African American Studies

Unit 4
Unit 4 From Disenfranchisement to Civil Rights Movement

Essential Standards Competency Goal 5: 5.01; 5.02; 5.03; 5.04; 5.05;

and 5.06
Competency Goal 6: 6.01; 6.02; 6.03; 6.04; and 6.05
Competency Goal 7: 7.01; 7.02; 7.03; 7.04; 7.05; and
7.06

HISTORY

GEOGRAPHY &
ENVIRONMENTA
L LITERACY

CIVICS AND
GOVERNMENT

ECONOMICS &
FINANCIAL
LITERACY

CULTURE

Unit Overview
In this unit, the students will study the major events that happened during the 20 th century,
the Spanish American War, WWI, WWII, nationalistic feelings, the Great Migration, the
Harlem Renaissance, the rise of Mohandas Gandhi as a leader, and the Civil Rights
Movement in America. The 20th Century was a time of turmoil, prosperity and change.

Generalizations
1. The 20th century was a period of prosperity and renewal for African Americans.
2. Many of the court decisions in regards to segregation during the 20 th century forced
African Americans to defer their American dream.
3. WWI opened doors for many African Americans that had once been closed to them.
4. African Americans migrated to the north during the 20th century to live out their dreams
that could never be a reality in the south.

Essential Questions
1. Why was the 20th century filled with both opportunities and disappointments for most
African American Americans
2. How did segregation laws and court decisions impact American society?
3. How would you explain the African American political and legal personalities of the 1940s
and 1950s and their impact on American society?
4. How would you assess the economic, cultural, political and social impact of migration
within and from the south?
5. How would you evaluate the impact of African Americans in the armed forced during the
Spanish American War to WWI?

Unit 4

From Disenfranchisement to Civil Rights Movement

African American Studies

Unit 4

Unit Vocabulary

Unit 4

From Disenfranchisement to Civil Rights Movement

African American Studies

Unit 4
Harlem Renaissance,
Jazz,
Folklore,
Vaudeville,
Assembly line,
Great Depression,
Black Cabinet,
New Deal,
World War II,
D-Day Invasion,
Battle of the Bulge,
Island hopping,
Tuskegee Airmen,
Pearl Harbor,
GI Bill,

Imperialism,
Pan-African,
Neutral,
369th Infantry,
Great Migration,
Blues,
Red summer,
Black Nationalism,
United Negro College
Fund,
Swing,
Sweat v. Painter,
Brown v. Board of
Education,
Little Rock Nine,

Montgomery bus
boycott,
Southern Christian
Leadership
Conference (SCLC),
Sit-in,
Student Nonviolent
Coordinating
Committee (SNCC),
Congress of Racial
Equality (CORE),
Freedom Rides,
Civil Rights Act of
1957,
March on Washington

Benjamin O. Davis,
Pearl Anderson,
Marcus Garvey,
Jesse Owens,
Marian Anderson,
Lena Horne,
Jacob Lawrence,
Thurgood Marshall,
Jackie Robinson,

Emmett Till,
Rosa Parks,
Martin Luther King,
Jr.,
Mohandas Gandhi,
James Lawson,
James Farmer,
James Meredith,
Medgar Evers

Key People
Marcus Garvey,
Langston Hughes,
Zora Neal Hurston,
James Weldon Johnson,

Franklin Delano
Roosevelt,
Mary McLeod
Bethune,
A. Phillip Randolph,

Unit 4

From Disenfranchisement to Civil Rights Movement

Unit 4- Goals
What do students need to KNOW?

What do students need to be able to DO?

Explain the effect that Jim Crow laws had on the lives of
African Americans during the late 19th and the early 20th
century.

Examine the rise of Jim Crow and the effects its effects on
the life experiences of African Americans in the late 19th
and the early 20th centuries.

Compare and contrast the key legal and political figures of

the time and the impact that their work had on society.

Explain the economic impact of the Great Migration.

Compare and contrast the African American political and

legal personalities of the time and their impact on
American society.

Compare and contrast the Spanish American War, WWI

and WWII.

Evaluate the economic, cultural, political and social impact

of the African American migration from the south to the
north during this period.

The roles that African American played in the wars of the

19th and 20th centuries.

Describe the impact of black regiments on the western

campaign, the Spanish American War, in WWI and in WWII.

