Entering

C 0 – no talking, silent
Materials:​
H Raise your hand (questions)

- Cornell
Independent work
A
Go to assigned seat with no detour (No W.C. at this
M turn cell phone into the basket
time), Write in
Notes
planner

P Take out materials, working on Primary

Source

S You are quiet and ready to learn!

 Unit 5

Concept: The Struggle for Equality

Essential Question: What barriers did people break in history to
achieve greater equality in America?  As a result, has equality and
harmony in the USA become a reality, or has it remained a dream?
 Agenda Unit 2

Essential Question
● Review Plan What barriers did people break in history
● Lecture on TSW 5 to achieve greater equality in America?  As
a result, has equality and harmony in the
● Thesis Statement USA become a reality, or has it remained a
dream?
● Primary Sources Concept
The Struggle for Equality
● Check Plan
● Exit Routine Unit Theme
Breaking Barriers

Reminders:
Step 4 NHD due 12/12 (A/C) 12/13 (H)
 TSWs Statement

TSW 1 All students

TSW 2 I can identify the notions of liberty and equality that were held by early
republican figures. p. 116-125, 137-193 

TSW 3 I can evaluate the impact that the expansion of American liberties had on the
sovereignty and livelihood of the Native American people. p. 208-229, 251-255,
454-464 

TSW 4 I can assess the institutionalization of slavery in the US Constitution and its

impact on the American conscience.  p. 137-193, 313-321, 342-451, 579-585 

TSWS TSW 5 I can analyze the separate but equal doctrine’s effect on race relations and the
greater sense of equality of African Americans in the 20th century. p. 585-586,
1054-1085 

TSW 6 I can describe the four virtues of the cult of true womanhood and their impact on
the evolving role that women have played in American history. p. 322-335, 591-
589, 1096-1115 
In each of these TSWs we
TSW 7 I can outline the transformation of America’s racial and ethnic profile. p. 584-589,
can see Barriers being 1096-1115  
broken TSW 8 I can outline the movements throughout American history that have contributed to
a greater sense of equality for Native Americans, African Americans, women, and
minorities. p. 302-339, 566-615, 740-747, 799-804, 1054-1115 
 TSWs Statement

TSW 1 All students

TSW 2 Michael and Sophia

TSW 3 Mr. Potson

TSW 4 Max and Jack

TSW 5 Mr. Potson

A PERIOD
TSW 6 Jerry and Ian

TSW 7 Kush and Tiff

TSW 8 Haneol and Jovian

In each of these TSWs we
can see Barriers being
broken
 TSWs Statement

TSW 1 All students

TSW 2 Mr. Potson

TSW 3 Rebecca and Maya

TSW 4 Kaleb

TSW 5 Steven and Nikita

C PERIOD
TSW 6 Mr. Potson

TSW 7 Tim and Kevin

TSW 8 Mr. Potson

In each of these TSWs we
can see Barriers being
broken
 TSWs Statement

TSW 1 All students

TSW 2 Mr. Potson

TSW 3 Mr. Potson

TSW 4 Lois and Samuel

TSW 5 Jackie and Adi

H PERIOD
TSW 6 Hellen, Julia, and Sam

TSW 7 Illana and Peter

TSW 8 Mr. Potson

In each of these TSWs we
can see Barriers being
broken
Cornell Notes
Expectations
1. Topic, Name, Class, Date,
Essential Question
2. Notes
3. Annotations following
guide
4. Costa Questions – Level 1,
Level 2 (remember the
question needs to be next
to the ANSWER)
5. Summary – Answer the
E.Q.
 Mini-Lesson
Objective

TSW #5 analyze the separate but equal doctrine’s effect on

race relations and the greater sense of equality of African
Americans in the 20th century

Essential Question
What barriers did the separate but equal doctrine place
on African Americans and what steps did they take to
break those barriers?
Plessy v Ferguson and Segregation: Crash
Course Black American History #21
Parts of the
video:
1. Introduction
2. Plessy v Ferguson
3. New Orleans
4. Supreme Court Case
5. Dissent
6. Conclusion
CIVIL RIGHTS MOVEMENT
 BROWN V BOARD OF EDUCATION

