Freedom Summer (DOK 2)
Day Three: TSW analyze how the 24th amendment came to be added to the
constitution, and why the constitution can be amended. (DOK 4)TSW evaluate how
the civil rights movement expanded democracy in the United States. (DOK 4)
Day Four: TSW construct a timeline in their groups for the main events that occurred
during the Civil Rights Movement (DOK 2)
Day Five: TSW take a quiz (Chapter 18)
Day Six: TSW draw conclusions about the causes and effects of the United States
involvement in the World Warsspecifically focusing on the effects it had for the
1950s and 1960s (DOK 3). TSW analyze the developments of the why the Cold War
began between the United States and the USSR. (DOK 4)
Day Seven: TSW analyze the response of the federal government to the Civil Rights
Movement and how it affected the rest of the country. (DOK 4)TSW evaluate deficit
spending as a means of financing government programs. (DOK 4)
Day Eight: TSW analyze evidence that the United States constitution is a living
document (DOK 4). TSW evaluate the impact of presidential policies on domestic
reform. (DOK 4)
Day Nine: TSW recall information from the previous days learning and expand upon
that with President Johnson and how he changed the society during his presidency.
(DOK 1) TSW draw conclusions about how society changed with the civil rights act of
1964. (DOK 3)
Day Ten: TSW take a quiz (Chapter 19)

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)


Performance Task(s): List the names of each performance task here and attach a
copy of the entire assignment (including grading rubric) to your plan.
- Extra credit opportunity (Interview someone from the Civil Rights Movement)

Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
-

Chapter 18 Quiz
Around the World (March 4)
Chapter 19 Quiz
Around the World (March 11)
Guided Reading Chapter 18
Guided Reading Chapter 19
History Time Line (group work)

Informal Check(s): List ways you will check for understanding throughout your
unit.
Five in Five (Chapter 18)
Day One
1. The Civil Rights Movement is a clash between federal government and
____________.
2. Why is the constitution a living document?
3. What did the 17th amendment do?
4. What separated communism from democracy in Europe?
5. Difference between MLK and Malcolm X?
Day Two
6. Which president is known for building interstate highway systems?
7. What general wanted to expand the Korean War into China?
8. What popular invention contributed to mass culture during the 1950s?
9. What popular invention contributed to mass culture during the 1920s?
10.What initially created mass culture?

Informal Check(s):
Five in Five Continued (Ch. 18)
Day Three
11. What did the Salk vaccine help prevent?
12. How many students were sent to integrate Little Rock Central High School?
13. What type of protest did Dr. MLK Jr. believe in?
14. Which side invaded the other side to start the Korean War?
15. Where was Korea divided at the end of the War?
Day Four
16. Water fountains were segregated. Is this an example of de sure for de facto?
17. What supreme court case/ruling did Brown versus Board of Ed overturn?
18. Which amendment did Thurgood Marshall use as the basis of his argument? Why?
19. What did the Brown II case determine?
20. What did white southern congress members do in opposition to the Brown II case?
Five in Five (Chapter 19)
Day Six
1. What did the Civil Rights Act prohibit?
2. Equal pay for equal work was directed toward what group of people
3. What type of war did LBJ declare?
4. What is LBJs domestic program?
5. Many of the supreme court cases had to do with
Day Seven
6. How did Malcolm X differ from MLK?
7. What was SNCCs goal during Freedom Summer?
8. What speech did MLK give at the March on Washington?
9. Why were the Black Panthers formed?
10.Who became president after JFKs assassination?
Day Eight
11. What was the objective of the Alliance for Progress?
12. What was the objective of the Peace Corps?
13. During the Cuban Missile crisis, Kennedy agreed to remove missiles from
14. Why did MLK go to Memphis in 1968?
15. What is deficit spending?
Day Nine
16. What were the two crisis regarding the Cold War during JFKs presidency?
17. What was JFKs domestic policy called?
18. Why does the government use deficit spending?
19. Why did Khrushev build a wall between East and West Berlin?
20. What civil rights legislation did JFK initiate?

Academic Prompt(s): List higher level thinking questions used throughout the
unit.
- Why did the struggle for equal rights intensify after World War II, and how did
African Americans challenge segregation after WWII?
- What role did television play in the civil rights movement of the 1950s and early
1960s? Do you think television contributed to the success of the movement? Explain.
- How did the policies of Presidents Kennedy and Johnson affect the nation? What
were Kennedys goals of the New Frontier, and
- How did the issues surrounding East and West Germany contribute to the cold war
tensions between the United States and the Soviet Union?
- The Equal Pay act of 1963 required that women be paid the same wages as men for
equal work. Do you think this legislation had an affect on the passage of the Civil
Rights Act of 1964? Explain.

Stage 3 Daily Lesson Plans


( Stage 3- attach lesson plans)

Make a calendar to outline the objectives taught each day, the activities/strategies
used and the assessments used. Next, attach a separate lesson plan for each day of
your unit using the format on the following page.
STAGE 3: Daily Plans
Monday

Tuesday

Wednesday

Thursday

Friday

TSW analyze
the causes of
why African
Americans
fought for
equality
following
WWII, and how
they managed
to do their
fighting.

TSW recall
information
from the
previous days
learning and
expand upon
that with the
new knowledge
about how the
movement
toward civil
rights became
modernized.

TSW analyze
how the 24th
amendment
came to be
added to the
constitution,
and why the
constitution
can be
amended.
TSW evaluate
how the civil
rights
movement
expanded
democracy in
the United
States.

TSW construct a
timeline in their
groups for the
main events that
occurred during
the Civil Rights
Movement

TSW take a
quiz (Ch. 18)

5 in 5

Start working
on Guided
Reading for
Chapter 19
after quiz

5 in 5
Take Notes
Pass out
Reading Guide
& Extra Credit
Opportunity

TSW
distinguish the
differences
between
different
protesting
groupsSNCC,
CORE, and
SCLCas well
the other
nonviolent
events that
occurred such
as sit-ins and
Freedom
Summer
5 in 5
Take Notes

5 in 5
Give time to
work on
Guided
Reading

Sections of Eyes
on the Prize
Film
Give time to
work on Guided
Reading

Around the
World (turn in
5 in 5 for the
week)

Extra credit
opportunity
due today

Monday

Tuesday

Wednesday

Thursday

Friday

TSW draw
conclusions
about the
causes and
effects of the
United States
involvement in
the World Wars
specifically
focusing on the
effects it had
for the 1950s
and 1960s.
TSW analyze
the
developments
of the why the
Cold War began
between the
United States
and the USSR.

TSW analyze
the response of
the federal
government to
the Civil Rights
Movement and
how it affected
the rest of the
country. TSW
evaluate deficit
spending as a
means of
financing
government
programs.

TSW analyze
evidence that
the United
States
constitution is
a living
document.
TSW evaluate
the impact of
presidential
policies on
domestic
reform.

TSW take a
quiz

5 in 5

Notes

TSW recall
information
from the
previous days
learning and
expand upon
that with
President
Johnson and
how he changed
society during
his presidency.
TSW draw
conclusions
about how
society changed
with the civil
rights act of
1964.

