Unit Map & Lesson Plan Sequence 

Course   Unit (Learning Segment) / days  Instructor (Clinical Intern)  Dates 

American History II  The Rise of 1950 and 1960 Social Movements: 8  Zoey Hanson   
Days 
Unit Objectives (“Students will be able to…”) 
-Know-   -Do-   -Understand – 
Students will be able to identify various social  Students will be able to analyze primary and  Students will be able to analyze how the concept of 
movements from the 1950s and 1960s, and what effect  secondary sources with which they will be able to  the American Dream affected social movements 
they had on American society.  identify various perspectives pertaining to the issues  from the 1950s and 1960s. 
of each social movement. 
 
Unit Essential Question (UEQ) or  What is the definition of "American Dream"?  
Learning Objective (ULO) 
Unit Concepts - Themes  ● Equal rights  ● The American Dream   ● Domestic/Foreign Policy 
Essential Standard(s)   Content Standards  Skills Standards 

● AH2.H.4: Analyze how conflict and compromise have shaped  ● AH2.H.1: Apply the four interconnected dimensions of 
politics, economics and culture in the United States.  historical thinking to the American History Essential 
Standards in order to understand the creation and 
● AH2.H.7: Understand the impact of war on American  development of the United States over time. 
politics, economics, society and culture. 
● AH2.H.1.1 Use Chronological Thinking to: 
● AH2.H.8: Analyze the relationship between progress, crisis  1. Identify the structure of a historical narrative or 
and the “American Dream” within the United States.  story: (its beginning, middle and end) 
2. Interpret data presented in time lines and create 
timelines 

● AH2.H.1.2 Use Historical Comprehension to: 

1. Reconstruct the literal meaning of a historical passage 
2. Differentiate between historical facts and historical 
interpretations 
3. Analyze data in historical maps 
4. Analyze visual, literary and musical sources 

● AH2.H.1.3 Use Historical Analysis and Interpretation to: 

1. Identify issues and problems in the past 
2. Consider multiple perspectives of various 
peoples in the past. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 3. Analyze cause-and-effect relationships and 
multiple causation. 
4. Evaluate competing historical narratives and 
debates among historians. 
5. Evaluate the influence of the past on 
contemporary issues. 

● AH2.H.1.4 Use Historical Research to: 

1. Formulate historical questions 
2. Obtain historical data from a variety of sources 
3. Support interpretations with historical 
evidence 
4. Construct analytical essays using historical 
evidence to support arguments. 

LESSON 1  LESSON 2  LESSON 3  LESSON 4  LESSON 5 

The Beginning of Social Movements:  Intro to the Civil Rights  The Civil Rights Movement: 2  The Anti-War Movement: 2  Other Social Movements 
1Day  Movement: 2 Day  Days  Days  (Feminist, Gay Liberation, 
Native American Chicano, 
Environmental): 1 Day 
Lesson Essential Question (LEQ)  LEQ / LLO  LEQ / LLO  LEQ/ LLO  LEQ/ LLO 
or Learning Objective (LLO) 
Why did social movements, such as,  What were the goals of the  What does a good protest  Is there such a thing as a  How did social movements of 
Civil Rights and the Feminist  Civil Rights Movement?  movement look like?   moral war?  the 1960s shape and change 
Movement, emerge out of the  the meaning of the American 
1950s?  Dream? 
Social Studies Vocabulary  Social Studies Vocabulary  Social Studies Vocabulary  Social Studies Vocabulary  Social Studies Vocabulary 

1. Segregation  1. Segregation  1. Militantism  1. Counterculture  1. Chicano 

2. Integration  2. Social Norms  2. Feminism 
2. Post-war economy 
3. Non-Violence  3. Criminalization 
3. Consumerism 
History Content: Key People /  Key People /Places / Events  Key People /Places / Events /  Key People /Places / Events /  Key People / Places / Events / 
Places / Events / Terms  /Terms  Terms  Terms  Terms 

1. Levittowns  1. "Law and order"  1. Malcolm X  1. The Vietnam War  1. National Indian Youth 
2. Rosa Parks  2. John F Kennedy  2. Mai Lai  Council 
2. Suburbs 
3. Montgomery Bus Boycott  3. Birmingham Campaign  3. Hippies  2. Red Power Movement/ 
3. The GI Bill  4. KKK  4. Police Brutality  4. Woodstock  American Indian 
4. "Separate but equal"  5. Martin Luther King Jr  5. March on Washington  5. Conservative opposition  Movement 
5. Plessy V Ferguson  6. NAACP  6. I Have A Dream speech  6. Recreational drug use   3. Occupation of Alcatraz 
7. LBJ  7. Idealism 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

6. Emmett Till  7. Brown V Board of  8. Civil Rights Act of 1964  8. Rock and Roll  4. Mexican American Political 
7. The Baby Boom  Education  9. Black Panthers  9. Vietnam Veterans Against  Association and UFWA 
8. Little Rock 9  10. Nation of Islam  the War  5. Cesar Chavez 
8. 1950s Gender norms 
9. Civil Rights Act of 1957  11. Freedom Summer  10. LBJ  6. Feminist Movement of the 
9. Brown v Board of Education  12. Watts Riots  11. Richard Nixon  60s and 70s 
10. Jim Crow 
  12. Pentagon Papers  7. Womens' Strike for 
11. Emmett Till 
13. Journalism and media  Equality 
12. SNCC  during Vietnam  8. Equal Rights Amendment 
13. Sit-ins  14. 1968 DNC  9. Rachel Carson's S​ ilent 
14. Freedom Rides    Spring 
10. The First Earth Day 
11. Environmental Protection 
Agency 
12. Stonewall Inn Riots 
13. LGBT movement of the 
60s and 70s 
Unit Assessment  I am obviously optimistic that all of this content can be covered in eight days. I believe however, all listed content contributes 
  to student understanding of the "American Dream" and what that means for different minority groups during the social 
movements of the 1960s and early 1970s. For my end-of unit or summative assessment I would like students to take an 
end-of-unit test. This test would most likely utilize an objective portion with multiple choice, true/false, and/or matching 
questions. It will also have short responses that require students to recall what they have learned. This will require students to 
apply what they have learned over the eight days. One of these questions would most likely ask students to explain how these 
movements changed American culture and the meaning of the American Dream. This requires students to directly answer the 
UEQ using new content and mastery.  
 
Edits: The first part of my unit map required me to move some things around. I had included standards in the think/do/understand section so
my first step was to delete those. I then needed to expand the skill standards. I had summarized the standard into one sentence and needed to
be more specific. The second aspect of the unit map I needed to almost completely redo. When originally doing the assignment my eyes
skipped over the first column. Because of this, I had only completed lessons 2 through 5. Only after feedback, was I made aware of this
mistake. This required me to come up with another lesson. Thankfully, there was also feedback that Civil Rights would be hard to cover in
one lesson. This allowed me to expand Civil Rights to fill that empty spot in my unit plan. I also had to rearrange vocabulary and terms to fit
these changes. Lastly, I had to rework my unit assessment. Originally, I had a written assignment, however, feedback suggested it was too
centered around modern movements than the movements being taught. Because of this feedback, I decided the best option was to rework my
ideas into a traditional end-of-unit test.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020