AIG SOCIAL STUDIES AGENDA LESSON 0 RULES PROCEDURES

AIG SOCIAL STUDIES

AGENDA LESSON 0: RULES, PROCEDURES, AND EXPECTATIONS Learning Activity Summarizer A Interactive Lecture on Rules and Procedures Different Words – Rewrite for a younger student B Observe power point on class activities Key Word – Create an acrostic for two class activities Culminating Select three situations below and create complete rules and procedures for Assignment each. Situation Your Role Other people involved 1. Grand opening of a new mall Mall Owner Potential new customers 2. Swimming pool during summer Lifeguard Swimmers of all experience levels 3. A zombie apocalypse, located Survivor here at Carrington Zombies, and a few human survivors 4. Presidential debate Presidential candidates, media, audience Moderator 5. New colony in America in the Colonial Governor year 1500 Colonists, a variety of Native American tribes

Agenda – AIG LESSON 1: Intro to Historical Thinking/ Geography of North Carolina Learning Activity A - Vocab Rewrite Key Vocabulary from booklet p. 4 into your Analogy for each term own words B – Historical Close Reading of the booklet pp. 5 - 7 Thinking C - Nacirema D – NC regions and tribes Culminating Assignment Summarizer $2. 00 summary ($0. 05/word) Read pp. 8 – 10 of the booklet, analyze using Cartoon summary historical thinking, answer discussion questions Close Reading of pp. 17 – 20 of the booklet, create One mnemonic for NC regions compare/contrast graphic organizers for all NC and one for tribes regions and tribes Link the terms and concepts you have learned in this lesson together by creating a unified graphic organizer that answers the Essential Question: How do geographical and physical features determine a person’s way of life?

Agenda – AIG LESSON 2: Intro to Historical Thinking/ Geography of North Carolina Learning Activity Summarizer A –Columbus Readings Read the three excerpts on Columbus and analyze using the five parts of historical thinking. Cartoon summary for each excerpt. B – European motivation Close Reading of the booklet pp. 11 – 16 and answer questions on p. 11 $2. 00 summary ($0. 05/word) OR Graphic Organizer of Explorers C – Lost Colony Read p. 23 of the booklet, write a 100 -word short story using plot elements Cartoon summary D – Colony Selection Simulation Read handout, meet with your group, and as a group select the colonists needed to successfully found a colony in the New World. Culminating Assignment One word summary – Select one word to summarize the activity, then explain why you chose that word Using the information in the activities above, create a graphic organizer comparing/contrasting Native and European attitudes towards nature, religious beliefs, and actions towards outsiders. Then use this graphic organizer to reach a conclusion as to the source of conflict between the two peoples in the context of the Essential Question: How did European exploration cause changes in the New World?

Agenda – AIG LESSON 3: Intro to Historical Thinking/Geography of North Carolina Learning Activity Summarizer A – 13 Colonies Read 13 Colonies handout Complete graphic organizer B – Tuscarora War Read Tuscarora War handout and answer discussion questions Key Word (acrostic): Tuscarora C – Blackbeard Read the pirates handout Wanted Poster of one famous N. C. pirate AND one of a former teacher D – Bacon, Cary, and Culpeper Rebellions, Regulator Movement Culminating Assignment Read rebellions handout • perform in-class skit of the Bacon rebellion • Read Cary and Culpeper rebellions with a partner or small group One word summary – Select one word to summarize each rebellion, then explain why you chose that word Using the information in the activities above, create a graphic organizer of human and environmental interaction during this time period. Then use this graphic organizer to answer the Essential Question: How did human and environmental interaction affect the quality of life within the three colonial regions?

AGENDA – AIG LESSON 4: ROAD TO REVOLUTION A –French and Indian War B – Tax Acts Learning Activity Summarizer Read pp. 22 – 25 on the French and Indian War and answer discussion questions. Read Tax Acts handout Complete graphic organizer (bar graph comparing/contrasting English/French populations) Cut out the tax act slides and categorize the Acts into legitimate and illegitimate, with justifications for each categorization. Create a poster that shows a true depiction of the Boston Massacre or an accurate Edenton Tea Party invitation. C – Boston Massacre, Boston and Edenton Tea Parties D – Declaration of Independence Read the Boston Massacre and Boston and Edenton Tea Parties handout and answer discussion questions. Culminating Assignment Using the information in the activities above, create a cause and effect graphic organizer. Then use this graphic organizer to answer the Essential Question: How did the different major events before the Revolutionary War contribute to that Read Declaration of Independence handout and answer discussion questions. In your own words – rewrite and summarize the Declaration into a single paragraph.