5 in 5
Notes
Pass out
Guided
Reading
Present extra
credit if time
permits

Notes

5 in 5

5 in 5
Present extra
credit if time
permits

Notes
Give time to
work on Guided
Reading
Present extra
credit if time
permits

Around the
World
Work on
Chapter 20
Guided
Reading after
the test

Daily Lesson Plan


Day One (Chapter 18, Section 1)
Standards:
MS.SS.US.4A
MS.SS.US.4B
MS.SS.US.4C
Objectives:
TSW analyze the causes of why African Americans fought for equality following WWII,
and how they managed to do their fighting.
Materials:
- Powerpoint slides
- Chapter 18 guided notes
- Guided reading
- Pen/pencil to write with
Opening (Set):
On this day in history
Five in five
1. The Civil Rights Movement is a clash between federal government and
____________.
2. Why is the constitution a living document?
3. What did the 17th amendment do?
4. What separated communism from democracy in Europe?
5. Difference between MLK and Malcolm X?
Learning Tasks (Procedures):
- Have a student pass out Chapter 18 Section One Notes
- Segregation after WWII (African Americans were upset)
- Peaceful protests, boycotts, and turned to the courts for legal guarantee of basic rights
- De jure segregation vs De facto segregation
- 1948 military was desegregated by Truman
- Brown vs Board of Education (1954)
- separate but equal is not constitutional, has no place in schools
- Topeka, Kansas
- with all deliberate speed
- Little Rock Nine, Central High School, President Eisenhower sent in troops
- NAACP challenged school segregation, Thurgood Marshall
- Montgomery, Alabama, Rosa Parks, Bus Boycott continued for a year.
- 1956, segregated busing was ruled unconstitutional by the constitution
- SCLC (Southern Christian Leadership Conference)

Closure:
- Have a student pass out the guided reading to the class, it is due when they take their
quiz on Friday
Differentiated Instruction:
- Enrichment:
- Ask more advanced and higher level thinking questions during class
- Intervention:
- Pass out the lecture notes but have the answers already filled in.
- Give out the power point slides if necessary
- Accommodation:
- Pass out the lecture notes but have the answers already filled in.
- Give extra time to those who need it.

Daily Lesson Plan


Day Two (Chapter 18, Section 2)
Standards:
MS.SS.US.1B
MS.SS.US.4A
MS.SS.US.4B
Objectives:
TSW recall information from the previous days learning and expand upon that with the
new knowledge about how the movement toward civil rights became modernized.
TSW distinguish the differences between different protesting groupsSNCC, CORE, and
SCLCas well the other nonviolent events that occurred such as sit-ins and Freedom
Summer
Materials:
- Powerpoint slides
- Chapter 18 guided notes
- Pen/pencil to write with
Opening (Set):
On this day in history

Five in five
6. Which president is known for building interstate highway systems?
7. What general wanted to expand the Korean War into China?
8. What popular invention contributed to mass culture during the 1950s?
9. What popular invention contributed to mass culture during the 1920s?
10. What initially created mass culture?
Learning Tasks (Procedures):
- Chapter 18 Section Two Notes
- Student activists make a difference
- Sit-Ins and nonviolent protests
- Civil Rights Act of 1964
- Outlawed discrimination based on race, religion, or national origin
- Student activists
- SNCC (Student Nonviolent Coordinating Committee)
- Freedom Rides
- Kennedy intervened, sent police and state troopers to protect the riders
- 1962 James Meredith at Ole Miss
- Riot on campus, two killed
- Kennedy sent federal marshals to protect James Meredith
- Medgar Evers was murdered in 1963 (helped Meredith gain admittance to Ole Miss)
- Birmingham

- City officials used police dogs and fire hoses against protesters
Closure:
- If we did not finish the notes, we will continue them tomorrow and then start on
section 3
- Remember to work on your guided reading at home, there is a quiz on Friday
- The extra credit is due next week
Differentiated Instruction:
Enrichment:
- Ask higher level thinking questions
Intervention:
- Pass out the lecture notes with the answers already filled in
- Give out the powerpoint slides if necessary
Accommodation:
- Give the students extra time if it is necessary
- Walk around the room and help anyone who is struggling.

Daily Lesson Plan


Day Three (Chapter 18, Section 3)
Standards:
MS.SS.US.1A
MS.SS.US.4B
MS.SS.US.4D
Objectives:
- TSW analyze how the 24th amendment came to be added to the constitution, and why
the constitution can be amended.
- TSW evaluate how the civil rights movement expanded democracy in the United
States.
Materials:
- Powerpoint slides
- Chapter 18 guided notes
- Pen/pencil to take notes with
Opening (Set):
On this day in history
Five in five
11. What did the Salk vaccine help prevent?
12. How many students were sent to integrate Little Rock Central High School?
13. What type of protest did Dr. MLK Jr. believe in?
14. Which side invaded the other side to start the Korean War?
15. Where was Korea divided at the end of the War?
Learning Tasks (Procedures):
- Freedom Summer (1964)
- Fannie Lou Hamer
- Mississippi Freedom Democratic Party (MFDP)
- March on Selma (1965)
- Pressure the government to enact voting rights legislation
- March 7, Bloody Sunday as protesters tried to cross the Edmund Pettus Bridge
- Voting Rights Act of 1965: banned literacy tests and empowered the federal
government to oversee voting registration and elections in states that had
discriminated against minorities
- 24th Amendment: banned the poll tax which had previously kept poor African
Americans from voting
- Gerrymandering became limited (Baker vs Carr and Reynold vs Simms)
- In Mississippi, the number of African American voters went from 7% in 1964 to 70%
in 1986

- Nationally, the number of African American elected officials rose from fewer than 100
to more than 6,000 by the mid 1980s

- Race riots in the 1960s


- Watts Riots in Los Angeles
- Newark, New Jersey (summer of 1967)
- Detroit, Michigan (summer of 1967) 43 people died, and property damage of $50
million

- Whites would previously use violence to keep African Americans in their place, now
-

blacks were using violence against police ands white business owners in black
neighborhoods
Kerner Commissions: to determine the causes of the riots, President Johnson
established the National Advisory Commission on Civil Disorders. It concluded that
long term racial discrimination stood as the single most important cause of violence.
It also recommended the establishing and expanding federal programs aiming at
overcoming the problems of Americans urban ghetto
Malcolm X: converted to Nation of Islam (religious sect headed by Elijah
Muhammad. The group had strict rules of behavior, including no drugs or alcohol,
and demanded a separation of the raceshe became the leader after his release from
prison for burglary charges at age 21)
SNCC leader, Stockily Carmichael used the term black power in 1966.
James Meredith March against Fear across the state of Mississippi to encourage
African Americans to register and vote.

