CIVIL RIGHTS MVMT-ELECTION OF 1968 Lessons 81-90/100 American History Curriculum

CIVIL RIGHTS MVMT-ELECTION OF 1968 Lessons 81-90/100 American History Curriculum
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Supplement the textbook and eliminate prep time with these 10 ready-to-use reproducible lessons on U.S. history topics from the civil rights movement through the election of 1968.

Your 5th or 6th graders will enjoy a wide variety of high-interest activities for individuals, small groups, or the entire class. Among other things, class members will have fun learning about the Brown v. Board of Education of Topeka decision during the playing of JEOPARDY!

Most lessons have four or five activity sheets and can be finished in one or two class periods. Easy-to-follow Teacher Instructions and answer key provided for each lesson. A majority of the lessons include a 20-question follow-up quiz. The quizzes can also be given as homework assignments or review exercises. Most of the information-filled lessons are able to be used without a textbook.

LESSON/ACTIVITY TITLES (81-90 of 100)
81. Civil Rights Movement
82. Brown v. Board of Education of Topeka
83. "I Have a Dream" Speech
84. Achievements of African Americans
85. Alaska and Hawaii Become States
86. Vietnam War
87. Supreme Court Cases
88. Congress Passes New Laws
89. Women's Rights Movement
90. Election of 1968

Detailed descriptions of these lessons are provided below.


LESSON 81. Civil Rights Movement

OBJECTIVE:
To review the major events of the civil rights movement of the 1940s, 1950s, and 1960s.

TIME:
1 class period

In this lesson, students read through a series of sentences about the civil rights movement. During the reading, students must complete the sentences by filling in missing key words, names, and terms. Two or more letters are given as clues for each answer.

ACTIVITY OPTIONS:
This lesson can also be used as a contest or game.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 82. Brown v. Board of Education of Topeka

OBJECTIVE:
To become familiar with the Brown case and the effect the decision had on American society.

TIME:
1 class period

Students begin this lesson by underlining key words, names, and terms as they read through information about the Brown case. This includes sections entitled:

• "Separate but equal"
• Segregated schools (with primary source)
• Reaction to the Brown decision
• Slow pace of desegregation
• Integration through busing

Once class members have finished the reading, it is time to play JEOPARDY! ...always a favorite game of my students

A large drawing of the gameboard is put on the board with five categories: SUPREME COURT, PLACES, WORDS AND TERMS, PEOPLE, and MISCELLANEOUS.

The class is divided into two teams. Someone from Team 1 is asked to pick a category and point value. For example, they might choose “SUPREME COURT for 20.” A question will then be asked about the Supreme Court of the United States. The first person on either team to raise their hand is called on. A correct answer earns the team 20 points. If an incorrect answer is given, or the person called on does not respond immediately, the other team can answer.

Complete game rules are provided on the lesson pages.

Teacher Instructions and answer key included.


LESSON 83. "I Have a Dream" Speech

OBJECTIVE:
To explain the meaning of the words spoken by Martin Luther King, Jr., in his “I Have a Dream” speech.

TIME:
30 minutes

Begin by reading the background information with the class about Martin Luther King, Jr., then go over the directions for the activity.

Listed on the lesson pages are seven quotations from the famous “I Have a Dream” speech. Students read each passage, then explain in 3 to 5 sentences what they think Dr. King meant when he spoke these words during the summer of 1963. Class members can write their responses in the spaces provided.

Answers can be discussed later in the period.

This lesson is good at helping students develop critical thinking skills while using a primary source.

Teacher Instructions included


LESSON 84. Achievements of African Americans

OBJECTIVE:
To highlight the accomplishments of African Americans during the 1970s, 1980s, and 1990s.

TIME:
1 class period

In this activity, students need to determine which words, names, and terms are missing from a series of sentences discussing achievements of African Americans. Topics include:

• Education
• Business
• Politics
• Sports
• The Arts
• Other Achievements

Class members will put their answers in the appropriate spaces on a crossword puzzle on page 84C. Some of the letters in the answers have already been filled in as clues on the puzzle to help the kids out.

GAME OPTION:
This lesson can also be presented in the form of a game involving the entire class. Divide the class into two teams. Start by asking Team 1 to give the answer to any one of the questions on the crossword. If a member of Team 1 gives a correct answer, that team earns 10 points. If Team 1 gives a wrong answer, Team 2 has a chance to answer any one of the questions on the puzzle. Teams 1 and 2 will take turns giving answers, and the same person cannot answer twice in a row for their team. Class members should fill in correct answers on the puzzle as they are given. The team that scores the most points wins the game.

Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 85. Alaska and Hawaii Become States

OBJECTIVE:
To learn about the events that led to the admission of Alaska and Hawaii to the Union.

TIME:
1 class period

You can begin this lesson by reading with the class the background information about Alaska and Hawaii becoming the 49th and 50th states.

Next, class members participate in a fun contest to see how much they know about Alaska and Hawaii. Each student must decide which state is being described in a series of sentences. They will fill in the spaces beside each sentence with "A" for Alaska and "H" for Hawaii.

