Advocating Civil and Voting Rights

Goals and Objectives
1. students will understand the many different factors that motivated the presidential executive orders for integration of military units
2. students will evaluate and appraise the value of primary documents for their significance in creating civil rights reform.
3. students will identify and summarize the key elements of primary documents in regard to integrating the military.
4. students will create a letter to the president using their research from primary documents to recommend the beat effective plan to integrate the military

Assessment Proof:
Students will write a letter to President Truman to encouraging him to desegregating the military and giving him suggestions on how to integrate the military.

Lesson Process: 
1. the teacher will show students how to read and analyze the primary documents by evaluating Executive Order 8802 as a class.
2. Students will use analysis forms to evaluate five more primary documents on the integration of the military. 
3. The teacher will lead a class discussion on the effectiveness of Executive Order 9981 and then go over the requirements for their letter to the president.

Subtopic

Goals and Objectives1. students will summarize the importance elements of the Civil and Voting Rights Legislation2. Students will list the causes and effects of the civil and voting rights legislation3. Students will infer how the civil and voting rights legislation affected the outcome of the 2012 presidential election. 4. Students will develop an appreciation of the effects of the civil and voting rights legislation passed during the Civil Rights Movement on the country then and now.

Assessment Proof:
Students will write a postcard explaining to a friend how the Civil and Voting Rights Acts affect their lives today. this assessment will should that students retained the new information, while exhibiting that they are able to make inferences with this information on how it is significant to their lives.

Lesson Process: 
1. the teacher will lecture on the causes of the 1964 Civil Rights Act and the Voting Rights Act of 1965. 
2. Students will take the Alabama literacy test for voting to see if they could have passes and understand how these tests prevented African Americans from voting. 
3. Students will watch the video 'Bloody Sunday,' followed by the teacher lecturing on the effects of the Voting Rights Act of 1965.
4. the class with debate how the Voting Rights Acts effected the 2012 presidential elections outcome.

Goals and Objectives1. students will locate and select textual information to complete graphic organizer on the Civil Rights Supreme Court Cases.2. Students will prioritize and distinguish which information from the text is most important about each Civil Rights Supreme Court Case.3. Students will combine their research from readings and produce a timeline summarizing the importance data on the Civil Rights Supreme Court Cases.4. Students will understand the significance and limitations that the Supreme Court rulings had on the Civil Rights Movement

Assessment Proof: 
Students will create a digital timeline of the important Supreme Court cases that are connected to the Civil Rights Movement with summaries of the cases included in their timeline.

Lesson Process: 
1. The teacher will do a pretending of the chapter in the students textbook.
2. students will read their textbooks and supplemental readings in the various Supreme Court cases while taking notes on graphic organizers. 
3. students will summarize the court cases a and create a timeline of the civil rights Supreme Court cases.

Goals and Objectives
1. Students will understand the influence of the African American Civil Rights Movement on different civil rights movements during the 1960s-1970s (American Indian, Asian American, Hispanic American, and Feminist).
2. Students will identify and prioritize the issues of a civil rights movement groups objectives in effecting change.
3. Students will produce a rally flier and pamphlet for their civil rights cause identifying the key purposes of that movement's purpose.
4. Students will compose a rally speech or song to distinguish the issues their civil rights group face and the means which they intend to cause change.

Assessment proof:
students oral performance of the group's speech or song will be assessed on their understanding of the groups ideologies, means of causing change, and call to action techniques.

Lesson Process:1. teacher will show a 'Eye on the Prize - No Easy Walk' while students take notes on the activists techniques for causing change.2. Students will research their activist group for their ideologies, techniques, and protest style and take notes for their presentation.3. Students will make protect pamphlets and fliers stating their cause and their means of action for their activist group.4. students will present their speech or song to the class as the other students take notes on the different groups means of effecting change for civil rights issues.

Goal and Objective1. Students will develop an understanding of the different civil rights leaders' philosophy of solving civil rights issues during the 1950s and 1960s. 2. Students will recognize valid information from researching that will help them formulate a plan to discuss with their peers to resolve a civil rights issue with an assigned civil right activist ideology3. Students will orally defend their assigned point of view and critique others views in a diplomatic manner to resolve the civil rights issue in their simulated town.4. Students will recommend and validate their resolutions for the civil rights issue in writing.

Assessment Proof:
Students will create a jingle selling their plan for action of the desegregation of protests in their town and a persuasive letter explaining the need to desegregate schools and how to best go about the process of integrating school.

Lesson Process:
1. The teacher will put students in research groups and explain to them the town meeting they will be participating in on desegregating schools.
2. students will research the reactions, opinions of their groups and the other groups that will be participating in the town meeting and develop a plan of action for desegregating the school to propose at the meeting.
3. students will participate in a town meeting to resolve the issue of desegregating schools in their town and compromise to develop a plan to use to integrate schools. 
4. students will take notes during the town meeting on the plan that is developed in class to use in their letter to another town on how to desegregate their schools as well.

Goals and Objective
1. Students will understand the plight of women in American society and the course of action used to effect change in women's rights.
2. Students will summarize the events and people evolved in the Women's rights movement.
3. Students will express orally in their role their opinion by giving critiques and judgements in a women's right issue.
4. Students will prioritize which event in the women's rights movement were effective in causing change.

Assessment Proof:
Students will complete a homework assignment ranking the different women's rights movements groups and events for their importance and give validation for their chooses of ranking.

Lesson Process: 
1. the teacher will deliver background information on the women's rights movement using a prezi presentation. 
2. Students will conduct research on their individual women's rights group or significant person using the computer and research note handout.
3. Students will participate in a consciousness raising meeting in class as their women's rights groups or significant person. They will respond to women's issues the way their group or person would have reacted.