Goals And Objectives
Students will learn about the Black Power movement and about various other minority groups including Asian Americans, Native Americans and Mexican Americans through the analyses of Primary documents. Students will be able to synthesis these documents into a form in which they can reteach them to other groups in the class though a jigsaw discussion.
California Content Standards
11.10 Students analyze the development of federal civil rights and voting rights.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
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.
11.10.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
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.
11.10.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
Lesson Introduction
Students will begin the class as a whole group analyzing the video of the 1968 “Black Power” movement salute http://www.youtube.com/watch?v=ocu-llaGEnY, and the impact it had on society as a whole.
Vocabulary
Asian Coalition for Equality (ACE)
Black Panthers
Alcatraz Takeover
El Movimiento
Huey Newton
"Indians of All Tribes"
Caesar Chavez
Students will find these vocabulary words in their readings and be able to write a summative definition in the vocabulary journal. Students will be exposed to key terms multiple times through reading and listening
Black Panthers
Alcatraz Takeover
El Movimiento
Huey Newton
"Indians of All Tribes"
Caesar Chavez
Students will find these vocabulary words in their readings and be able to write a summative definition in the vocabulary journal. Students will be exposed to key terms multiple times through reading and listening
Content Delivery (Jigsaw discussion forum)
I will handout various readings from the Black Power, Red Power, Yellow Power and El Movimiento movements. These readings describe the various groups and the leaders of each of these groups and their influence today.
http://depts.washington.edu/civilr/images/asianamerican/KatigiriClip.jpg http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3348
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3347
http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx
http://www.neh.gov/humanities/2013/septemberoctober/feature/el-movimiento
http://depts.washington.edu/civilr/images/asianamerican/KatigiriClip.jpg http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3348
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3347
http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx
http://www.neh.gov/humanities/2013/septemberoctober/feature/el-movimiento
Student Engagement
Students will work in groups of 5-6 reading through the selected materials and summarize the main points in the guided speech worksheet. Students will then write out the main points on a piece of butcher paper including an image of what they are presenting.
After the worksheet and accompanying poster is completed students will select 2 student presenters. These “experts” will present their findings to the class.
As the presentations are occurring students are to fill their presentation worksheet with the facts as presented by the groups.
After the worksheet and accompanying poster is completed students will select 2 student presenters. These “experts” will present their findings to the class.
As the presentations are occurring students are to fill their presentation worksheet with the facts as presented by the groups.
Assessment
As a summative assignment students will need to find the unifying theme of all the minority groups and contrast them with the white power movement.
Accommodations for English Learners, Striving Readers, and Students with special needs
English learners, striving readers and students with special needs will all benefit from this lesson as it uses recall and rehearsal and uses all of the student’s intelligence’s and offers materials in a variety of ways.
Resources
http://depts.washington.edu/civilr/images/asianamerican/KatigiriClip.jpg http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3348
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3347
http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx
http://www.neh.gov/humanities/2013/septemberoctober/feature/el-movimiento
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3347
http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx
http://www.neh.gov/humanities/2013/septemberoctober/feature/el-movimiento