Closure:
- If we did not finish the notes today, we will finish them tomorrow.
- I will give you time in class tomorrow to work on your guided reading for chapter 18
- Remember that there is a chapter quiz on Friday.
Differentiated Instruction:
- Enrichment
- Ask more advanced and higher level thinking questions during
- Intervention
- Pass out the lecture notes but have the answers already filled in
- Give more time when necessary to fill out the notes
- Accommodation
- Pass out the lecture notes but have the answers already filled in
- Walk around the room and help anyone who is struggling

Daily Lesson Plan


Day 4
Standards:
MS.SS.US.1A
MS.SS.US.4A
MS.SS.US.4B
MS.SS.US.4D
Objectives: TSW construct a timeline in their groups for the main events that occurred
during the Civil Rights Movement
Materials:
- History time line worksheet and rubric
- Pen and pencil
Opening (Set):
On this day in history
Five in five
16. Water fountains were segregated. Is this an example of de sure for de facto?
17. What supreme court case/ruling did Brown versus Board of Ed overturn?
18. Which amendment did Thurgood Marshall use as the basis of his argument? Why?
19. What did the Brown II case determine?
20. What did white southern congress members do in opposition to the Brown II case?
Learning Tasks (Procedures):
- Put the students into small groups
- Pass out the worksheet and explain what is expected of them
Closure:
- Work on your guided reading at home. We have a quiz on tomorrow in class
- Guided Reading is due tomorrow.
- Remember that the extra credit is due next Friday
Differentiated Instruction:
- Enrichment:
- Ask more advanced and higher level thinking questions during the class period
- Intervention:
- Place students who require more help in a group with those that will help them
- Accommodation:
- Give the necessary time for the students to complete the assignment
- Walk around the room and make sure nobody is struggling

Daily Lesson Plan


Day Five (Quiz Day)
Objectives:
TSW take chapter 18 quiz
Materials:
- Chapter 18 quiz
- Pencil or pen
- Chapter 19 Guided Reading
Opening (Set):
On this day in history
Around the World
- All of the 5 in 5s from the past week will be printed out and then cut into strips and
placed inside the globe
- The students turn in their 5 in 5s
- Grabbing from the pile of work, when a students name is called they have to answer
whichever question is pulled from the globe and are then either awarded points for
getting it right, or lose points for missing the answer.
Learning Tasks (Procedures):
- Pass out the quiz
- Have the students turn them in when they're done
- Pick up Chapter 20 reading guide and begin working on it
Closure:
- Have a great weekend!
- Walk out song
- Collect their extra credit
Differentiated Instruction:
Enrichment:
- Quiz Day
Intervention:
- Allow these students to go to the resource room if they require any additional
help
Accommodation:
- Allow these students to go to the resource room if they require additional help

Daily Lesson Plan


Day 6 (Chapter 19, Section 1)
Standards:
MS.SS.US.3C
MS.SS.US.3D
Objectives:
TSW draw conclusions about the causes and effects of the United States involvement in
the World Warsspecifically focusing on the effects it had for the 1950s and 1960s.
TSW analyze the developments of the why the Cold War began between the United
States and the USSR.
Materials:
- Powerpoint slides
- Chapter 19 guided notes
- Guided reading
- Pen/pencil to write with
Opening (Set):
On this day in history
Five in five
1. What did the Civil Rights Act prohibit?
2. Equal pay for equal work was directed toward what group of people
3. What type of war did LBJ declare?
4. What is LBJs domestic program?
5. Many of the supreme court cases had to do with
Learning Tasks (Procedures):
- Have a student pass out the lecture notes for Chapter 19
- President Kennedy
- He took office during the spread of communism in Europe as well as the threat of
nuclear war
- Cold War strategy
- Military forces, flexible response defense policy
- Alliance for Progress to improve relations with Latin America
- Peace Corps
- Communism in Cuba
- Castro
- Bay of Pigs Invasion (April 1961) The CIA wanted to overthrow Castro, many
exiles fled to the United States
- Cuban Missile Crisis (October 1962)
- Soviet Union had missiles stored in Cuba
- Naval blockade of Cuba

- US would remove missiles from Turkey and Italy if Soviets withdrew


missiles from Cuba

- Lasted Six days

- The Berlin Crisis


- Wall separating east (communist) from west (democratic) built by Nikoli
Khrushchev because Kennedy refused to end their military presence in West
Berlin
Closure:
- Pass out the guided reading to the class, it is due when they take their quiz on Friday
- Remember that the extra credit is due on Friday
- If there is time leftover, the students may present their extra credit interviews
Differentiated Instruction:
- Enrichment:
- Ask more advanced and higher level thinking questions during
- Intervention:
- Pass out the lecture notes but have the answers already filled in
- Allow more time on notes when needed
- Accommodation:
- Pass out the lecture notes but have the answers already filled in
- Walk around the room and make sure nobody is struggling

Daily Lesson Plan


Day 7 (Chapter 19, Section 2)
Standards:
MS.SS.US.1B
MS.SS.US.3D
MS.SS.US.4C
MS.SS.US.6D
Objectives: TSW analyze the response of the federal government to the Civil Rights
Movement and how it affected the rest of the country. TSW evaluate deficit spending as
a means of financing government programs.
Materials:
- Powerpoint slides
- Chapter 19 guided notes
- Guided reading
- Pen/pencil to write with
Opening (Set):
On this day in history
Five in five
6. How did Malcolm X differ from MLK?
7. What was SNCCs goal during Freedom Summer?
8. What speech did MLK give at the March on Washington?
9. Why were the Black Panthers formed?
10. Who became president after JFKs assassination?
Learning Tasks (Procedures):
- Kennedys New Frontier (focused on improving the economy, education, healthcare,
and civil rights)
- Space program
- Increase minimum wage
- Social security
- Welfare
- Equal Pay Act: required equal ages for equal work in industries engaged in
commerce or procuring goods for commerce
- Economic proposals
- Increased military spending
- Tax credits for businesses and tax cuts for middle class: put money back into the
pockets of the people
- Deficit spending to stimulate the economy

- Introduced a civil rights bill in 1963demanded prosecution for voting rights


-

violations and federal money to aid school segregation. Further violence in the south
prompted Kennedy to introduce stronger civil rights legislation.
NASA was established in 1958 (wanted to put a man on the moon before 1970)
- After Sputnik was launched by Soviet Union in 1957, the race began
- 1969 Neil Armstrong
After Kennedys assassination in 1963, Vice President Lyndon B. Johnson became
President.
Warren Commission: to investigate the assassination of Kennedy
- Oswald was the lone killer
- Millions of people watched the funeral on television, it seemed as if Americas
innocent had died with him.

