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
