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47 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 10a, The Civil Rights Movement in the Postwar Era
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Jim Crow: Paths of Resistance

Description: This simulation takes students through a Jim Crow era set of decision making with the following instructions. ?You are a highly successful consultant during the turbulent Jim Crow years. You have been asked to advise many important people in your time (early 20th century), from African American leaders to presidents. Because of your success in the field, you are in high demand and various prominent individuals and even President Franklin D. Roosevelt seeks your advice on ways of combating racial inequality. Will you be successful again? Proceed along the journey to find out your results!? Standards 8.11.1, 8.11.3, 11.1.4, 11.10.1, and 12.10

Author: History of Jim Crow, Public Broadcasting

Lesson ID: 1425

Landmark Cases and the Fourteeth Amendment

Description: During Reconstruction, providing fair trials for African Americans became an important issue in applying the Fourteenth Amendment. Two landmark Supreme Court cases involving racial discrimination in jury selection, Strauder v. West Virginia (1879) and Smith v. State of Texas (1941) tested this application and declared that racial discrimination in jury selection, whether by law or by systematic exclusion, violated the Equal Protection Clause of the Fourteenth Amendment. Students review the cases and decisions and apply these ideas to other related legal issues. Standards 8.11.5, 11.10.2, and 12.5.3

Author: Bill of Rights Institute

Lesson ID: 1398

Landmark Supreme Court Cases

Description: Use moot court, political cartoon analysis, continuum exercises, and Web site evaluation activities to learn about watershed Supreme Court Cases. Included are background summaries, diagrams of the cases' movement through the courts, excerpts of opinions, and links to the full text of decisions for: Marburry v. Madisn, McCullah v. Maryland, Gibbons v. Ogden, Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Mapp v. Ohio, Gideon v. Wainwright, Miranda v. Arizona, Tinker v. Des Moines, U.S. v. Nixon, Regents of CA v. Bakke, New Jersey v. T.L.O., Hazelwood v. Kuhlmeier, and Texas v. Johnson. Standards 11.10.2, 12.5.3 and 12.5.4 civics

Author: Street Law, Supreme Court Historical Soccciety

Lesson ID: 633

Legislative Process: The Case of the Civil Rights Act of 1964

Description: How Congress does its work of making laws is much more complicated than the flow chart in the civics textbook. By using the Civil Rights Act of 1964 as a case study, you will explore that legislative process at work. As you study this case, you will become familiar with the both the fundamentals of the legislative process and the history of the Civil Rights Act of 1964. Standard 11.10.6, 12.7.6 civics

Author: , CongressLink

Lesson ID: 642

Little Big Horn or Custer's Last Stand, June 25, 1876: Interpretation of an Historical Event

Description: Although the fight at the Little Bighorn River and the eventual surrender of Sitting Bull and the Lakota Sioux occurred in the nineteenth century, the late twentieth century saw a new look at the battle, which had continued to resonate throughout American popular culture. In the 1980s, the question of how to commemorate the events that occurred on June 25, 1876 was raised. Should the park that had been created on the site of the battlefield ? called Custer Battlefield National Monument -- commemorate the valiant defeat of General George Armstrong Custer, or a victory by the Sioux and other native tribes that were attacked? After both a contentious debate and a thorough reinterpretation of what happened resulting from a brushfire that exposed many heretofore undiscovered archchological artifacts, in 1993, the federal government changed the name of the park from Custer Battlefield National Monument to Little Big Horn National Battlefield Monument. The debate over how to commemorate the events spoke to the power of myths and icons in American history, the culture wars of the 1990s, and the continual reinterpretation of the past that defines a rigorous study of history. This lesson explores both battles: the one in 1876 and the one in the 1990s. Students determine the causes of the troubles between the Sioux and the American government and how the events of June 25th have been interpreted, and then debate how those events should be commemorated by the federal government. Standard 8.12.2 and 11.10.5

Author: Bruce Lesh, Gilder Lehrman

Lesson ID: 1470

Little Rock 9 - Integration 0: A Collaborative Webquest on School Integration

Description: Learn about nine African-American students who, back in 1957, chose to attend an all-white high school in Little Rock, Arkansas. They took these steps with the power of the U.S. Supreme Court backing them, but with armed soldiers blocking the entrance before them. Still, this WebQuest isn't just about history. It's about the world you live in, the choices your community has made in the past and those you will make in the future about dealing with school integration. Standard 11.10.6

Author: Tom March, Pacific Bell Knowlege Network

Lesson ID: 673

Loving v Virginia (1967)

Description: The landmark Supreme Court case of Loving v. Virginia (1967), which declared anti-miscegenation laws (laws banning interracial marriages) to be unconstititional, was a signifcant part of the Civil Rights Movement. The Court unanimously held that prohibiting and punishing marriage based on racial qualifications violated the equal protection and due process clauses of the Fourteenth Amendment.

Author: Bill of Rights Institute

Lesson ID: 1313

Lyndon B. Johnson: 36th President

Description: Research one of the pieces of social legislation passed during the Johnson administration. Determine the following:What problem did the law address? Whom was it intended to help? When the law first went into effect and, subsequently, did it hurt anyone? Whom? How successful was the law in achieving its goals? How did the law succeed, or why did it fail? Is the law still in effect? Why or why not? If Lyndon Johnson were president today, would he be pressing for exactly the same law? Or would he take a different position on the topic, and if so, what position? Standards 11.10.6 and 12.7.8

Author: Discovery School

Lesson ID: 682

Merchant of Venice: Shakespeare and Antisemitism

Description: According to author John Gross, "never has one character of the stage provoked such controversy or achieved such infamy as Shakespeare's enigmatic Shylock." Designed for students who have already read The Merchant of Venice, this exercise uses the play to get students to learn about antisemitism in Shakespeare's time, compare it to 20th-century antisemitism, and decide for themselves whether Shakespeare was "guilty" of furthering and perpetuating antisemitic stereotypes. Standard 10.8.5

Author: , Social Studies School Service

Lesson ID: 714

Monument to the Victims of Slavery on the Washington Mall

Description: Determine the purpose of a memorial, examine the arguments on each side and decide whether the U.S. should build a Monument to Slavery in Washington D.C. Standard 11.10.1

Author: , Social Studies School Service

Lesson ID: 731

47 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 10a, The Civil Rights Movement in the Postwar Era
<-- Previous | Next -->

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