Closure:
- Work on your guided reading at home. We have a quiz on Friday
- If there is time leftover, the students may present their extra credit interviews
Differentiated Instruction:
- Enrichment:
- Ask more advanced and higher level thinking questions during
- Intervention:
- Pass out the lecture notes but have the answers already filled in
- Allow more time on notes when needed
- Accommodation:
- Pass out the lecture notes but have the answers already filled in
- Walk around the room and make sure nobody is struggling

Daily Lesson Plan


Day 8 (Chapter 19, Section 3)
Standards:
MS.SS.US.1A
MS.SS.US.1B
MS.SS.US.7A
Objectives:
TSW analyze evidence that the United States constitution is a living document.
TSW evaluate the impact of presidential policies on domestic reform.
Materials:
- Powerpoint slides
- Chapter 19 guided notes
- Guided reading
- Pen/pencil to write with
Opening (Set):
On this day in history
Five in five
11. What was the objective of the Alliance for Progress?
12. What was the objective of the Peace Corps?
13. During the Cuban Missile crisis, Kennedy agreed to remove missiles from
14. Why did MLK go to Memphis in 1968?
15. What is deficit spending?
Learning Tasks (Procedures):
- Johnsons Great Society
- Johnson was actually a teacher (in Texastiny segregated school for MexicanAmericans) before he began his political career
- He confronted firsthand the challenges faced by poverty-stricken minority
students. The lessons he learned here remained with him for the rest of his life
- Civil Rights Act of 1964: outlawed discrimination in voting, education, and public
accommodations. Ends discriminations in restaurants, theaters, and other places
open to the public.
- Equal Employment Opportunity Commission to fight discrimination in hiring.
- Title VII of the 1964 Civil Rights Act prohibited discrimination on the basis of sex
- War on Poverty
- Train the jobless, educated the uneducated, and provide healthcare for those in
need.
- Job Corps to train young men and women between the ages of 16 and 21 in the
work skills they needed to acquire better jobs and move out of poverty

- VISTA (Volunteers in Service to America) sent American volunteers into poverty


stricken American communities in an effort to solve the country's pressing
economic, educational, and medical problems. (served in inner-city schools and
on Indian reservations, worked in rural health clinics and urban hospitals)
Closure:
- You will have time tomorrow to work on your guided reading.
- Quiz on Friday.
- Remember that the extra credit is due on Friday.
Differentiated Instruction:
- Enrichment:
- Ask more advanced and higher level thinking questions during
- Intervention:
- Pass out the lecture notes but have the answers already filled in
- Allow more time on notes when needed
- Accommodation:
- Pass out the lecture notes but have the answers already filled in
- Walk around the room and make sure nobody is struggling

Daily Lesson Plan


Day Nine
Standards:
MS.SS.US.1A
MS.SS.US.1B
MS.SS.US.7A
Objectives:
TSW recall information from the previous days learning and expand upon that with
President Johnson and how he changed society during his presidency.
TSW draw conclusions about how society changed with the civil rights act of 1964.
Materials:
- Chapter 19 Notes
- Pencil or pen
- Chapter 19 Guided Reading
Opening (Set):
On this day in history
5 in 5
16. What were the two crisis regarding the Cold War during JFKs presidency?
17. What was JFKs domestic policy called?
18. Why does the government use deficit spending?
19. Why did Khrushchev build a wall between East and West Berlin?
20. What civil rights legislation did JFK initiate?
Learning Tasks (Procedures):
- Finish up Chapter 19 notes if we did not finish them yesterday
- Work on guided reading
Closure:
- Remember, we will quiz tomorrow on the chapter
- If there is time leftover, the students may present their extra credit interviews
Differentiated Instruction:
Enrichment:
- Ask more advanced and higher learning questions.
Intervention:
- Allow these students to go to the resource room if they require any additional
help
Accommodation:
- Allow these students to go to the resource room if they require additional help

Daily Lesson Plan


Day Ten (Quiz Day)
Objectives:
TSW take chapter 19 quiz
Materials:
- Chapter 19 quiz
- Pencil or pen
- Chapter 20 Guided Reading
Opening (Set):
On this day in history
Around the World
- All of the 5 in 5s from the past week will be printed out and then cut into strips and
placed inside the globe
- The students turn in their 5 in 5s
- Grabbing from the pile of work, when a students name is called they have to answer
whichever question is pulled from the globe and are then either awarded points for
getting it right, or lose points for missing the answer.
Learning Tasks (Procedures):
- Have a student pass out the quiz
- Have the students turn them in when they're done
- Pick up Chapter 20 guided reading and begin working on it
Closure:
- Have a great weekend!
- Walk out song!
- If there is time leftover, the students may present their extra credit interviews
Differentiated Instruction:
Enrichment:
- Quiz Day.
Intervention:
- Allow these students to go to the resource room if they require any additional
help
Accommodation:
- Allow these students to go to the resource room if they require additional help

The 1960s Pre Test


1. What president was known for his War on Poverty?
2. What was JFKs plan to help social and economic conditions in Latin America?
3. Who was the spokesperson for the Mississippi Freedom Democratic Party in 1964?
4. Who was the first American to walk on the moon?
5. What amendment allowed citizens of Washington D.C. to vote?
6. What was the plant o train Cuban refugees to invade Cuba to overthrow Castro
called?
7. What was the name for the long bus trips in the Deep South to make sure that bus
stations were obeying the integration laws?
8. What was the NASA plan to land a man on the moon called?
9. What is the belief that if one country falls to communism, its neighbors might also
fall to communism?
10. What was the name for Johnsons domestic program?
11. What group has as its goal the protection of pure air and water?
12. What group had as its goal to preserve the traditional culture of Native Americans
and give to Indians more control over their own affairs?
13. List two general methods the Civil Rights Movement used to achieve their goals?
14. What eliminated literacy tests in America?
15. What was the name for the organizer of the March on Washington?
16. What was the name for the event that brought the United States and Soviet Union
closer to nuclear war?
17. Who made the I Have a Dream speech?

18. What was the name for the massive voting registration drives led by SNCC in 1964?
19. What Congressional action was seines giving the president a blank check for
conducting the Vietnam War?
20. List three programs started as part of the Great Society?
21. What was the attach that proved to many in the US that Vietnam was a war that the
US could not win?
22. Who was the first American in space?
23. What Supreme Court case stated that those arrested must be told their rights?
24. What was the main economic goal of the Womens movement?
25. What is the ability to go right up to the edge of war without actually fighting called?
26. What happened to the number of married women who worked full time outside of
the home in the 1960s?
27. What present visited Berlin to show his support for free people in West Berlin?
28. Was the Bay of Pigs invasion successful?
29. What amendment eliminated poll tax?
30. What great society has as its goal health insurance for those over 65?
31. What was the peak time of American involvement in the Vietnam War?
32. What was an argument against spending money on the space program?
33. What happened to the number of eligible voters in the 60s due to the Voting Rights
Act and the 24th amendment?

