Format
1. Introduce John F. Kennedy and his impact on the Civil Rights movement on a national, state, and local level.
2.Students will engage in discussion questions, and activities throughout the presentation to analyze the progression of the civil rights movement.
3. Explain that we will be talking about how different people impact the president and then students will role play. Each student will either try to persuade the president to advocate for civil rights, advocate against civil rights, or be neutral.
4. Have students read the individual role play persona.
Objectives
1) Analyze presidential actions and congressional voting patterns to address minority rights in the United States, including … the Civil Rights Act of 1964.
2) Evaluate the impact of the American civil rights movement.
3) Identify the roles of significant leaders who supported various civil rights movements, including Martin Luther King Jr.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.11-12.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.11-12.RH.6 -- Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-LITERACY.11-12.RH.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.9-10.RH.6 -- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.9-10.RH.9 -- Compare and contrast treatments of the same topic in several primary and secondary sources.National U.S. History Standards
Grades 5-12
Standard 3: Domestic policies after World War II.
Main Concept 3b: The student understands the “New Frontier” and the “Great Society.”
Description [and Historical Thinking Standard] Evaluate the legislation and programs enacted during Johnson’s presidency. [Evaluate the implementation of a decision.]
Grades 5-12
Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Main Concept 4a: The student understands the “Second Reconstruction” and its advancement of civil rights.
Description [and Historical Thinking Standard] Evaluate the Warren Court’s reasoning in Brown v. Board of Education and its significance in advancing civil rights. [Analyze cause-and-effect relationships]
Grades 5-12
Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Main Concept 4a: The student understands the “Second Reconstruction” and its advancement of civil rights.
Description [and Historical Thinking Standard] Explain the resistance to civil rights in the South between 1954 and 1965. [Identify issues and problems in the past]
Grades 7-12
Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Main Concept 4a: The student understands the “Second Reconstruction” and its advancement of civil rights.
Description [and Historical Thinking Standard] Assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation. [Evaluate the implementation of a decision.]
State Standards
Grade 6 Social Studies 18.b.1, 2, 12, 19, 21
Grade 7 Social Studies 19.b.7.D
Grade 8 Social Studies 20.b.29, 30, 31
United States History Studies Since 1877 41.b.2, 9, 19, 20, 23, 28, 29, 31