Analyze the impact of racism in America during WWII.

Explain how WWII contributed to the push toward civil

rights in the United States.

Analyze the cultural contributions made by African

Americans during the Harlem Renaissance.

Analyze the impact of the Harlem Renaissance on the lives

of African Americans and society as a whole.

Assess the literary, dance, musical, visual arts and media

contributions made by African Americans.

Describe the impact of the Great Depression and the New

Deal on the lives of African Americans

Analyze the reactions of Americans to the Harlem

Renaissance.

Compare and contrast the struggles of Gandhi and his

people to the struggle of African Americans in the U.S.

Analyze the impact of the Great Depression and the New

Deal on the lives of African Americans.

Explain the history of the Civil Rights Movement in the U.S.

Evaluate the continued quest for African Americans for civil

rights in America.

The Court decisions related to segregation and the Civil

Rights movement in the U.S., then be able to discuss the
significance of each case on that time and implications for
future events/issues.

Describe the effects of pop culture of the 1930s and

1940s.

Analyze the impact of racism in America during WWII.

Explain how WWI laid the groundwork for the modern Civil
Rights Movement.

How to describe the effects of pop culture of the 1930s

and 1940s on the lives of African American entertainers
and non-entertainers.

 I Can Statements
I can explain the effect that Jim Crow laws had on the lives of African Americans during the late 19 th and the early 20th
century.
I can compare and contrast the key legal and political figures of the time and the impact that their work had on society.
I can explain the economic impact of the Great Migration.
I can compare and contrast the Spanish American War, WWI and WWII.
I can analyze the roles that African American played in the wars of the 19 th and 20th centuries.
I can analyze the impact of racism in America during WWII.
I can explain how WWII contributed to the push toward civil rights in the United States.
I can analyze the impact of the Harlem Renaissance on the lives of African Americans and society as a whole.
I can explain the impact of the Great Depression and the New Deal on the lives of African Americans
I can compare and contrast the struggles of Gandhi and his people to the struggle of African Americans in the U.S.
I can analyze the history of the Civil Rights Movement in the U.S.
I can analyze the Court decisions related to segregation and the Civil Rights movement in the U.S.
I can describe the effects of pop culture of the 1930s and 1940s.

Unit 4- Common Core Standards

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.9-10.1 Cite specific textual evidence to support

analysis of primary and secondary sources, attending to
such features as the date and origin of the information.

W. 9-10.1 Write arguments focused on disciplinespecific content.

R. 9-10.10 Read and comprehend history/social studies

texts in the grade 9-10 text complexity band
independently and proficiently.

W. 9-10.2 Write informative/explanatory

texts, including the narration of historical events,
scientific procedures/ experiments, or technical
processes.

Additional Reading Standards:

Additional Writing Standards:

R. 9-10.2. Determine the central ideas or information of

a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the
course of the text.

W. 9-10.3 not applicable as a separate requirement

R. 9-10.3. Analyze in detail a series of events described

in a text; determine whether earlier events caused later
ones or simply preceded them.
R. 9-10.4. Determine the meaning of words and
phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of
history/social studies.
R. 9-10.5. Analyze how a text uses structure to
emphasize key points or advance an explanation or
analysis.
R. 9-10.6 Compare the point of view of two or more
authors for how they treat the same or similar topics,
including which details they include and emphasize in
their respective accounts.
R. 9-10.7 Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in
print or digital text.
R. 9-10.8 Assess the extent to which the reasoning and
evidence in a text support the authors claims.
R. 9-10.9 Compare and contrast treatments of the same
topic in several primary and secondary sources.

W. 9-10.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate
to task, purpose, and audience.
W. 9-10.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W. 9-10.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products, taking advantage of technologys capacity to
link to other information and to display information
flexibly and dynamically.
W. 9-10.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W. 9-10.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard
format for citation.
W. 9-10.9 Draw evidence from informational texts to
support analysis, reflection, and research.
W. 9-10.10 Write routinely over extended time
frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Unit 4- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments
After reading a variety of informational text, compare/contrast the
Great Depression to the current recession. Write an essay that argues
which one you believe hurt the economy more. Utilize competing view
points and site your sources.

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of informational text, write an article to give
consumers tips on the best way to save and avoid the financial pit falls
that were causes of our current recession. Be sure site your sources.
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time
with a Variety of Texts