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79 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 1, Evolution of Democracy in America
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Boundary Crossing

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http://www.tolerance.org/teach/activities/activity.jsp?ar=861&ttnewsletter=ttnewsgen-091307

Description: In May 1954, the U. S. Supreme Court issued its famous Brown v. Board of Education decision that was to end segregation in schools. A civil rights organization called the NAACP attempted to register black students in previously all-white schools throughout the South. One of those schools was Central High School in Little Rock, Arkansas. More than fifty years later, America is still struggling with the issues of racial segregation. Using the backdrop of the Little Rock Nine experience, examine the issue of voluntary segregation in your school and develop a plan for Boundary Crossing. Standard 11.10.5

Author: Teaching Tolerance

Lesson ID: 138

Establishing Justice: Moot Court Activity

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http://rims.k12.ca.us/score_lessons/establishin_justice/

Description: The decisions of the Supreme Court during the 1960's had a profound effect in the areas of civil and due process rights of the accused. The Court took the initiative in expanding the rights of criminal defendants, particularly at the state level; as a result, the Court itself became the focus of public controversy. This moot court activity will examine some major cases during the 1960's. Students need to be aware of the impact that the Warren Court decisions had on society to understand the significance of recent constitutional history in their own lives. Standards 11.10.2 and 12.5.4 civics

Author: Adapted from a Lesson by Joan Thompson, Blackfoot High School

Lesson ID: 361

Evolution of Civil Rights

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http://rims.k12.ca.us/score_lessons/evolution_of_civilrights/

Description: Listen to the story of a Japanese American who wanted to be a school teacher but could not be hired. Learn how cities segregated people of color from swimming pools and other public facilities. These are local stories behind the conditions that led to the Civil Rights Movement. Record your own local stories to add to this site. Standards 3.3.3, 11.10.5, and 12.2.1 civics

Author: Silvia Salem, San Bernardino High School, San Bernardino

Lesson ID: 369

Future of Affirmative Action

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http://rims.k12.ca.us/activity/lbj/index.html

Description: Has Affirmative Action been fair? Has it fulfilled its original intent? Is it still needed? Explore these questions from the perpective of various interest groups in the U.S. and argue your case before the Senate Subcommittee. Standard 11.10.5, 11.11.5, and 12.10

Author: Michael Ballard, Canyon High School

Lesson ID: 435

American Suffrage Movements

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/Suffrage/5471.shtml

Description: Consider the role of individual initiative by completing historical research on various initiatives involved in American suffrage movements (African-Americans, women, D.C. residents, Native Americans, and 18-20 year olds). After examining your understanding of "initiative" and what it means to take initiative through a written response and class discussion, consider the initiative of the Founders as exemplified in the Declaration of Independence and the U.S. Constitution. In groups, read and paraphrase the language of the Voting Amendments and share primary and secondary sources concerning suffrage. Finally, focus on the ability of a single person to make a difference in a community, state, or national initiative. Standards 8.6.6, 8.8.3, , 11.10.4, 11.10.5, 11.10.6, 11.10.7, 12.2.4, and 12.6.4 civics

Author: Bill of /Rights Institute

Lesson ID: 61

American Women Who Shaped the Civil Rights Movement Explored Through the Literature of Eloise Greenfield

http://womenshistory.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=womenshistory&zu=http%3A%2F%2Fwww.yale.edu%2Fynhti%2Fcurriculum%2Funits%2F1997%2F3%2F97.03.10.x.html

Description: Explore the history of the civil rights movement in the United States from the perspective of the lives of Ella Baker, Mary McLeod Bethune, Rosa Parks, Eleanor Roosevelt, Mary Church Terrell, and Ida Wells-Barnett. The writings of Eloise Greenfield, an African American children?s author, are used as a springboard and motivation for students to learn more. Standards 11.10.4 and 11.10.7

Author: Eleanor G. Willis, Yale-New Haven Teachers Institute

Lesson ID: 1411

An Organized Legal Campaign

http://americanhistory.si.edu/brown/resources/three.html

Description: Beginning in the 1930s, African American attorneys developed a long-range strategic plan to use the legal system to weaken and destroy segregation. Two institutions led the way: the Howard University School of Law and the National Association for the Advancement of Colored People (NAACP). In groups of four, describe the civil rights strategies of Charles Hamilton Houston, Thurgood Marshall, the NAACP, and Howard University and create a poster to pursuade others to join the effort. Standards 11.10.3, 11.10.4, and 12.6.4 civics

Author: Smithsonian National Museum of American History

Lesson ID: 69

Attack on the United States (September 11, 2001)

http://www.choices.edu/curriculum_unit.cfm?id=26

Description: In the tradition of the Choices Education Project's other outstanding material on foreign policy, here is a valuable tool for teaching about the terrorist attack on the U.S. September 11, 2001. Divergent policy alternatives are provided, each driven by different underlying values, each with pros and cons, risks and trade-offs. The Options are not intended as a menu of choices. Rather they are framed in stark terms to highlight very different policy approaches and the values that underlie them. Each Option includes a set of arguments against it designed to help students think carefully about the trade-offs of each. Standards 10.10 general, 11.9.4, 11.9.6, and Government 12.7.8

Author: Choices Educaton Project, Watson Institute for International Studies

Lesson ID: 108

Birmingham 1963

http://www.archives.state.al.us/teacher/rights/rights3.html

Description: On April 12, 1963, Martin Luther King, Jr. was sentenced to a nine-day jail term for his part in desegregation demonstrations. It was during this time that King wrote his essay, "Letter from the Birmingham Jail," which described his concerns for the laws of America and his hope for justice for black Americans. The national media publicized the powerful water hoses and the German shepherd police dogs that were used by the firemen and the policemen of Birmingham against the demonstrators. The documents in this lesson include telegrams sent to or by Gov. Wallace concerning the events in Birmingham. The notorized statements from the Intercitizens Committee, Inc. provide a contrast to the official state government version of events in Birmingham. Standard 11.10.4

Author: Alabama State Archives

Lesson ID: 145

Brown v. Board of Educaton: A Landmark in American Justice

http://americanhistory.si.edu/brown/resources/five.html

Description: In 1952, the Supreme Court agreed to hear school desegregation cases from across the country. Thurgood Marshall and the NAACP had arrived at their destination at last, but the battle to overturn Plessy v. Ferguson and to bring down legal segregation took years to unfold. In this lesson, students will examine both the integrationist and segregationist arguments through role play, and begin to explore the impact of the Court's decision through a primary source photographic analysis activity. Standards 11.10.3, 11.10.4, 12.5.2, and 12.5.4 civics

Author: Smithsonian National Museum of American History

Lesson ID: 164

79 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 1, Evolution of Democracy in America
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