Goals & Objectives
Students will recognize the early efforts made by African-Americans to obtain Civil Rights during the 1940s. Students will critique whether or not early efforts made by Civil Rights advocates were truly effective. Students will distinguish the difference between efforts made on a federal/state level and efforts made on a cultural level.
California State Content and Common Core Standards
11.10 Students analyze the development of federal civil rights and voting rights.
11.10.1 Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941 and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm 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.
CC Literacy- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CC Literacy- 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CC Writing- 1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
11.10.1 Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941 and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm 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.
CC Literacy- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CC Literacy- 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CC Writing- 1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Lesson Introduction
Students will begin by answering this prompt: Has there ever been a time when you felt discriminated against and if so, how? A few students will then share their stories. After, a clip from 42 will be shown to the class, so students can visualize some of the difficulties Civil Rights advocates such as Jackie Robinson faced in the 1940s.
Vocabulary
Students will learn the terms of several key figures as well as federal acts that occurred during the 1940s. Students will keep note of these words in their guided notes. Key terms include:
1. A. Phillip Randolph
2. Jackie Robinson
3. Tuskegee Airman
4. “Double V” campaign
5. Executive Order 8802
6. Executive Order 9981
1. A. Phillip Randolph
2. Jackie Robinson
3. Tuskegee Airman
4. “Double V” campaign
5. Executive Order 8802
6. Executive Order 9981
Content Delivery (Lecture)
The teacher will deliver a lecture presentation about several civil rights advocates during the 1940s as well as their accomplishments/failures. The lecture will also discuss several key legislative laws that helped African-Americans obtain civil rights. The lecture will discuss why the efforts made in the 40s were vital to the popularity of the movement during the 1950s and 60s.
Student Engagement
Students will complete guided notes in order to retain information from the lecture. The guided notes will allow students to think critically about the laws/civil rights advocates. Students will also share stories of times when they have themselves been discriminated against or seen somebody be discriminated against.
Lesson Closure
Students will keep their notes to be turned in at a later time. Students will be asked to write a brief quick write as to which person/act they feel was the most important/successful of the 1940s. Students will then turn those in for a participation grade.
Assessment
Entry Level- Discovering what students know about discrimination or if they themselves have ever felt discriminated against.
Formative- Questions will be asked during the lecture as to why African Americans were fighting for equal rights as well as why some acts were thought to be important.
Summative- Students will turn in a quick write of which act/individual they felt was the most successful for gaining Civil Rights during the 1940s.
Formative- Questions will be asked during the lecture as to why African Americans were fighting for equal rights as well as why some acts were thought to be important.
Summative- Students will turn in a quick write of which act/individual they felt was the most successful for gaining Civil Rights during the 1940s.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The guided notes give students with special needs an opportunity to follow along as well as retain a hard copy of everything they learned during this lesson. In the power point, the key vocabulary words are italicized and highlighted, making it easy for students to understand which words are important for them to learn. English learners will be given a hard copy of the lyrics to Strange Fruit so they can reference the song and its lyrics at any given time.