US History Reconstruction to the Present Study for End of Course Exam Topics 811 K Gonzalez Topics 1923 are due at the end of the period on Tuesday 123 Standard B6 Analyze the development of voting and civil rights for all groups in the United States following ID: 203237
Download Presentation The PPT/PDF document "ESL I" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
ESL IUS History (Reconstruction to the Present) Study for End of Course ExamTopics 8-11
K. GonzalezSlide2
Topics 19-23 are due at the end of the period on Tuesday 12/3Slide3
Standard:B.6 Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:a. Intent and impact of the 13th
, 14
th
and 15
th Amendments to the constitution (B.1)b. segregation as enforced by Jim Crow laws following reconstruction (B.1)
Objectives:
Students will recall and understand the Reconstruction Amendments and their relationship to the Jim Crow laws.Note: This topic was covered in earlier slides.
Topic 19:Civil RightsSlide4
Standard:B.6 Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:b. segregation as enforced by Jim Crow
laws
following reconstruction (B.1)
Objectives:
Students will understand how segregation was enforced using the Jim Crow laws.
Note: This topic was covered in earlier slides.
Topic 20:Civil RightsSlide5
Standard:B.6 Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:c. key court cases (Examples:
Plessy
v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade)
Objectives:
Students will recall the details of and understand the implications of key court cases
related to civil rights.
Topic 21:Civil RightsSlide6
Watch the following video clips about civil rights in the United States.http://www.history.com/topics/malcolm-x/videos#malcolm-xhttp
://
www.history.com/topics/civil-rights-movement/videos#separate-but-not-equal
http
://
www.history.com/topics/civil-rights-movement/videos#civil-rights-act-of-1964
http://www.history.com/topics/civil-rights-movement/videos#voting-rights-billSlide7
Plessy v. FergusonYear:Plaintiff:Defendant:Issue:
Outcome and implications:
Make an index study
c
ard for:Slide8
Brown v. Board of Education of TopekaYear:Plaintiff:Defendant:Issue: Outcome and implications:
Make an index study
c
ard for:Slide9
Roe v. WadeYear:Plaintiff:Defendant:Issue: Outcome and implications:
Make an index study
c
ard for:Slide10
Standard:B.6 Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:d. roles and methods of
civil
rights advocates (examples: Martin
Luther
King, Jr., Malcom X, Rosa Parks, Russell Means, Cesar Chaves)
Objectives:
Students will recognize the roles of important civil rights advocates.Topic 22:Civil RightsSlide11
Martin Luther King, Jr. Choose the correct description and record it on your study card.Most famous and effective African American civil rights activist of the 1960’s. He advocated non-violent protest.
Controversial African-American leader who advocated black superiority, separation from whites, and armed self-defense. Was a student of the Nation of Islam (Black Muslim).
African American woman who protested segregation by refusing to be seated at the back of the bus. Her action began a highly visual, peaceful protest against segregation.
A leader of the American Indian Movement (AIM). He protested the breaking of treaties by the American Government (1970s).
Latin American who fought for Mexican-American rights in the 70’s. He led the Farm Workers Movement.
Make an index study
c
ard for:Slide12
Malcolm XChoose the correct description and record it on your study card.Most famous and effective African American civil rights activist of the 1960’s. He advocated non-violent protest.
Controversial African-American leader who advocated black superiority, separation from whites, and armed self-defense. Was a student of the Nation of Islam (Black Muslim).
African American woman who protested segregation by refusing to be seated at the back of the bus. Her action began a highly visual, peaceful protest against segregation.
A leader of the American Indian Movement (AIM). He protested the breaking of treaties by the American Government (1970s).
Latin American who fought for Mexican-American rights in the 70’s. He led the Farm Workers Movement.
Make an index study
c
ard for:Slide13
Rosa ParksChoose the correct description and record it on your study card.Most famous and effective African American civil rights activist of the 1960’s. He advocated non-violent protest.
Controversial African-American leader who advocated black superiority, separation from whites, and armed self-defense. Was a student of the Nation of Islam (Black Muslim).
African American woman who protested segregation by refusing to be seated at the back of the bus. Her action began a highly visual, peaceful protest against segregation.
A leader of the American Indian Movement (AIM). He protested the breaking of treaties by the American Government (1970s).
Latin American who fought for Mexican-American rights in the 70’s. He led the Farm Workers Movement.
Make an index study
c
ard for:Slide14
Russell MeansChoose the correct description and record it on your study card.Most famous and effective African American civil rights activist of the 1960’s. He advocated non-violent protest.
Controversial African-American leader who advocated black superiority, separation from whites, and armed self-defense. Was a student of the Nation of Islam (Black Muslim).
African American woman who protested segregation by refusing to be seated at the back of the bus. Her action began a highly visual, peaceful protest against segregation.
A leader of the American Indian Movement (AIM). He protested the breaking of treaties by the American Government (1970s).
Latin American who fought for Mexican-American rights in the 70’s. He led the Farm Workers Movement.
Make an index study
c
ard for:Slide15
Cesar ChavezChoose the correct description and record it on your study card.Most famous and effective African American civil rights activist of the 1960’s. He advocated non-violent protest.
Controversial African-American leader who advocated black superiority, separation from whites, and armed self-defense. Was a student of the Nation of Islam (Black Muslim).
African American woman who protested segregation by refusing to be seated at the back of the bus. Her action began a highly visual, peaceful protest against segregation.
A leader of the American Indian Movement (AIM). He protested the breaking of treaties by the American Government (1970s).
Latin American who fought for Mexican-American rights in the 70’s. He led the Farm Workers Movement.
Make an index study
c
ard for:Slide16
Standard:B.6 Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include the following:e. the passage and effect of the voting rights
legislation
on minorities (
Examples
: 19th amendment, role of Arizona supreme court decision on Native Americans, their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding Native American voting rights, such as New Mexico, 1962m 1964 Civil Rights act, Voting Act of 1965, 24
th Amendment)
Objectives: Students will recall and describe landmark voting rights legislation for minorities.
Topic 23:Civil RightsSlide17
DisenfranchisementRecord definition as it relates to voting rights.
Make an index study
c
ard for:Slide18
19th AmendmentChoose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 1965. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide19
Civil Rights Act of _____Choose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 1965. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide20
Voting Rights Act of _____Choose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 1965. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide21
24th AmendmentChoose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 1965. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide22
Native Americans(and civil rights)Choose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 19665. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide23
19th AmendmentChoose the correct description and record it on your study card.
This group was not fully enfranchised in New Mexico until 1962.
A 1964 law that banned discrimination on the basis of race, sex, national origin, or religion in public places and most work places.
This was enacted in 1965. It had several important provisions, including doing away with devices such as literacy tests. It also put an end to a state’s claim on whether or not Native Americans could vote.
The banned poll taxes as a requirement to vote.
This granted women’s suffrage.
Make an index study
c
ard for:Slide24
Standard:9-12 1-B.7 Analyze the impact of World War II and the cold war on United States’ foreign and domestic policy, to include the following:a. origins, dynamics and consequences of cold ear tensions between the United States and the Soviet Union
Objectives:
Topic 24: WW II and the Cold War