Entry-Level Why do you not have to attend an all-black, allwhite or all-Mexican school?

Formative Students will get into groups and research and present on the Tuskegee Airmen, the 442nd Regimental Combat Team and on the Navajo Code Talkers. Students will watch a PBS video on Dred Scott. Students will complete a Webercise activity on Mendez V. Westminster (1946). Students will watch clips of Malcolm X (1992) and fill out the worksheet that goes along with it. Students will participate in a Socratic Seminar on Martin Luther King Jrs Letter from Birmingham Jail. Students will complete a Graphic Organizer assignment on Affirmative Action. Students will view the Civil Rights PowerPoint and fill out the guided notes as they follow along the PowerPoint.

Summative Students will make a cardboard posters and present on their chose of Civil Rights Movement figures.

Students will complete electronic notecards on QuizLet. Students will take a unit exam on the Civil Rights Movement.

The Entry-Level question will inform me what my students know about segregation, de-segregation and the struggle for freedom during the 1960s Civil Rights Movement. By researching and presenting on the Tuskegee Airmen, 442nd Regimental Combat Team and the Code Talkers, students will learn that African Americans, Japanese Americans and Native Americans tried to prove that they were loyal to the United States and that they shouldnt be treated as second-class citizens by joining a

segregated military. Students will learn that these three groups influenced Truman into desegregating the military with Executive Order 9981. By watching the Dred Scott video, students will learn about the case that ensured that blacks could not be citizens of America; a decision that stood until the Citizenship Clause of the Fourteenth Amendment. By doing a Webercise on Mendez V. Westminster (1946) the students will learn about a local case that ended segregation in California and that highly influenced Brown V. Board of Education (1954). It will keep the Latino students engaged since itll bring the brown perspective and Chicano Civil Rights Movement into the picture. By watching Malcolm X (1992) and filling out the worksheet that goes along with it, students will understand the tactical differences between Malcolm Little Norton and Martin Luther King Jr. They will realize the importance of nonviolence and civil disobedience By doing a Socratic Seminar students will help one another understand the meaning of Martin Luther King Jrs Letter from Birmingham Jail. It helps students develop critical thinking skills and synthesizing a piece of text skills. By completing the Graphic Organizer assignment, students will critically investigate affirmative action and its relation to reparations, and they will also develop an opinion on the fairness or usefulness of affirmative action. By taking notes on the PowerPoint presentation and filling out the guided notes worksheet as they go along, students will learn about all the factors and people that lead to the creation and the success of the Civil Rights Movement. This will also help them be prepared for the questions that will be on the unit test. Making posters is a creative way for the students to show off what they have learned. Students will fill out QuizLet notecards to help them study for the unit exam. Finally, the test will be handed to the students at the end of the unit as a final assessment.