1. US HISTORY Unit 8, Week 2

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 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

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

4. What role did the courts play in early civil rights gains? Use p.573-575 to answer: 1. Explain how class-action lawsuits helped civil rights. 2. What aspects of segregation did the courts address? 3. What was decided in Brown vs. Board of Education? 4. What was the Warren Court’s role in desegregation? 5. Why was the instruction to desegregate with “deliberate speed” a problem?

5. 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.

6. Civil Rights Project Use Ch. 46-47 to learn each ethnic group and decide on your topic.

7. 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 template and cite their groups’ sources) HW: Study vocab and key terms for a card quiz

8. 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

9. A Class Divided Part 1: Start at 2:45 http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr ol02s42cq66&continuous=1 http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr ol02s42cq66&continuous=1 Part 2 http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr ol02s42dq66&continuous=1 http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=fr ol02s42dq66&continuous=1

10. A Class Divided: Processing What message(s) were presented in the video? How does it relate to the Civil Rights Movement?

11. Activity: anagrams

12. 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?

13. Turn to someone Why did that make a difference at the 3 rd question (same anagram)? How does “learned helplessness” apply to other social situations?

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

15. How might learned helplessness apply to abusive relationships? How might learned helplessness apply to racism/civil rights?

16. 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

17. 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?

18. 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. 24 th 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

19. Agenda, Friday, 3/7 HOT ROC Moving towards radicalism Project work time HW: Work on your civil rights lesson

20. HOT ROC Actions done by the Federal government Actions done by the people

21. 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)?

22. Project Work Time 1. Share information with your group 2. Brainstorm (individually for more ideas), compare, decide and create a rough draft of your lesson plan.