March on Washington: Role Models for Today?
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March on Washington: Role Models for Today?

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    • Preview of March_on_Washington--_LEADERS_AND_ORGANIZERS_OF_1963_MARCH_ON_WASHINGTON--Klug_rg.docx - page 1
      Subject Social Studies — US History
      Grade Level Grades 9-12
      Resource Type Lesson Plan
      Standards Alignment
      Common Core State Standards
      License

      Attribution Non-commercial ShareAlike

      CC (BY-NC-SA)

      About This Lesson

      Are the leaders and the organizers of the March on Washington for Jobs and Freedom, an important milestone in winning full right for African-Americans, role models for us today? Research the contributions and qualities of A. Philip Randolph, Bayard Rustin, Norman Hill and Rachelle Horowitz. Written by Anthony Klug.

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      March_on_Washington--_LEADERS_AND_ORGANIZERS_OF_1963_MARCH_ON_WASHINGTON--Klug_rg.docx

      Lesson Plan
      February 13, 2020
      178.24 KB
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      Standards

      Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
      Read More About CCSS.ELA-Literacy.RH.9-10.1
      Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
      Read More About CCSS.ELA-Literacy.RH.9-10.2
      Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
      Read More About CCSS.ELA-Literacy.RH.9-10.3
      Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
      Read More About CCSS.ELA-Literacy.RH.9-10.4
      Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
      Read More About CCSS.ELA-Literacy.RH.9-10.5
      Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      Read More About CCSS.ELA-Literacy.RH.9-10.6
      Assess the extent to which the reasoning and evidence in a text support the author’s claims.
      Read More About CCSS.ELA-Literacy.RH.9-10.8
      Compare and contrast treatments of the same topic in several primary and secondary sources.
      Read More About CCSS.ELA-Literacy.RH.9-10.9
      By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RH.9-10.10
      Draw evidence from informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.WHST.9-10.9
      Write arguments focused on discipline-specific content.
      Read More About CCSS.ELA-Literacy.WHST.9-10.1
      Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
      Read More About CCSS.ELA-Literacy.WHST.9-10.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.WHST.9-10.4
      Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
      Read More About CCSS.ELA-Literacy.RH.11-12.1
      Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
      Read More About CCSS.ELA-Literacy.RH.11-12.2
      Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RH.11-12.3
      Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RH.11-12.4
      Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
      Read More About CCSS.ELA-Literacy.RH.11-12.5
      Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
      Read More About CCSS.ELA-Literacy.RH.11-12.6
      Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
      Read More About CCSS.ELA-Literacy.RH.11-12.8
      Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
      Read More About CCSS.ELA-Literacy.RH.11-12.9
      By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
      Read More About CCSS.ELA-Literacy.RH.11-12.10
      Write arguments focused on discipline-specific content.
      Read More About CCSS.ELA-Literacy.WHST.11-12.1
      Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
      Read More About CCSS.ELA-Literacy.WHST.11-12.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.WHST.11-12.4
      Draw evidence from informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.WHST.11-12.9

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