Unit 6: Unit 6: The Continued Struggle and Modern Day Issues
Duration of Days: 15
For this Unit of Study, students will know and be able to…
Knowledge:
? Evaluate ways that African Americans have navigated and used power in the past and what these approaches teach us about radically reimagining new possibilities and more just futures.
? Analyze and interpret the scope and legacy of resistance that has been integral to African American people’s resilience. Skills:
? Through the use of primary and secondary sources, compare and contrast the contributions of various individuals and groups to the Civil Rights Movement, the Black Power Movement, and Black Lives Matter; include specific analysis of Connecticut-specific resources when analyzing the civil rights movement in the state.
? Use popular culture (television, music, films) to analyze the values and beliefs of Black Americans during this time period.)
For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore...
? What have been the most strategies utilized by Black leaders to effect change in the modern era?
? How has Black artistic and cultural life impacted American society in the late 20th and 21st centuries?
Lesson 6.1: Black Power (1965-1975)
Lesson 6.2: Black Politics
Lesson 6.3: Black Cultural Production
Lesson 6.4: Systemic Racism 1965-Present
Lesson 6.5: Black Lives Matter Movement
Connecticut Elementary and Secondary Social Studies Standards
Dimension 2 Applying disciplinary concepts and tools
US.Inq.4.a. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
US.Inq.4.b. Construct explanations using sound reasoning, correct sequence, relevant examples, and pertinent details to contextualize evidence and arguments (e.g., chronology, causation, procedure)
US.Inq.4.d. Present arguments and explanations that feature evocative ideas and multiple perspectives about United States History topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies.
US.Inq.4.e. Analyze the characteristics and causation of national problems issues, both past and present, using a multidisciplinary lens.
US.Inq.4.f. Evaluate and implement strategies for individual and collective action to address national problems in classrooms, schools, and out-of-school civic contexts
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.1.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
CELP.9-12.2. W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
From Social Justice Standards from “Learning for Justice”
Justice
14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics
Action
17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
| Lesson # | Lesson Title | Duration of Days |
|---|---|---|
| 6 | Black Power (1965-1975) | 3 |
| 6 | Black Politics | 3 |
| 6 | Black Cultural Production | 3 |
| 6 | Systemic Racism 1965-Present | 3 |
| 6 | Black Lives Matter Movement | 3 |