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US History. Unit 8, Week 2. Homework. Monday, 3/3 Decide on your 1 st and 2 nd choices for project topics Read p.571-572 and explain key terms and how they impacted the civil rights movement: Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981 Tuesday, 3/4

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us history

US History

Unit 8, Week 2

homework
Homework
  • Monday, 3/3
    • Decide on your 1st and 2nd choices for project topics
    • Read p.571-572 and explain key terms and how they impacted the civil rights movement: Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981
  • Tuesday, 3/4
    • Study vocab and key terms for card quiz
    • Read and Cornell Notes on p.578-579
  • Block Day, 3/5-3/6
    • Finish timeline from class
  • Friday, 3/7
    • Work on your lesson plan
agenda for monday 3 3
Agenda for Monday, 3/3
  • HOT ROC
  • The role of the courts
  • Introduce the unit project and essay
  • Use your textbook to help you decide on a topic
  • HW: Read p.571-572 and get down what each key term means and how it influenced the Af-Am civil rights movement:
    • Jackie Robinson, CORE, Thurgood Marshall, NAACP, Executive Order 9981
what role did the courts play in early civil rights gains
What role did the courts play in early civil rights gains?
  • Use p.573-575 to answer:
    • Explain how class-action lawsuits helped civil rights.
    • What aspects of segregation did the courts address?
    • What was decided in Brown vs. Board of Education?
    • What was the Warren Court’s role in desegregation?
    • Why was the instruction to desegregate with “deliberate speed” a problem?
civil rights project
Civil Rights Project
  • Signups for topics will be posted on my door tomorrow morning (7:30 am)
  • You’ll be given individual grades
  • You are responsible for making sure the class understands your content for the unit essay and test.
  • Lessons must be set-up beforehand: during brunch, lunch, before school, etc.
  • Lessons will continue as scheduled even if members of the group are absent.
civil rights project1
Civil Rights Project
  • Use Ch. 46-47 to learn each ethnic group and decide on your topic.
agenda tuesday 3 5
Agenda, Tuesday, 3/5
  • HOT ROC: Finish with sign ups
  • Computer lab-– get key information, cite resources you will use (each student needs to have the lesson templateand cite their groups’ sources)
  • HW: Study vocab and key terms for a card quiz
agenda block day 3 5 3 6
Agenda, Block Day, 3/5-3/6
  • HOT ROC: Vocab and key terms card quiz
  • How does living in segregation affect people?

-PBS video

-Anagram activity

-Timeline/episodic notes

  • HW: Finish timeline from class
a class divided
A Class Divided
  • Part 1: Start at 2:45
    • http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02s42cq66&continuous=1
    • Part 2
    • http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02s42dq66&continuous=1
a class divided processing
A Class Divided: Processing
  • What message(s) were presented in the video?
  • How does it relate to the Civil Rights Movement?
social cognitive perspective
Social-Cognitive Perspective
  • Learned Helplessness
    • the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events
    • What happened as some peers had answers much sooner than others?
turn to someone
Turn to someone
  • Why did that make a difference at the 3rd question (same anagram)?
  • How does “learned helplessness” apply to other social situations?
learned helplessness
Learned Helplessness

When unable to avoid repeated adverse events an animal or human learns helplessness.

slide15

How might learned helplessness apply to abusive relationships?

  • How might learned helplessness

apply to racism/civil rights?

civil rights timeline
Civil Rights timeline
  • Using chapter 45, complete a timeline of key events in the African-American civil rights movement.
  • Option: the timeline can use color codes and symbols (drawings) instead of writing
chapter 45 fight for equality timeline
Chapter 45: Fight for Equality Timeline
  • Directions: Make a timeline for the list of events that includes the following things:
    • Name and date of the event
    • Goal & result of the event
    • Which civil rights groups were involved
    • What resistance did they face (e.g., reactions from angry whites)
  • List of events:
  • Brown vs. Board of Education, p.574
  • Montgomery Bus Boycott, p.578
  • Little Rock Nine, p.580
  • Lunch counter sit-ins, p.582
  • Freedom Rides, p.583
  • Birmingham Campaign, p.584
  • March on Washington, p.586
  • Freedom Summer, p.588
  • Challenge question: If the Federal government helped out in an event, which branch of the government was involved?
government involvement
Government involvement**
  • Other important actions taken by the Federal Government:
  • Executive Order 9981 – President Truman desegregates the military, p. 572
  • Civil Rights Act of 1964 – Legislative Branch makes racial discrimination and segregation illegal in politics, public accommodations, schools, and workplace.
  • 24th Amendment – Makes it illegal to require poll taxes to vote
  • Voting Rights Act of 1965 – Makes it illegal to require passing a literacy test to vote and says that the Federal Government will supervise elections.
  • Loving v. Virginia, 1967 – Supreme Court rules that interracial marriage is legal
agenda friday 3 7
Agenda, Friday, 3/7
  • HOT ROC
  • Moving towards radicalism
  • Project work time
  • HW: Work on your civil rights lesson
why did some people abandon civil disobedience and adopt radicalism
Why did some people abandon civil disobedience and adopt radicalism?
  • Read p. 591
  • Discuss with a partner:
    • Why did Stokely Carmichael become more radical?
    • Where do you fall on the issue? Do you agree with Carmichael or MLK Jr. (and Gandhi)?
project work time
Project Work Time
  • Share information with your group
  • Brainstorm (individually for more ideas), compare, decide and create a rough draft of your lesson plan.