AGENDA – AIG LESSON 5: THE REVOLUTIONARY WAR Learning Activity Summarizer A– Vocabulary Read vocabulary list on Revolutionary War handout and rewrite into your own words. Analogy - ___ is like ___ because ___. B –Women and Minorities C– Important Events D– Important Battles E –Founding Documents Close Read of Women and Minorities in the Revolutionary War ABC Review F – N. C. ’s contribution s Stations activity – for each station, read the station information Create a graphic organizer (timeline) of the important events, write a one sentence summary per event. Add the important battles to the graphic Stations activity – for each station, read the organizer (timeline) of the important events. station information Write a one sentence summary per battle. Read pp. 30 – 32 in the Unit 1 Booklet on various Point of View – In a paragraph or more, founding documents and answer D. Q. analyze each document from the POV of the British Close reading of pp. 33 – 38 of the Unit 1 Booklet, Create a graphic organizer for the appropriate and analyze: text structure, identifying: • Text structures and identify signal words • Main Ideas with two supporting details • Previously listed vocabulary words to add to their and then using the graphic organizer to write a lesson vocabulary One Word summary with explanation about the close reading text. G – Leaders Read about any two war leaders Acrostic of Leadership Culminating Assignment Create a Venn diagram comparing and contrasting the major battles/events of the Revolutionary War with NC’s contributions to the Revolutionary War. Using your graphic organizer above, write a

AGENDA – AIG UNIT 1 LESSON 6: FOUNDING DOCS, GOVERNMENT A– Vocabulary Learning Activity Summarizer Define the following terms: anti-federalist, articles, bills, branches, confederation, convention, federalist, limited government, merits, resolves, rights, union Read excerpts from Federalist Paper #10 and determine the central ideas, citing specific examples from the document. Read pp. 51 – 52 of the Unit 1 Booklet, and answer D. Q. s Analogy - ___ is like ___ because ___. B– Rewrite the topic for a 5 th grade student. Federalist Papers C– Articles G. O. comparing and contrasting the of differences between the Federalists and Anti. Confederati Federalists on the central ideas of the on Federalist Papers. D– Simulation and D. Q. s. During: One Word written summary with verbal Constitution explanation. al After: Letter to Absent Student Convention E –Bill of Close read pp. 54 – 57 of the Unit 1 Booklet on Acrostic of the word, Rights the Bill of Rights. Analyze several Bill of Rights scenarios, and create three of your own scenarios. F – Three Read pp. 49 – 50 of the Unit 1 Booklet and answer Cartoon Branches of discussion questions. Government Culminating Create a Venn diagram comparing and contrasting the Articles of Confederation government with Assignment the government under the U. S. Constitution (and Bill of Rights). Using your graphic organizer above, assess which of the two governments, based on their

AGENDA – AIG UNIT 2, LESSON 1 (LESSON 7) A– Vocabulary B –N. C. in the New Nation C– Chief John Ross’ letter D– Jacksonian Democracy E –War of 1812 Culminating Assignment Learning Activity Summarizer Rewrite the vocabulary on p. 3 of the Unit 2 Booklet: New Republic and Westward Expansion into your own words. Read pp. 4 – 5 in the Unit 2 Booklet and analyze using the 5 parts of Historical Thinking. Analogy - ___ is like ___ because ___. Close Read pp. 32 – 33 in the Unit 2 Booklet and answer the D. Q. $2. 00 summary ($0. 05/word) Read pp. 6 – 7 in the Unit 2 Booklet and answer the D. Q. One Word summary with explanation Read pp. 8 – 11 in the Unit 2 Booklet and answer D. Q. Acrostic of the word, War. Rewrite the topic for an average 5 th grade student. Create a graphic organizer that describes how each of the activities above deals with the concept of human migration and the development (politically, economically, socially) of both North Carolina and the United States. Using your graphic organizer above, answer the Essential Question: How did migration impact the development of the western United States and North Carolina?

AGENDA – AIG UNIT 2, LESSON 2 (LESSON 8) Learning Activity Summarizer A –Manifest Destiny Read pp. 12 – 13 in the Unit 2 Booklet Rewrite three themes of Manifest Destiny into the common vernacular B –Lewis and Clark Expedition Read pp. 14 – 18 in the Unit 2 Booklet and answer Create a sequence G. O. of Louisiana Territory the D. Q. s control and overlay the rationale for each power’s acquisition of the territory. C– Gold Rushes D – Oregon Trail Culminating Assignment Synthesize three unique journal entries from the same historical time period from multiple POV. Read the gold rushes packet (NC and CA) and Synthesize your own social media post answer the D. Q. s answering the D. Q. s using the provided vocabulary terms. Using the following link, play the Oregon Trail Write a social media-style summary of the game! activity, complete with appropriate hashtags. https: //archive. org/details/msdos_Oregon_Trail_T Include the logistical, geographical, and he_1990 human barriers faced by the pioneers on the trail. Create a graphic organizer that demonstrates how parts B, C, and D all exemplify Manifest Destiny. Using your graphic organizer above, make a claim-evidence connection that answers the Essential Question: Was Manifest Destiny an overall good ideology for the United States to subscribe to?

