Lesson Plans
Jennifer Murray
April 24, 2013
International Politics and Civil Rights Policies
Title:
International Politics and Civil Rights Policies
Overview-Big Idea:
Enduring Understandings:
The Cold War pushed many international ideologies into the American landscape influencing civil rights policies from 1941-1965.
The Civil Rights Movement and Cold War Policies caused dynamic changes in American culture and politics.
The Civil Rights Movement changed between the Administrations of Truman, Eisenhower and Kennedy.
Essential Questions:
From 1941-1965 which Administration was influenced to greatest degree from international politics?
How have international movements influenced civil rights policies in the United States?
Do international movements expand or limit civil rights policies?
What overall impact did international events and ideologies have on the civil rights movement in the United States?
Lesson Objectives: Standards
SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.
SS.912.A.3.12 Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.
SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.5.7 Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.
SS.912.A.7.4 Evaluate the success of 1960s era presidents' foreign and domestic policies.
SS.912.A.7.6 Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
SS.912.A.7.7 Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.
SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data
SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.
LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.
LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining).
Key Vocabulary: Civil Rights, Cold War, Harry Truman, Dwight Eisenhower, John F. Kennedy, Black Power, Integration, equal rights, segregation, United Nations, Brown v. Board of Education, International Politics, Coalitions, domestic policies, foreign policies, Double V Slogan.
Evidence of Student Understanding (Assessment) in this Lesson:
Materials needed:
Copy of Newspaper Articles
http://www.trumanlibrary.org/civilrights/srights1.htm.
Political Cartoons
http://www.loc.gov/rr/print/swann/herblock/images/s03475u.jpg
Copy of Civil Rights Commission Reports
http://www.trumanlibrary.org/civilrights/srights1.htm.
Copy of Eisenhower to Nixon Reports
http://www.journalofamericanhistory.org/teaching/2008_12/sources.html.
Textbook Sources may be used for the above mentioned documents
Secondary Sources may be used for the above mentioned documents
Steps to Deliver the Lesson:
The teacher will place a transparency of a document on an overhead projector or as LCD image for students to see as they enter the room. Any of the documents in this lesson plan can be used. Alternatively, the document may be printed and handed out at the start of class. Students are to review the document and create a list of questions or comments on the document they are viewing.
The teacher will guide a discussion on the initial document presented.
In small groups the teacher will hand out copies of the remaining documents. Again, students will analyze the document and make a list of questions or comments.
Students in reading each of the primary sources will record key points from the documents, identify problems each administration faced and delineate a recommendation for each President for future solutions.
Student groups will present their findings to the class.
Specific Activities: (From Guided to Independent)
Whole class discussion and analysis of 1 teacher selected document.
Whole class review of international and or domestic civil rights policies affected by teacher selected document.
Small group analysis of the remaining primary source documents.
Small Group completion of comparative charts of administrations influenced policies
Small group presentation of their primary source document findings.
Individual review of all the documents and their affects civil rights policies in the United States from 1941-1965.
Differentiated Instruction Strategies:
Differentiated, ELL and ESE students will be able to work in teacher directed discussion where the teacher can address specific questions.
Reinforcement/ Differentiated instruction, students will be working in small groups where peer groups can assist each other.
Reinforcement of the material will be provided via at visual map activity.
Remediation of incorrectly understood material will be reviewed by Teacher as small groups present. Additional or missing information will be presented by the teacher.
Reinforcement of the material will be provided via the internet at the site trumanlibrary.org and journal of american history, where again they will be exposed to the documents.
Accommodation and Differentiated instruction is presented with images, maps, charts, vocabulary and questions. The same concepts are presented in both text and visual forms as well as through chronological and theoretical text evidence.
Technology Integration:
Use of the internet page trumanlibrary.org and journal of american history, the students will be able to see a digital copy of the original documents and a brief explanation of each.
The teacher may use the site to display all the documents via an LCD projector if available.
Lesson Closure:
Students will create a final analysis of the documents and their significance to the role international politics played on Civil Rights policies in the American States.
Reflection questions: Do you believe the documents we analyzed further express or detract from the establishment of Civil Rights policies in the United States.
April 24, 2013
International Politics and Civil Rights Policies
Title:
International Politics and Civil Rights Policies
Overview-Big Idea:
Enduring Understandings:
The Cold War pushed many international ideologies into the American landscape influencing civil rights policies from 1941-1965.
The Civil Rights Movement and Cold War Policies caused dynamic changes in American culture and politics.