1960s: Answer Key


1. LBJ
2. Alliance for Progress
3. Fannie Lou Hamer
4. Neil Armstrong
5. 23rd
6. Bay of Pigs Invasion
7. Freedom Rides
8. Apollo Program
9. Domino Theory
10. The Great Society
11. Environmental Protection Agency
12.
13. Civil disobedience and peaceful protest
14. The Voting Rights Act
15. MLK jr
16. Cuban Missile Crisis (Brinkmanshipon the brink of war)
17. MLK jr
18. Freedom Summer
19. Gulf of Tonkin War
20. Head Start, Medicare, Medicaid
21. Tet Offensive (Tet is the Vietnamese New Year)
22. Alan Shepard
23. Miranda v Arizona
24. Equal pay for equal work
25. Brinkmanship
26. It increased
27. JFK
28. No
29. 24th
30. Medicare
31. 1968
32. Its too expensive and we keep doing the same thing
33. Increased (blacks are voting)

Name: _________________________________ Class Period: ____________


Chapter 18 Test
1. What were Jim Crow laws?
A. they were laws that protected African Americans
B. they were laws that restricted African Americans voting rights in the North
C. they were laws that enforced the strict separation of the races
D. they were laws that restored equal rights to blacks
2. The members of the Congress of Racial Equality (CORE) believed
A. that separation of the races was essential to equality
B. that violence was necessary to achieve racial goals
C. that direct, nonviolent methods could gain civil rights for African Americans
D. that they should oppose the Southern Christian Leadership Conference
3. Which civil rights organizations won a number of important court cases against
segregation in the 1950s?
A. SCLC
B. CORE
C. MIA
D. NAACP
4. To which city did President Eisenhower send federal troops to protect African
American students?
A. Montgomery, Alabama
B. Little Rock, Arkansas
C. Topeka, Kansas
D. Baltimore, Maryland
5. In response to riots over desegregating the University of Mississippi, President
Kennedy declared that
A. Americans were free to disagree with the law but not to disobey it
B. Americans were free to disobey bad laws
C. James Meredith could not register as a student
D. African Americans had to accept segregation
6. Why were many Americans surprised when President Johnson supported civil rights?
A. as a congressmen, he had authored The Southern Manifesto
B. he was a Southerner with an undistinguished recored on racial matters
C. he had never been a strong supporter of Southern traditions
D. he had openly supported segregation

7. How did T. Eugene Conor react to civil rights marchers in Birmingham


A. he met publicly with civil rights leaders
B. he proved a law to end segregation in Alabama
C. he brought in the National Guard
D. he ordered the use of police dogs and fire hoses against the marchers
8. The Cviil Rights Act of 1964 forbids discrimination in employment on the basis of
A. education
B. race
C. age
D. gender
9. The first of the confrontations on the Edmund Pettus Bridge during the march on
Selma became known as
A. Black Friday
B. Freedom Summer
C. Selma Sunday
D. Bloody Sunday
10. Not long after the passage of the Voting Rights Act of 1965, African Americans in
several cities
A. rioted
B. assumed public office
C. reelected President Johnson
D. moved to the suburbs
11. What happened in many citied after M. L. Kings assassination?
A. local civil rights demonstrators declared martial law
B. there was little reaction to Kings death
C. riots broke out
D. black citizens stopped registering to vote
12. What is an argument that people used to prevent affirmative action?
A. it would eventually end segregation
B. it would remedy the legacy of racial discrimination
C. it would provide equal opportunities to all
D. it would violate the goal of creating a colorblind society
13. Which African American is famous for breaking into major league baseball?
A. Jackie Robinson
B. Stockily Carmichael
C. Thurgood Marshall

14. Why was the Supreme Court case of Hernandez v. Texas important?
A. it extended 14th amendment protections to Mexican Americans
B. it organized national White Citizens Council
C. it overturned Brown II
15. How long did the Montgomery bus boycott last?
A. 24 hours
B. one week
C. more than a year
16. In return for the desegregation of interstate transportation,
A. the Johnson administration agreed to arrest Mississippi activists
B. the Kennedy administration greed to arrest Mississippi activists
C. the Kennedy administration agreed not to stop the arrest of Mississippi activists
17. Why did Martin Luther King choose Birmingham, Alabama, for a civil rights
campaign?
A. it strongly supported civil rights
B. it was considered the most segregated city in the south
C. it was the only Southern city that practiced segregation
18. What president signed the Civil Rights Act of 1964?
A. Prudent Kennedy
B. President Johnson
C. President Nixon
19. When three civil rights workers disappeared during Freedom Summer, SNCC
claimed that they had been
A. arrested
B. murdered
C. kidnapped
20. While in prison, Malcolm X became a convert to a religious sect called
A. the Nation of Islam
B. the Black Panthers
C. SNCC
21. What civil rights law was passed by Congress shortly after King was killed?
A. the Fair Housing Act
B. the 24th amendment
C. the Kerner Commission

Chapter 18 Quiz Answer Key


1. C
2. C
3. B
4. B
5. A
6. B
7. D
8. B
9. D
10. A
11. C
12. D
13. A
14. A
15. C
16. C
17. B
18. B
19. B
20. A
21. A

Name: _________________________________

Class Period: _________

Chapter 19 Quiz
22. Kennedys military policies encouraged more funding for
A. nuclear weapons
B. the Special Forces
C. Diplomatic solutions
D. the Secret Service
2. What was the outcome of the Alliance for Progress?
A. Americans opposed Kennedys policies
B. Relations between the United States and Latin America improved
C. Relations between the United States and Latin America did not improve
D. Tensions increased between the United States and communist countries
3. The Bay of Pigs invasion was an attempt to overthrow
A. Fidel Castro
B. Nikita Khrushchev
C. the Bastia regime
D. the Kennedy administration
4. Kennedy prevented completion of missile bases in Cuba by approving a
A. military invasion
B. trade boycott
C. diplomatic treaty
D. naval blockade
5. One component of President Kennedys New Frontier was
A. significantly lower taxes for all Americans
B. equality for all Americans
C. higher unemployment rates in many sectors
D. restricted access to social programs
6. How did President Kennedy initially approach civil rights policies?
A. cautiously
B. boldly
C. half-heartedly
D. radically
7. What effect did the Cold War have on the American space program?
A. high levels of military spending deterred scientific research
B. the need for nuclear weapons led to less sophisticated rocket technology
C. American and Soviet scientific cooperation lessened political tensions
D. competition with the Soviet Union spurred American space missions

8. After the assassination, President Kennedy was succeeded by


A. John Maynard Keyes
B. John Glenn
C. Richard Nixon
D. Lyndon Johnson
9. The Warren Commission determined that
A. President Kennedys assassin acted alone
B. President Kennedy was assassinated for political reasons
C. President Kennedys assassin could not be identified
D. several people had conspired to assassinate President Kennedy
10. The purpose of the Civil Rights Act was to
A. formalize hiring practices already in place
B. initiate the War on Poverty
C. fight discrimination based on race and sex
D. memorialize President Kennedy
11. Which of these groups benefited form the Elementary and Secondary Education Act?
A. inner city schools
B. private schools
C. suburban schools
D. technical schools
12. What was one result of the Great Society?
A. poverty was eliminated in the United States
B. the lives of many underprivileged Americans improved
C. President Johnsons popularity plummeted
D. the Federal government shrank considerably
13. The Warren Court often made rulings that
A. supported civil liberties
B. strengthen federal governments
C. reflected conservative values
D. avoided controversy
14. How did the Alliance for Progress help Latin American countries?
A. by providing better educated teachers
B. by sending US military to maintain order
C. by providing economic assistance
15. How did Khrushchevs power change after the Cuban missile crisis?
A. he became a less powerful leader
B. he won over many Americans
C. he could develop new policies