NOTE: I usually say to my kids that the ten students with the most correct answers are the winners of the contest.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 86. Vietnam War

OBJECTIVE:
To understand the causes, major events, and results of the Vietnam War.

TIME:
1 class period

This lesson includes four sections with information pertaining to the Vietnam War:

• Background/Early Events
• The Fighting Escalates
• Final Years of the War
• Results of the War

Within each section, students will read through a series of sentences and fill in the missing word, name, or term from a list that is provided.

ACTIVITY OPTIONS:
As the teacher, you can decide whether to use this activity as a contest, a game with competing teams, or an assignment for individuals. Class members might be given the option of working with one other student (always very popular in my class!) or by themselves.

Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 87. Supreme Court Cases

OBJECTIVE:
To understand how the Supreme Court works and how its decisions can have a lasting effect on American society.

TIME:
1 class period

Students begin this lesson by reading four paragraphs with background information about the Supreme Court of the United States.

Next, summaries of the following four landmark decisions are given:

• Engel v. Vitale (1962)
• Gideon v. Wainwright (1963)
• Miranda v. Arizona (1966)
• Roe v. Wade (1973)

Each summary contains two sections entitled Background Information and The Decision, and is followed by five true/false questions for students to answer.

The lesson concludes with a Thought Question whereby each class member is asked to decide which of these four landmark Supreme Court decisions they think was of greatest importance. They must then write a paragraph explaining their choice. This helps to develop critical thinking skills.

Teacher Instructions and answer key included


LESSON 88. Congress Passes New Laws

OBJECTIVE:
To understand how federal laws enacted since 1945 have influenced foreign policy, labor relations, transportation, education, civil rights, the economy, immigration, minorities, and the environment.

TIME:
1 class period

The lesson begins by reading with the class an introductory paragraph about how laws are passed.

Students then read information inside of box 1 and must decide which law (in a list that is provided) is being described. The name of the law is then written in a space above the description. Class members do the same for boxes 2-20. All of the laws have been made since World War II ended in 1945.

In most cases, students can figure out the law being described even without prior knowledge simply by using clues within each description. The process of elimination can also help students eventually identify all of the laws.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 89. Women's Rights Movement

OBJECTIVE:
To assess the progress made by women in the United States during the 1960s, 1970s, and 1980s.

TIME:
1 class period

This lesson involves an exciting game in which the class is divided into two teams. Play begins with a member of Team 1 choosing any one of nine questions pertaining to the women's rights movement. The nine questions are arranged in the form of a tic-tac-toe board. That player reads the question aloud and gives an answer. If their answer is correct, all class members will write the word or name in the space and circle the “X” above the question. If a wrong answer is given, the question can be selected again later in the game.

Play continues in the same way with Team 2 taking its turn. A member of Team 2 can pick any question that has not yet been answered correctly. If they give the right answer, everyone will fill in the word or name and circle the “O” above the question.

During the game, Team 1 always has the “X” and Team 2 the “O.” The first team to get three X’s or three O’s in a row –– horizontally, vertically, or diagonally –– wins the game. If neither team is able to get three in a row, then the one with the most right answers out of the nine questions wins Game 1.

Games 2 and 3 are played in the same way. Teams will take turns going first at the beginning of each game.

• Game 1: Before the Women’s Rights Movement Began
• Game 2: Political Action
• Game 3: Women Make Gains

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 90. Election of 1968

OBJECTIVE:
To understand the process by which Presidents are elected to office.

TIME:
2 class periods

Students begin this lesson with a Chart Exercise. The chart gives state-by-state popular vote results for the Election of 1968. The candidates were Richard Nixon (Republican), Hubert Humphrey (Democrat), and George Wallace (American Independent). Starting with Alabama, class members use the chart to determine which candidate received the most popular votes, and then award that state's electoral votes to that candidate. (Students can see the number of electoral votes each state has on a map on the next page.) This continues in the same way with the other 49 states and the District of Columbia.

Next, students do a Map Exercise where they use three different colors or markings to fill in the boxes next to the candidates’ names to make a map key. These colors or markings are then used on the map to show the states won by Nixon, Humphrey, and Wallace. Students can look back to the chart they just completed on the preceding page to see which candidate won each state. I provide my students with colored pencils, which they always like to use.

After completing the Chart and Map Exercises, class members will answer chart and map questions.

At the beginning of the next class period, go over the directions for the section Campaigning for President. This involves a fun activity where students pretend to be a candidate running for President. Only 10 days are left before the election. Public opinion polls show that the candidate and their opponent are involved in a very close race. Therefore, it is important to carefully plan the remainder of their campaign. Class members complete the activity by writing the details of these plans on a daily schedule, which includes a morning, afternoon, and evening portion for each of the last 10 days of their campaign. More specific directions, along with a list of suggested campaign activities, is provided for students to help them fill in their campaign schedules. When making their plans, the students should use a map in the textbook which shows states and cities. Also, the class members need to know which states have large numbers of electoral votes.

Easy-to-follow Teacher Instructions and answer key included.
Total Pages
47 pages
Answer Key
Included
Teaching Duration
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