The Civil Rights Movement changed between the Administrations of Truman, Eisenhower and Kennedy.
Essential Questions:
From 1941-1965 which Administration was influenced to greatest degree from international politics?
How have international movements influenced civil rights policies in the United States?
Do international movements expand or limit civil rights policies?
What overall impact did international events and ideologies have on the civil rights movement in the United States?
Lesson Objectives: Standards
SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.
SS.912.A.3.12 Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.
SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.5.7 Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.
SS.912.A.7.4 Evaluate the success of 1960s era presidents' foreign and domestic policies.
SS.912.A.7.6 Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
SS.912.A.7.7 Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.
SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.
SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data
SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.
LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught directly.
LA.1112.1.6.3: The student will use context clues to determine meanings of unfamiliar words.
LA.1112.2.2.2: The student will use information from the text to answer questions or to state the main idea or provide relevant details.
LA.1112.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining).
Key Vocabulary: Civil Rights, Cold War, Harry Truman, Dwight Eisenhower, John F. Kennedy, Black Power, Integration, equal rights, segregation, United Nations, Brown v. Board of Education, International Politics, Coalitions, domestic policies, foreign policies, Double V Slogan.
Evidence of Student Understanding (Assessment) in this Lesson:
- Students will be able to read and interpret primary source documents from the civil rights era
- Students will be able to make conclusions about various approaches activists took within the movement, as well as key legislation and events
- Students will be able to identify important figures and political and social leaders in the civil rights movement
- Students will be able to recognize trends in American society that evolved during the civil rights movement
- Students will be able to understand the impact of the civil rights movement on U.S. society and politics during the movement and after
- Students will be able to understand the impact of International Politics on the U.S. civil rights movement.
Materials needed:
Copy of Newspaper Articles
http://www.trumanlibrary.org/civilrights/srights1.htm.
Political Cartoons
http://www.loc.gov/rr/print/swann/herblock/images/s03475u.jpg
Copy of Civil Rights Commission Reports
http://www.trumanlibrary.org/civilrights/srights1.htm.
Copy of Eisenhower to Nixon Reports
http://www.journalofamericanhistory.org/teaching/2008_12/sources.html.
Textbook Sources may be used for the above mentioned documents
Secondary Sources may be used for the above mentioned documents
Steps to Deliver the Lesson:
The teacher will place a transparency of a document on an overhead projector or as LCD image for students to see as they enter the room. Any of the documents in this lesson plan can be used. Alternatively, the document may be printed and handed out at the start of class. Students are to review the document and create a list of questions or comments on the document they are viewing.
The teacher will guide a discussion on the initial document presented.
In small groups the teacher will hand out copies of the remaining documents. Again, students will analyze the document and make a list of questions or comments.
Students in reading each of the primary sources will record key points from the documents, identify problems each administration faced and delineate a recommendation for each President for future solutions.
Student groups will present their findings to the class.
Specific Activities: (From Guided to Independent)
Whole class discussion and analysis of 1 teacher selected document.
Whole class review of international and or domestic civil rights policies affected by teacher selected document.
Small group analysis of the remaining primary source documents.
Small Group completion of comparative charts of administrations influenced policies
Small group presentation of their primary source document findings.
Individual review of all the documents and their affects civil rights policies in the United States from 1941-1965.
Differentiated Instruction Strategies:
Differentiated, ELL and ESE students will be able to work in teacher directed discussion where the teacher can address specific questions.
Reinforcement/ Differentiated instruction, students will be working in small groups where peer groups can assist each other.
Reinforcement of the material will be provided via at visual map activity.
Remediation of incorrectly understood material will be reviewed by Teacher as small groups present. Additional or missing information will be presented by the teacher.
Reinforcement of the material will be provided via the internet at the site trumanlibrary.org and journal of american history, where again they will be exposed to the documents.
Accommodation and Differentiated instruction is presented with images, maps, charts, vocabulary and questions. The same concepts are presented in both text and visual forms as well as through chronological and theoretical text evidence.
Technology Integration:
Use of the internet page trumanlibrary.org and journal of american history, the students will be able to see a digital copy of the original documents and a brief explanation of each.
The teacher may use the site to display all the documents via an LCD projector if available.
Lesson Closure:
Students will create a final analysis of the documents and their significance to the role international politics played on Civil Rights policies in the American States.
Reflection questions: Do you believe the documents we analyzed further express or detract from the establishment of Civil Rights policies in the United States.
Resource Links
Warm Up Activity
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Primary Sources
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What do Historians Say?
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Final Activity
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