1. Agenda 3/27/17
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.13A) describe roles and responsibilities of citizens in various contemporary societies, including the United States.
(6.15F) identify and explain examples of conflict and cooperation between and among cultures.
Language Objective: Students will learn about how citizens of the U.S. prepared for possible nuclear attacks during the Cold War.
Warm up: Review Propaganda is the spread of information aimed at promoting a cause or influencing public opinion, often slanting the truth to mislead.
1. The Butter Battle Book (Cold War)
Assign each group to be either the Zooks, or the Yooks and create a banner against the other side (PROPAGANDA)
2. Film – Duck and Cover

2. Examples of methods used in propaganda such as:
    a. Testimonials- using famous celebrities or leaders in advertisements
    b. Name calling-insulting or putting people down
    c. Fear- using fear to change somebody’s opinions

3. Published in 1984, The Butter Battle Book is an anti-war story written by Dr. Seuss.  It is a children’s’ rhyming story addressing fears from the cold war era during which it was written.  Specifically it deals with the nuclear war and the possibility of mutually assured destruction. 

4. Agenda 3/28/17 1. Warm up- H.S.I (image on following slides)
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.13A) describe roles and responsibilities of citizens in various contemporary societies, including the United States.
(6.13B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(6.14A) identify and explain the duty of civic participation in societies with representative governments.
(6.14B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
Language Objective: Students will analyze how four documents led to greater rights for people in the United States.
1. Warm up- H.S.I (image on following slides)
2. Civil Rights Book of Knowledge
Civil Rights History Walk: Introduction
Station 1 – Documents of Freedom and Equality
Closing Thought: Which slavery amendment to the constitution was the most important (13th, 14th or 15th)? Why?

6. Freedom and Equality Documents
Look Analysis Discuss

7. Documents of Freedom and Equality
In the Declaration of Independence, Thomas Jefferson wrote, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
How did the four documents at this station lead to greater freedom and equality in the United States?
Record your answer in your BOK.
Create a commemorative stamp for each document with a simple icon and one word describing what the document did.
Station directions

8. Reconstruction Amendments (after Civil War in America)
-Emancipation Proclamation
-13th Amendment- Granted Freedom
-14th Amendment- Granted Citizenship
15th Amendment- Granted Voting Rights

9. "That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against
the United States, shall be then, thenceforward, and forever free.”
-Emancipation Proclamation

10. “Neither Slavery nor involuntary servitude, except as a punishment for crime; whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.”
-13th Amendment
Granted Freedom

11. "All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens
of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law, nor deny to any person within its jurisdiction the equal protection of the laws.”
-14th Amendment Granted Citizenship

12. “The rights of citizens of the United States to vote, shall not be denied or abridged by the United States, or by any State, on account of race, color, or previous condition
of servitude.”
-15th Amendment
Granted Voting Rights

17. "Jim Crow" Laws
From the 1880s into the1960s, a majority of American states enforced segregation through "Jim Crow" laws (so called after a black character in minstrel shows). From Delaware to California, and from North Dakota to Texas, many states (and cities, too) could impose legal punishments on people for consorting with members of another race. The most common types of laws forbade intermarriage and ordered business owners and public institutions to keep their black and white clientele separated.

18. Create a poster to protest Jim Crow laws
Create a poster to protest Jim Crow laws. Make sure your poster has a catchy statement and an interesting visual.

19. Lunch Counters No persons, firms, or corporations, who or which furnish meals to passengers at station restaurants or station eating houses, in times limited by common carriers of said passengers, shall furnish said meals to white and colored passengers in the same room, or at the same table, or at the same counter. South Carolina

20. Nurses
No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed. Alabama
Hospital Entrances There shall be maintained by the governing authorities of every hospital maintained by the state for treatment of white and colored patients separate entrances for white and colored patients and visitors, and such entrances shall be used by the race only for which they are prepared. Mississippi

21. Parks It shall be unlawful for colored people to frequent
any park owned or maintained
by the city for the benefit, use and enjoyment
of white persons...and unlawful for any white
person to frequent any park owned or maintained
by the city for the
use and benefit of colored persons. Georgia

22. Promotion of Equality Any person
Promotion of Equality Any person...who shall be guilty of printing, publishing or circulating printed, typewritten or written matter urging or presenting for public acceptance or general information, arguments or suggestions in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor and subject to fine or not exceeding five hundred (500.00) dollars or imprisonment not exceeding six (6) months or both. Mississippi

23. Restaurants All persons licensed to conduct a restaurant, shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or serve the two races anywhere under the same license. Georgia

25. Textbooks Books shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them. North Carolina
Education Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any colored child to attend any white school, or any white child to attend a colored school Missouri

