Unit 5: Unit 5: Civil Rights
Duration of Days: 15
For this Unit of Study, students will know and be able to…
Knowledge:
• Gain understanding of the role African Americans played in shaping the U.S. society, economy, and culture.
• Gain understanding of how African Americans advocated for freedom and justice.
• Gain understanding of how Blacks and African Americans used the arts to perpetuate a theme of hope, persistence and resilience.
• Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people’s struggle for freedom, equality, and social justice.
• Analyze the role of the federal government in supporting and inhibiting various 20th century civil rights movements.
• Analyze the role of women of color in the women’s rights movement.
Skills:
• Investigate a variety of primary resources (including both the Black and the White press) to analyze social and political changes for Black Americans in this period and reactions to these changes.
• Evaluate the roles of music and literature in the study of history.
Theme/Content Specific Inquiry
For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore...
What are human rights?
How and why did segregation in housing develop in Connecticut and does this segregation in housing still exist today?
How has Black popular culture impacted American culture and attitudes from the Harlem Renaissance to the present?
What has Black popular culture revealed about Black attitudes and beliefs in the 20th and 21st centuries?
How have socially unjust practices toward Blacks, African Americans, and African descendants been established in the law, upheld, and gradually abolished?
5.1 Great Migration and the “Nadir of Race Relations” and the Juxtaposition of Hope
5.2 The Power of Black Art: The Empowerment of Black People Through the Arts
Lesson 5.3: Remnants of the Jim Crow South
Lesson 5.4: Resistance and Revolution Through Organized Efforts
Lesson 5.5: World War II - Tuskegee Airmen
Lesson 5.6: How The Women Organized and Agitated
Lesson 5.7: How The Youth Organized and Agitated
Connecticut Elementary and Secondary Social Studies Standards
Dimension 2 Applying disciplinary concepts and tools
US.Inq.1.a. Explain how compelling and supporting questions reflect an enduring issue in United States History.
US.Inq.1.c. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
US.Inq.2.a. Apply disciplinary knowledge and practices to demonstrate an understanding of United States history content.
US.Inq.3.b. Organize and prioritize evidence directly and substantively from multiple sources in order to develop or strengthen claims (e.g., detect inconsistencies).
From Teaching Hard History A 6–12 FRAMEWORK FOR TEACHING AMERICAN SLAVERY
Key concept 9: Enslaved and freed people worked to maintain cultural traditions while building new ones that sustain communities and impact the larger world.
SUMMARY OBJECTIVE 19 Students will examine the ways that the federal government’s policies affected the lives of formerly enslaved people.
19.C By passing the 14th and 15th Amendments during Congressional (Radical) Reconstruction, the federal government made a commitment to protect the legal and political rights of African Americans. Federal troops enforced the civil and political rights of African Americans in the South during Congressional Reconstruction.
SUMMARY OBJECTIVE 22 Students will examine the ways that the legacies of slavery, white supremacy and settler colonialism continue to affect life in what is now the United States.
22.B Segregation and inequality persist in the United States. This is most evident in employment, housing and education but can also be seen in health care, workplaces, sports settings and churches.