16. The Nuclear Test Ban Treaty ended


A. all nuclear testing
B. aboveground nuclear tests
C. nuclear tests only in Cuba
17. What was President Kennedys domestic agenda primary concerned with fighting?
A. poverty
B. communism
C. discrimination
18. Which of the following was a result of the Equal Pay Act?
A. employment practices became fairer
B. men and women were paid the same
C. certain jobs always received the same pay
19. According to President Johnson, the purpose of government is to
A. protect older Americans
B. provide a decent income
C. support individual effort
20. Which of the following does Johnson say relies on the belief that he lists?
A. dignity
B. prosperity
C. freedom
21. During his career, President Johnson was known for his skill at
A. compromise
B. debate
C. law making
22. Why was the Immigration and Nationality Act of 1965 necessary?
A. too many immigrants came to the United States every year
B. existing American immigration policies were discriminatory
C. the United States ddi not have enough workers for its jobs

Chapter 19 Quiz Answer Key


1. B
2. D
3. A
4. D
5. B
6. A
7. D
8. D
9. A
10. C
11. A
12. B
13. A
14. C
15. A
16. B
17. A
18. A
19. C
20. B
21. A
22. B

Grading Scale (school-wide)


Quizzes and Classwork (35% of grade)
- Chapter 18 Quiz
- Chapter 19 Quiz
- History Time Line (group-work)
- Around the World (March 4)
- Around the World (March 11)
Homework (15% of grade)
- Chapter 18 Guided Reading
- Chapter 19 Guided Reading
Tests (50%)

Extra Credit Opportunity


Due March 4, 2016
Talk to one person (family or friend) that lived through the civil rights movement and their
experiences with the time period. Make sure to include the name of the person you interviewed,
questions you asked them, as well as their answers. This should be an interview, some
suggested questions are below, but you can also ask any other questions you feel relate to
what we are learning about in class. Write a one page reflection about what you learned and be
sure to draw information from what we have learned in class from our lecture notes. These will
be PRESENTED next week during class whenever time permits.

1)

When and where were you born? What was the city like during the civil rights
movement?

2)

Growing up during segregation, can you recall an early incident when you
recognized a difference of treatment on account of color?

3)

Were there articles, books, films, speeches, newspapers, or theatre performances


that influenced your thinking about race relation?

4)

Who were you civil rights heres locally? Nationally? Why?

5)

Do you remember family members, friends, or individuals in your community being


discriminated against under legal segregation? In education, public
accommodations, employment, etc? How did this make you feel?

6)

How did national sports figures like Jackie Robinson and Muhammad Ali affect
your thinking about integration? How did you feel about them and their
accomplishments?

7)

Do you recall when you first heard about the death of Dr. Martin Luther King Jr?
Describe that recollection. Did his death influence you in any way in your advocacy
for civil rights?

8)

How did you see the role of President John Kennedy with regard to civil rights?
President Lyndon Johnson?

9)

Did the escalation in Vietnam affect your thinking about race relations? Did you or
any of your family members, friends, or colleagues serve in Vietnam? How did the
war affect them and their attitudes about race?

10) How did the Black Power movement affect your thinking about race?
11) If you attended college, please describe your experience there. Was it
predominantly an all-white or all-black college? Did you belong to any student
organizations concerned about civil rights?

Rubric
www.rubistar.4teachers.org
Great Work (4)

Good Work (3)

Some Effort (2)

Needs Work (1)

Amount of
Information

All topics are


addressed and all
questions
answered with at
least 2 sentences
about each.

All topics are


addressed and
most questions
answered with at
least 2 sentences
about each.

All topics are


addressed, and
most questions
answered with 1
sentence about
each.

One or more topics


were not
addressed.

Quality of
Information

Information
clearly relates to
the main topic. It
includes several
supporting details
and/or examples.

Information
clearly relates to
the main topic. It
provides 1-2
supporting details
and/or examples.

Information
clearly relates to
the main topic. No
details and/or
examples are
given.

Information has
little or nothing to
do with the main
topic.

Report Writing

The report is well


organized and
contains accurate
quotations and
facts taken from
the interview.

The report is well


organized and
contains accurate
facts taken from
the interview.

The report
contains accurate
quotations and
facts taken from
the interview.

The report is
lacking facts and
quotations from
the interview OR
the quotes and
facts are not
accurately
reported.

Knowledge Gained

Student can
accurately answer
several questions
about the person
who was
interviewed and
can tell how this
interview relates to
the material being
studied in class.

Student can
accurately answer
a few questions
about the person
who was
interviewed and
can tell how this
interview relates to
the material being
studied in class.

Student can
accurately answer
a few questions
about the person
who was
interviewed.

Student cannot
accurately answer
questions about
the person who
was interviewed.

TIAI 25) My involvement in the school:


- PLC (Profession Learning Community) meeting
- Lunch duty on Thursdays
- MCSS Winter Workshop (February 13, 2016)
- Member of:
- Mississippi Association for Educators
- National Education Association
TIAI 3) Content Knowledge from another subject
- Economics
- Equal Pay Act (1963)At the time, one in three American workers was a
woman25 million women in allmany of whom were working mothers and/or
the sole breadwinner in their family. Despite this, women earned on average 59
cents to the dollar earned by men in the same job.
- English
- 1965 Literacy Test in Alabama requiring African Americans to pass it before they
were able to vote, but due to the high rate of illiteracybecause of centuries of
poverty and oppressionthey inevitably failed.
TIAI 6) IEP Plans and Enrichment
- For those students that require extra help:
- Mrs. Quong send students to the resource room on test daysif need be, the
teacher in there will read the test to themand they will receive extra time to
complete the test.
- Students can also make corrections to their tests in this room. If they do
poorly on a test, the student is instructed to take their notes and the test,
and go back through very question finding where the answers are in the test
to see that the answers do come from class work and notes.
- IEP: James Brunosits in the front of the room and to the right of the board so
he is able to see with his dominant eye

TIAI 16)
- To check for understanding throughout class, I will ask the students questions about
things we have previously learnedfrom the day before, or from chapters before. Five
in Five questions are also a good way to do thisit shows what the students
remember learning from the day beforeif students seem lost I will go over the topic
again.
TIAI 6) Placing the students in groups

- In order to avoid confusion and a hectic classroom, I placed the students into groups
before the assignment was mentioned. I had a class list, and knowing that I would
have six different groups, I went down the list(alphabetically) and placed the students
into groups that way, it was randomand avoided friends working together. That way
students are able to work together with students they normally would not work with
they are able to hear new ideas and help each other.

Interest Survey
1)

What is your favorite subject in school and why?

2) What is your least favorite subject in school and why?

3) Do you participate in any after school activities, and if so what are they?

4) Do you have an after school job?

5) What are you favorite hobbies/activities to do in your free time?

6) What is your favorite tv show or movie?

7) Is there anything else I should know about you?

8) How do you learn best? (from reading, writing things down, watching something)

Day Eight Lesson Plan


Standards:
MS.SS.US.1A
MS.SS.US.1B
MS.SS.US.7A
Objectives:
TSW analyze evidence that the United States constitution is a living
document.
TSW evaluate the impact of presidential policies on domestic reform.
Opening
On this day in History
March 9, 1959Barbie debuts at the American Toy Fair in NYC
and over 800 million sold
Five in Five
11.What did Johnson appoint to investigate the assassination of President Kennedy?

