Saint Francis University

Education Department

Unit Plan: Race Relations and the Civil Rights Movement

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
Content Area: Civics/Social Studies
Grade Level: 9th
This unit of study begins with a lesson on Duties and Responsibilities of American Citizens. It is
through this lesson that we address the difference between a Duty and a Responsibility as well as
discuss how it is important for all Americans to respect and treat one another equally in an attempt
to make society a better place. This leads to the bigger part of the topic in that of Race Relations
and Civil Rights and how it is important to treat people fairly and equally. The topics explored
with the remainder of the unit include race relations after the Civil War and during the
reconstruction era, the Jim Crow Laws, the Doctrine of Separate but Equal and how the Supreme
Court cases of Plessy v. Ferguson influenced that doctrine. To end the unit the Civil Rights
Movement is covered and how it affected the United States and race relations up to today in
America.
 Standard-5.2.9. A
Contrast the rights and responsibilities of a citizen in a democracy with a citizen.

 Standard-5.1.9.C
Analyze the principles and ideals that shape United States government.

o Liberty/Freedom
o Democracy
o Justice
o Equality

 Standard-5.2.9. D
 Analyze citizen’s roles in the political process toward the attainment of goals for individual
and public good.

2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all students
will identify the issues and topics with race
relations from the 1860’s to 1960’s in the
United States. Students will learn about the
Reconstruction Era, the Jim Crow Laws, the
Doctrine of Separate but Equal, and the Civil
Rights Movement.

2a: Using guided notes, peer support, reading

activities, sorting activities, and various forms
of activities and assessment in order to reinforce
the topic of the unit plan.

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Jim Crow Laws- the name given to segregation laws in the South.
Duty
Segregation- the separation of blacks and whites in society.
Emancipation Proclamation
Separate but Equal- racially segregated but ostensibly ensuring equal opportunities to all races.
Grandfather Clause
Slavery- the practice or system of owning slaves.
Jim Crow Laws

Literacy

Poll Tax

Responsibility
Segregation

Separate but Equal

Slavery
3. Instructional Process - Domain III
Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications

Barriers to Access
Instructional Materials, Resources Assessment
Practices and Tools

 Text Reading  Question and  Flexible  Please Do  Low Reading  Two students
require being
 Note Taking Discussion Grouping Now/ Exit Level
made aware of
 Provide  Teaching  Social Studies Tickets  Attention to be
the next
students Examples/ Handouts  Unit Tests sustained
week’s lesson
opportunities Non-Examples  Google Slides  Virtual Day  Require
plans and
for students to  Informal  Peer and Assignments written and activities by
locate Observation of Instructor spoken
 Guided Notes the Friday of
information participation Assistance responses the week
from readings. and  Lesson Plan
before.
 Provide understanding Activity
 These students
opportunities based on body Readings and
also are to take
for self- language and Questions
tests in
exploration questions
separate
 Flexible asked.
classrooms.
Grouping
 Provide
vocabulary
instruction to
see, hear and
use key
 vocabulary and
ideas related to
the topic of the
unit.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
AAN This student requires being made  Not Applicable  Not Applicable
aware of the week’s lesson plans
and activities on Friday. He also
requires a testing accommodation
in which he takes the test in
another location.
BEL This student requires being made  Not Applicable  Not Applicable
aware of the week’s lesson plans
and activities on Friday. She also
requires a testing accommodation
in which she takes the test in
another location.