• In 1954 in Linda Brown’s family sued the

board of education in Topeka Kansas stating
that her right to an education was violated by
the separate but equal doctrine. White
school was 4 blocks away and the black
school was 21 blocks away
• Brought by the NAACP with Thurgood
Marshall leading the case.
• In a unanimous decision the court rule that
“separation was inherently unequal”
 SCHOOL
EXTERIORS
 SCHOOL
INTERIORS
 REACTIONS

• Immediate resistance came about – in some areas the KKK

reappeared
• Some states delay but in 1955 the Supreme Court ruled that
their decision needed to be implemented “with all deliberate
speed”
• Little Rock: In 1957 the National Guard need to escort 9 black
students into Little Rock Arkansas High School (1,000
paratroopers)
• Montgomery Bus Boycott: 1955 Rosa Parks was arrested for
violating the city of Montgomery Alabama’s segregated bus
policy. Dr. Martin Luther King Jr. and the Southern Christian
Leadership Conference (SCLC) led a protest for 381 days
• Lunch Counter Sit-ins: Groups like SNCC (Student Non-
Violent Coordinating Committee) held sit-ins at public
restaurants demanding the right to be served
 TRIUMPHS

• Despite horrible pushback Civil Rights Leaders

made outstanding progress.
• President Eisenhower and later Kennedy
ordered the enforcement of court orders
• The 1963 March on Washington for Jobs and
Freedom led to the passage of the 1964 Civil
Rights Act – banned discrimination in the
workplace, public accommodation, and
education
• The 1965 Voting Rights Act – eliminated voter
tests
• Civil Rights Act of 1968 – prohibited redlining
(the act of prohibiting the sale of property to
non-whites, strengthened antilynching laws
 TRAGEDY

1955 1963 1964

Lamar Smith – 1955 shot in public Medgar Evers – 1963 NAACP Rev. Bruce Klunder – 1964 crushed
while dozens watched. No leader killed by a sniper outside his to death by a bulldozer
conviction home

Emmett Till – 1955 14 YO boy on

vacation was beaten and tortured to Birmingham Church Bombing –
death 1963 killed four school age girls
1955 1963
 • Dr. Martin Luther King Jr. – leader of the Southern
Christian Leadership Conference. Most notable
contributions: peaceful protest (inspired by Mahatma
N O TA B L E C O N T R I B U TO R S Ghandhi) and the passage of the 1964 Civil Rights act.
Assassinated.
• Malcolm X – originally known as Malcolm Little. Leader
of the Nation of Islam – advocated for a separate society and
armed self-defense
• Black Panthers – fought to uplift the ghetto
 Review
2 Minutes to Review

Take 2 mintues to
review your notes with a
Peer

2 Minutes Annotation

See Guide to the Right

 Include: Summary
● Summary Should be 2-3 Sentences in
length. Answer the EQ:
● Fully answer the E.Q.

● Sentence starter: The barriers that the

separate but equal doctrine placed on
African Americans were ___________.
The steps that they took to break those
barriers were ___________.
What barriers did the
separate but equal doctrine
place on African Americans
and what steps did they
take to break those
barriers?
 Partner Work time.
1– only your partner hears you

C ​
Select Two:
• Draft Thesis
Partners raise hands; come work with

H teacher​ • Work on Primary

Sources
A Partner Work​
​

M
Bathroom with permission, supplies as
needed, always with partner​
Mr. Potson
• Work with Mr. Potson on
P Completing tasks, move to next task,
task focused​
revising your Unit 5
Thesis Statement.

S Assignments have been completed and

all partners have contributed​
 End of Class
NHD: Reminders:
Step 4: Research 12/12 (A/C) Break through to Winter Break!!
12/13 (H)
Make sure you are staying up to
All Steps Up to this point must Unit 5 date on all your assignments.
be finished
● Primary Sources next
class should be finished
● For TSWs 2-8 you need
to have your topic
selected by next class.
● Website due on 01/11
(A/C) 01/12 (H)