Aims: How did the Plessy decision affect race relations in
the United States?
How were African Americans prohibited from exercising their voting
rights?
Bell Ringer: Filing
Objectives:
1. Students will access key figures and organizations in
shaping the Civil Rights Movement and Black Power Movement.
2. Students will compare nonviolent and violent approaches
utilized by groups (African Americans, women, Native Americans, Hispanics) to
achieve civil rights.
3. Students will assess the building of coalitions between
African Americans, whites, and other groups in achieving integration and equal
rights.
4. Students will examine key events and key people in
Florida history as they relate to United States history.
Agenda:
1. Bell Ringer (10 min)
2. EOC Review Packet pages 21 and 22 (10 min)
3. a. Civil Rights Movement K-W-L and H
(What do I already Know?, What do I Want to learn?, What have I Learned? Allude to the racial discord that seemingly
consumed the United States during this era. Mention the names of key figures and organizations who engaged in acts
of civil disobedience to expose the grotesque nature of bigotry. (5-10 min)
4. b. Attachment
A, “Nationalizing De facto Segregation.” Stop, discuss, and check for
understanding during appropriate points in the reading.
5. c. Have students define the important
vocabulary terms associated with this lesson.
6. d. Attachment
B, “Early Challenges to Racial Segregation.” Stop, discuss, and check for
understanding during appropriate points in the reading.
7.
e. Complete Attachment C
(graphic organizer). When reviewing this assignment with the students, examine
the judgments and their social impact. Underscore the influence the Supreme
Court has on public policy without having a single one of the justices elected
by the people. Mention, moreover, that they are not representative of the
general American public at large. Use this opportunity to question the constitutionality
of judicial review. Should nine unelected justices, that serve life terms, have
as much power as the legislative and executive branches combined?
Home Learning:
1.
Complete
Attachment C
2.
Great Society
History Lab
3.
Journals 61-70
graded tomorrow
GREAT SOCIETY HISTORY LAB
Source
1 – Major Great Society Programs chart, including names and descriptions of
several programs
Source 2 – Herblock Political Cartoon entitled “Kindly Move
Over a Little, Gentlemen”
Source 3 – “Number in Poverty and Poverty Rate” Graph
Source 4 – Political cartoon “There’s Money Enough to Support
Both of You”
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