27. Agenda 3/29/17 Civil Rights Book of Knowledge HW: None
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.13A) describe roles and responsibilities of citizens in various contemporary societies, including the United States.
(6.13B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(6.14A) identify and explain the duty of civic participation in societies with representative governments.
(6.14B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
Language Objective: Students will analyze political cartoons to determine how it relates to the civil rights movement.
Civil Rights Book of Knowledge
Civil Rights History Walk: Station 2 – Jim Crow Laws
Writing reflection- on following slide
HW: None

28. Do you think Jim Crow laws violated human rights in the United States
Do you think Jim Crow laws violated human rights in the United States? Why or why not?
Cite Specific Evidence.
I believe that Jim Crow laws violated/did not violate human rights in the United States, because…

29. They send me to eat in the kitchen
I, Too, Sing America
by Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I am
And be ashamed--
I, too, am America.

30. Let America Be America Again
by Langston Hughes
Let America be America again.
Let it be the dream it used to be.
Let it be the pioneer on the plain
Seeking a home where he himself is free.
(America never was America to me.)
Let America be the dream the dreamers dreamed--
Let it be that great strong land of love
Where never kings connive nor tyrants scheme
That any man be crushed by one above.
(It never was America to me.)
O, let my land be a land where Liberty
Is crowned with no false patriotic wreath,
But opportunity is real, and life is free,
Equality is in the air we breathe.
(There's never been equality for me,
Nor freedom in this "homeland of the free.")
Say, who are you that mumbles in the dark?
And who are you that draws your veil across the stars?
I am the poor white, fooled and pushed apart,
I am the Negro bearing slavery's scars.
I am the red man driven from the land,
I am the immigrant clutching the hope I seek--
And finding only the same old stupid plan
Of dog eat dog, of mighty crush the weak.
I am the young man, full of strength and hope,
Tangled in that ancient endless chain
Of profit, power, gain, of grab the land!
Of grab the gold! Of grab the ways of satisfying need!
Of work the men! Of take the pay!
Of owning everything for one's own greed!

31. I am the farmer, bondsman to the soil.
I am the worker sold to the machine.
I am the Negro, servant to you all.
I am the people, humble, hungry, mean--
Hungry yet today despite the dream.
Beaten yet today--O, Pioneers!
I am the man who never got ahead,
The poorest worker bartered through the years.
Yet I'm the one who dreamt our basic dream
In the Old World while still a serf of kings,
Who dreamt a dream so strong, so brave, so true,
That even yet its mighty daring sings
In every brick and stone, in every furrow turned
That's made America the land it has become.
O, I'm the man who sailed those early seas
In search of what I meant to be my home--
For I'm the one who left dark Ireland's shore,
And Poland's plain, and England's grassy lea,
And torn from Black Africa's strand I came
To build a "homeland of the free."
The free?
Who said the free? Not me?
Surely not me? The millions on relief today?
The millions shot down when we strike?
The millions who have nothing for our pay?
For all the dreams we've dreamed
And all the songs we've sung
And all the hopes we've held
And all the flags we've hung,
The millions who have nothing for our pay--
Except the dream that's almost dead today.
O, let America be America again--
The land that never has been yet--
And yet must be--the land where every man is free.
The land that's mine--the poor man's, Indian's, Negro's, ME--
Who made America,
Whose sweat and blood, whose faith and pain,
Whose hand at the foundry, whose plow in the rain,
Must bring back our mighty dream again.

32. We Wear the Mask
Paul Dunbar
We wear the mask that grins and lies, It hides our cheeks and shades our eyes,-- This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties. Why should the world be over wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask!

38. Agenda 3/30/17 HW: Book of Knowledge Packet Due on Monday 4/3
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.13A) describe roles and responsibilities of citizens in various contemporary societies, including the United States.
(6.13B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(6.14A) identify and explain the duty of civic participation in societies with representative governments.
(6.14B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
Language Objective: Students will look at different actions taken during the civil rights movement and how the United States society reacted to those actions.
Civil Rights Book of Knowledge
Civil Rights History Walk: Stations 3 and 4 – Civil Rights Actions and Civil Rights Reactions
HW: Book of Knowledge Packet Due on Monday 4/3

39. Agenda 3/31/17 HW: Book of Knowledge Packet Due on Monday 4/3
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.13A) describe roles and responsibilities of citizens in various contemporary societies, including the United States.
(6.13B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(6.14A) identify and explain the duty of civic participation in societies with representative governments.
(6.14B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
Language Objective: Students will look at different actions taken during the civil rights movement and how the United States society reacted to those actions.
Civil Rights Book of Knowledge
Civil Rights History Walk: Stations 5 and 6 – Civil Rights Actions and Civil Rights Reactions
Closing Thought: What are 3 things that you learned today about the Civil Rights Movement?
HW: Book of Knowledge Packet Due on Monday 4/3