Digital Unit Plan Template

Unit Title: The Civil Rights Movement - Then and Now Name:L Duy Vit

Content Area: History/Social Sciences Grade Level:11

CA Content Standard(s)/Common Core Standard(s):

11.10 Students analyze the development of federal civil rights and voting rights.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James
Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.s Letter from Birmingham Jail and I Have a Dream speech.

Big Ideas/Unit Goals:

A brief historical trajectory of the history of activists fighting for civil rights
The emotional toll and motivation of CRM activists during the 60s
Both the hope and despair of that iteration of Civil Rights activists
The persistence and different iteration of the movement today

Unit Summary:

The CRM: then and now

This unit is primarily organized around the de-glamorization of activist work and demonstrating in an emotive capacity how activism sprung and springs forth
from empathy. Its primary functions are to simulate the indignities of history while recounting how people have pushed back against ingrained, perpetual
injustice with persistence and sacrifice. It concludes by asking students their own opinions of how, how correct, and how best to dismantle racism.

Assessment Plan:
Entry-Level: Survey - Establishes an understanding
of where each individual student starts from with
regards to their understanding of the Civil Rights
Movement of yesteryear and presently to establish
an understanding of
Formative: Journals - as the unit progresses
students will detail their observations of not only
the content taught in class but connections made
with the world around them and links to possibly
relevant news stories that might indicate systems of
racism that still need to be torn down
Summative: Student Debate - Using evidence
learned from historical and present-day examples of
past and present Civil Rights Movements, students
will present their cases and argue for their
understanding of the correct way to counteract and
rectify the ravages of racism.

Lesson 1 (Teacher Lecture)

Student Learning Objective:
Students will be able to
discuss the
accomplishments of Rosa
Parks life outside of the
Montgomery Bus Boycott
Acceptable Evidence Lesson Activities: Students fill out guided notes that accompany a lecture about the life of Rosa Parks.
(Assessments): Beforehand they will complete an abrogated KWL chart with what they know contrasted with what they
Students create a learned from the lesson. Upon completing the notes they will be able to contrast their own knowledge
representation of with a more expansive understanding of Rosa Parks accomplishments.
achievements of Rosa Parks
life prior to and after the
Bus Boycotts

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective:
Students will create a
timeline detailing major
events in the lives of 4
major CRM individuals:
Malcolm X, Martin Luther
King Jr., James Baldwin, and
Maya Angelou
Acceptable Evidence:
Students are able to
articulate how they would
feel at the time of MLK &
Malcolms Assassination,
but also articulate how
theyd feel for their loss in
subsequent decades.
Lesson Activities: Students will navigate 4 websites detailing the lives of CRM individuals respectively.
Using an online timeline creation tool they will fill in a timeline allowing them to compare and contrast
the cluster of events that occurred during the CRM movement. A final datapoint, asking them to detail a
hypothetical age of CRM leaders if they were still alive today will allow them to reflect on a hypothetical
universe in which they lived, and what it means that so many years of their lives were taken away.

Lesson 3 (Graphic Organizer)

Student Learning Objective:
Students will be able to
compare the grievances of
black americans in the 60s
to those of present-day
black americans
Acceptable Evidence: Lesson Activities: Using two separate websites detailing the major aims of the 60s CRM and the modern
Students are able to fill a Movement for black lives respectively, students will compare and contrast the major aims and objectives
venn diagram depicting the of the 60s CRM with the modern day Movement for Black Lives using a Venn Diagram.
similarities and differences
from the latter-day CRM
with the current-day CRM

Unit Resources:
https://rosaparksbiography.org/
http://www.thekingcenter.org/about-dr-king
http://malcolmx.com/biography/
https://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
https://www.biography.com/people/james-baldwin-9196635
https://www.biography.com/people/maya-angelou-9185388
http://www.history.com/topics/black-history/civil-rights-movement
https://policy.m4bl.org/platform/

Useful Websites:

http://www.datetime.io/age - How Old Would I Be? Calculator