12. What was the War on Poverty?


13. What was LBJs domestic plan called?
14. What did LBJs Alliance for Progress aim to do?
15. What is the Peace Corps?
Materials:
- Chapter 19 Powerpoint
- Lecture notes
- Handouts for group work (2 event sheets per person, and rubric)
- Powerpoint explaining group work
Procedure:
- Begin Chapter 19 section 3
Johnsons Great Society
Took over after Kennedys assassination (Warren Commission)
Before he was a politician, he was a teacher
- To help for his education, he taught disadvantaged Mexican-American students in
Southern Texas
- Firsthand looks at poverty and discrimination, made an impression
Political career:
- Served in both the House of Representatives and the US Senate
- Ran with Kennedy because Kennedy
needed him (attracted the
support of conservative
Southern Democrats). Sworn in
at Air Force One after
Kennedys assassination in
Dallas, Texas
War on Poverty
1964 Election
- Defeated Barry Goldwater
- Had all the states except for six
(Arizona, Louisiana,
Mississippi, Alabama, Georgia,
and South Carolina
Great Society
- Medicare and Medicaid
- Improved education, preventing crime, and reducing air and water pollution
- Civil Rights Act of 1964
- Voting Rights Act of 1965
- Immigration and Nationality Act of 1965 (lift immigration quotas)
- Asia, Africa, Latin America, Caribbean (than previously Europe)
- The National Endowment for the Arts and Humanities
Warren Court (1953-1969)Supreme Court
- Chief Justice Earl Warren
- Supported civil rights, civil liberties, voting rights, and personal privacy
- Rights of the accused (lawyer present, court appointed lawyer, be told about rights)
- Prayer in school (Engel v. Vitale, 1962parents complained that opening the school
day with a prayer violated the 1st amendment)
Gideon v. Wainwright (1963) (Provide counsel to those who cannot afford one)
(Clarence Earl Gideon charged with breaking and entering, and attempt to
commit larcenyhe was to poor to afford an attorneyacted as his own
sentenced to 5 years in prisonappealed to the Supreme Courthe was denied
counsel and therefore his 6th amendmentguarantees the rights of criminal

defendants, including the right to a public trial without unnecessary delay, the
right to a lawyer, the right to an impartial jury, and the right to know who your
accusers are and the nature of the charges and evidence against you )
Miranda v. Arizona (1966) (Miranda RightsErnesto Miranda was arrested, he
confessed to the rape charge) (He was not advised of his right to remain silent,
right to an attorney, nor that his statements could be used against him)
Escobedo v. Illinois (1964) (Danny Escobedos brother in law was shot and killed
January 19Danny was then arrested and questioned the next morning
without a warrantJanuary 30, police refused to let him speak to his attorney,
and he was interrogated for 14.5 hours therefore letting information slip about
his knowledge of the crimeconvicted for murderappealed to the supreme
court for being denied the right to counsel)
- Pull up the powerpoint explaining the group work for tomorrow
- Split the class into groups (already have them)
- Have the groups get together
- They will have Thursday and Friday in class to complete the time line
- They will pull a section from the globe to figure out what they will be doing, then each
student will pick their topics (2), write the topics and group members on a note
card
- Pick two events before you leave. You canNOT leave until I know what two events you
are doing. (Exit Ticket)
Closure:
- We finished chapter 19 talking about Johnson and Kennedy and what they did while in office.
We went over what I expect from you tomorrow during group work. And we will begin
working on the time line on Thursday. Tomorrow fill out the event sheets, Friday
assemble the time line. 2 more wake-ups before spring break!
Differentiated Instruction
- Enrichment: Ask higher level thinking questions.
- Intervention: Have lecture notes with the answers already filled in, allow more time to write.
- Accommodation:Walk around the room, help
anyone that is struggling (with group-work)

-> Group-work examples

- Higher Level Questions:


1.How did Johnson continue Kennedys plan to eliminate poverty in the United States?
2. Which immigrant groups were affected by the Immigration and Nationality Act of
1965? (came from Latin America, Asia, Africa, and the Caribbean)
3. What major court ruling gave a person accused of crime the right to have a lawyer?
4. How were Kennedy and Johnsons goals for society different and similar? (both
wanted to improve the economy and equality)
5. How did the issues surrounding East and West Germany contribute to the cold war
tensions between the United States and the Soviet Union? (Khrushchev wanted control
of West Berlin and for the US to end its presence there, Kennedy refused to leave
Khrushchev put up a wall separating Communist East from non-communist West
Kennedy sent 1500 more troops)

Chapter 18 &
Chapter 19
The Civil Rights
Movement & The
Kennedy and
Johnson Years
February 29 - March 11
Monday
Chapter 18
Section 1

Tuesday
Section 2

Wednesday
Section 3

Guided
Reading Due
Friday.
Chapter 19
Section 1
Guided
Reading Due
Friday.

Section 2

Section 3

Thursday
Group work:
History
Timeline

Finish up
Chapter 19
Work on
Guided
Reading

Friday
Chapter 18
Quiz
Extra Credit
Opportunity
Due
Chapter 19
Quiz

Enrichment Questions for UbD

- Day One: Why did the struggle for equal rights intensify after World War II, and

how did African Americans challenge segregation after WWII? How did segregation
affect the lives of African Americans? Why did President Eisenhower send federal
troops to Little Rock? Wha role did Rosa Parks and MLK play in the Montgomery Bus
Boycott?
Day Two: How did the civil rights movement gain ground in the 1960s? How did
young people energize the civil rights movement in the 1960s? What did the freedom
rides accomplish? How did James Meredith and MLK prompt President Kennedy to
promote civil rights? What is considered the highlight of the March on Washington,
and why do you think that is?
Day Three: What successes and challenges faced the civil rights movement after
1964? What impacts did the protests in Selma, Alabama, have on the nation? Why
was the Kerner Commission formed? What impact did Malcolm X have on the civil
rights movement? Why did King go to Memphis in 1968? What gains did the civil
rights movement make by the early 1970s?
Day Four: How did Kennedy respond to the continuing challenges of the Cold War?
What were the causes, main events, and effects of the civil rights movement?
Day Six: What role did television play in the civil rights movement of the 1950s and
early 1960s? Do you think television contributed to the success of the movement?
Explain. What strategies did Kennedy use to improve relations between the United
States and developing countries? How did the Cuban Missile Crisis affect US relations
with Cuba and the Soviet Union? How did the meeting in Vienna affect the relations
between Kennedy Khrushchev?
Day Seven: What were the goals of Kennedys New Frontier? Why did people feel
that Kennedy was a different kind of politician? Why dd Kennedy change the way in
which he addressed civil rights issues? What was the purpose of the Warren
Commission?
Day Eight: How did Johnson continue Kennedys plan to eliminate poverty in the
United States? Which immigrant groups were affected by the Immigration and
Nationality Act of 1965? What major court ruling gave a person accused of crime the
right to have a lawyer? How were Kennedy and Johnsons goals for society different
and similar? How did the issues surrounding East and West Germany contribute to
the cold war tensions between the United States and the Soviet Union?
Day Nine: The Equal Pay act of 1963 required that women be paid the same wages as
men for equal work. Do you think this legislation had an affect on the passage of the
Civil Rights Act of 1964? Explain.

Students with IEP Plans


- James Brunosits in the front of the room and to the right of the board so he is able
to see with his dominant eye
- Special Ed students/Resource students are given more time for testing, the
opportunity to take tests in the resource room (the teacher there will read the test to
them) and make corrections.

Openings:
- Day One: On This Day in History (February 29) its Leap Day!
- Day Two: On This Day in History (March 1) in 1961Kennedy established the Peace
CorpsCivilians volunteered their time and skills to travel to underdeveloped nations
to assist the in any way they could.
- Day Three: On This Day in History (March 2) in 1969Soviet Union and Chinese
armed forces clashThe two most powerful communist nations in the world fired
upon each other.
- Day Four: On This Day in History (March 3) in 1952The Supreme Court rules on
communist teachersThe US upholds a New York state law that prohibits
communists from teaching public schools. Americans were concerned about possible
subversive communist activity in their country.
- Day Five: On This Day in History (March 4) in 1933FDR is inaugurated as the 32nd
presidentHe outlined his New Deal.
- Day Six: On This Day in History (March 7) in 1876Alexander Graham Bell patents
the telephone.He improved upon Samuel F.B. Morses invention of the telegraph.
- Day Seven: On This Day in History (March 8) in 1965US Marines land at Da Nang
3500 Marines were deployed to secure the US airbase, freeing South Vietnamese
troops for combat.
- Day Eight: On This Day in History (March 9) in 1959Barbie makes her debutThe
first Barbie doll goes on display at the American Toy Fair in New York CityThis was
the first mass produced toy doll in the US with adult features.
- Day Nine: On This Day in History (March 10) in 1959Rebellion in TibetTibetans
band together in revolt, surrounding the summer palace of the Dalai Lama in defiance
of Chines occupation forces.
- Day Ten: On This Day in History (March 11) in 1941FDR signs the Lend-Lease Act
It provides money and materials for allies in the warDevised as a means of aiding
Great Britain in its war effort against Germany.
Closings
- Day One: So today we talked about why the civil rights movement began after WWII,
and why it is that African Americans were unhappy after returning back to America
after fighting for freedom abroad, and not having the same rights at home, especially
because the military was desecrated in 1948 by Truman. We also discussed how
Brown v. Board affected the civil rights movement, and what challenges it brought, as
well as the Little Rock Nine, and the differences between de jure and de facto
segregation. Tomorrow we will discuss different types of activists and their goals as
well the people involved. Make sure to work on your guided reading.
- Day Two: Today we talked about how students became involved in the civil rights
movementsit-ins and non-violent protestsand the organization they created
(SNCC), freedom rides during 1964 in order to help African Americans register to
vote, and the first African American to enroll at the University of MississippiJames
Meredith. Tomorrow we will finish our notes and focus on different forms of activism
that turned violent during the civil rights movement, as well as the 24th amendment

and supreme court cases that arose during this time period. Continue to work on your
guided reading, and complete the extra credit if you want toit is due Friday.
Day Three: Today we discussed how African Americans were able to gain more
freedoms, but also how some African Americans turned toward violence in their fight
for equality and more rights. the Mississippi Freedom Democratic Party (MFDP), the
March on Selma (I Have a Dream speech), the Voting Rights Act of 1965 which
banana literacy tests and empowered the federal government to oversee voting
registration and elections in states that had discriminated against minorities, and the
24th amendment which banned poll taxes that previously kept poor African
Americans from voting. Tomorrow we will do a group project and you will work
together to create a timeline of the major events that happened during the civil rights
movement. Remember we will quiz on Friday, and your extra credit and guided
reading are due then.
Day Four: Good job working together to create a timeline of all the major events that
took place during the civil rights movement. Tomorrow we will quiz! Make sure your
guided reading is completed, and the extra credit assignment is ready to turn in for
those of you that chose to complete it.
Day Five: Hope everybody did well on their quizzes, I will have those graded this
weekend, and we will go over them on Monday. So now that we have learned about
the civil rights movement, next week we will begin talking about the presidents that
helped make this a reality and how they helped the society grow, and improve the
rights for African Americans. Enjoy your weekend!
Day Six: Today we learned about what went on while Kennedy was in office
Communism was spreading throughout Europe as was the threat of nuclear warThe
Cold War, Communism in Cuba (the Bay of Pigs Invasion, the Cuban Missile Crisis)
and The Berlin Crisis. Tomorrow we will talk about Kennedys New Frontier. Make
sure you begin working on your guided reading, we will quiz on this chapter on
Friday.
Day Seven: Today we talked about Kennedys New Frontier which focused on
improving the economy, education, health benefits, and civil rights (space program,
increasing minimum wage, social security, welfare, and the equal pay act). Nasa was
establish in 1958 due to the threat of the Soviets first satellite launched into space,
Sputnik. The Warren Commission was established to investigate the assassination of
Kennedy, and Lee Harvey Oswald was convicted as the lone killer for his death.
Tomorrow we will discuss Lyndon B. Johnson, who came up to office following
Kennedys death.
Day Eight: Today we learned about Johnsons Great Society. Fun Fact: he started off
as a teacher in Texasconfronted firsthand the challenges faced by poverty stricken
minority students. He then began his political career. The Civil Rights Act of 1964
outlawed discrimination in voting, education, and public accommodations (It ended
discrimination in restaurants, theaters, and other places open to the public). Equal
Employment Opportunity Commissionwas established to fight discrimination in
hiring (Title VII prohibited discrimination on the bassi of sex). The War on Poverty
trained the jobless, educated the uneducated, and provided healthcare for those in
need. (Job Corps and VISTA) Tomorrow we will finish up any notes we did not finish,

and i will give you time to work on your guided reading. Remember, we will quiz on
Friday.
Day Nine: Today we finished up the last of Chapter 19, which focused on President
Kennedy and President Johnson, each of the plans they had while in the White
House, and their impacts on society. Make sure you are prepared for the quiz
tomorrow. I will collect your guided reading then.
Day Ten: Hope you all did well on your quizzes, I will have those graded before
Monday, and we will go over them then. Next week we will begin talking about the
Vietnam War. Enjoy your weekend.

Dear Parent or Guardian,

I would like to introduce myself since I will be spending the rest of the semester
with your child. I am Nicole Pilmer, and am currently a senior at the University of
Mississippi in the education program. The rest of the semester I will be in the classroom
with Mrs. Quong as we continue to learn about United States History. During the first
two weeks of March (February 29 - March 11) I will be teaching a unit on the Civil Rights
Movement (Chapter 18) and The Kennedy and Johnson Years (Chapter 19). During
those two weeks my university supervisor will be coming in to observe me teaching
(March 2 and March 9). If you have any questions or concerns feel free to email me or
Mrs. Quong about it. I look forward to working with your child and am excited about the
rest of the school year.

Sincerely,

Ms. Pilmer

nepilmer@go.olemiss.edu
sally.quong@gocommodores.org