AGENDA – AIG UNIT 2, LESSON 3 (LESSON 9) Learning Activity Summarizer A –Indian Read p. 31 in the New Republic and Westward Removal Act Expansion booklet (NRWE). Cartoon addressing each of the eight points of the Indian Removal Act B– Economic motivation for Indian Removal & Trail of Tears; Andrew Jackson’s letter C– Trail of Tears Create a 30 to 60 second commercial advertising the economic benefits of acquiring Cherokee land, coupled with Andrew Jackson’s letter addressing the Cherokee people. Three options for this summarizer – 1) A written description of the commercial; or 2) An actual Power. Point or Video commercial (extra credit); or 3) A skit performed in class. Culminating Assignment Reread warm-up on Andrew Jackson’s letter to the Cherokee. Read pp. 20 – 24 in NRWE and answer discussion questions. Read pp. 34 – 35 in NRWE, watch the video clip Point of View – Recount the Trail of Tears (Length – 5: 24), and answer discussion questions. from the P. O. V. of the Cherokee as well as the American settlers. Create a graphic organizer of what was said versus what was done in the Indian Removal Act, then connect both to the effect on the Cherokee and other Native Americans. Using your graphic organizer above, make a claim on the legal and ethical decisions made by the U. S. government and the (spurious) Cherokee delegation, and then provide evidence from the lesson to support your claim.

AGENDA – AIG UNIT 2, LESSON 4 (LESSON 10) Learning Activity A–Texas and the Mexican. American War B–Growing Sectionalis m C–Slavery and Compromis es Culminating Assignment Summarizer Read pp. 38 – 40 of the New Republic and Create a bar graphic of the relative army sizes Westward Expansion (NRWE) booklet and answer of the two nations throughout the war. the discussion questions. Read pp. 41 – 43 of the NRWE Booklet and answer discussion questions. In your $2. 00 summary ($0. 05/word), explain how growing sectionalism is rooted in the geographical history of the original 13 Colonies. Read pp. 44 – 50 of the NRWE Booklet and • Do a cartoon summary of the Dred Scott answer discussion questions. case. • Create a graphic organizer comparing/contrasting the Compromise of 1850 with the Kansas-Nebraska Act with regards to the issues of slavery and organizing new territory admitted into the United States. The Essential Question is: How did westward expansion of the United States create conflict? You are to answer this essential question in essay format, with the following requirements: 1. Make one or more claims that answer the Essential Question. 2. Cite at least four different sources to back up your claim(s), including one relevant quote for each source cited. 3. Spelling and grammar matter. You will lose one point for every spelling error and every

AGENDA – AIG UNIT 3, LESSON 1 (LESSON 11) Learning Activity Summarizer A – Other Read p. 13 of the Civil War Booklet (CWB) Create a graphic organizer combining these causes Causes of and answer DQs. Read Turner, Brown, with the prior causes we studied from Unit 2. Include a the Civil War and Abolitionism packet and answer DQs. claim for how each cause contributed to the coming Civil War. B – Mapping Color code the different sections of the On your map and for each section of the U. S. , list the Civil War United States on your map handout during relative strengths and weaknesses of each (see the Civil War era. OPTIONAL C– Read pp. 15 – 17 of the CWB and Beginning of complete definitions and discussion the Civil War questions. table on p. 15 of the CWB). OPTIONAL Given the material in the activity, make a claim as to which side had the greatest chance of winning and at least three different sources of evidence to support your claim. D– Emancipatio n Proclamatio n Culminating Assignment Assess the various factors Lincoln had to consider in issuing the Emancipation Proclamation (e. g. the war, border states, international response, etc. ) either in a One Word summary or via graphic organizer. Read p. 18 of the CWB and answer discussion questions. The Essential Question is: How might conflicts in values and beliefs lead to larger problems? You are to answer this essential question in essay format, with the following requirements: 1. Make one or more claims that answer the Essential Question. 2. Cite at least three different sources to back up your claim(s), including one relevant quote for each source cited. 3. Spelling and grammar matter. You will lose one point for every spelling error and every grammatical error. 4. There is no minimum word count, but you will be penalized if your essay fails to meet

AGENDA – AIG UNIT 3, LESSON 2 (LESSON 12) Learning Activity Summarizer A – The Undergroun d Railroad Observe slideshow on Underground Railroad site. B– Southern Secession Ordinances C - Battles of the Civil War Read two Southern Secession Ordinances Point of View – Create a series of short journal entries from the point of view of an escapee along the Underground Railroad and from a bounty hunter pursuing an escaped slave along the Underground Railroad. In a graphic organizer, compare/contrast both ordinances with the Declaration of Independence. Read pp. 21 – 29 of the CWB and answer discussion questions. Create a graphic organizer of the battles with the following topics: name, location, outcome, significance D – Leaders of the Civil War Read and describe each of the various Civil War leaders on p. 29 of the CWB. Research any one leader in the list provided and assess their effectiveness as a leader. You must determine how you will determine leader effectiveness. Culminating Assignment The Essential Question is: How did the Civil War impact the United States, socially, economically, and politically. Create a graphic organizer using material from Lessons 11 and 12 displaying this impact, then use that graphic organizer to assess the severity of impact, socially, economically, and politically. Justify your severity assessment with specific sources.

AGENDA – AIG UNIT 3, LESSON 3 (LESSON 13) A– Emancipatio n Proclamatio n vs. Gettysburg Address B– Aftermath of Lincoln’s Assassinati on Culminating Assignment (Project 3) Learning Activity Summarizer Read pp. 2 – 4 of the Unit 3 Booklet – Addendum (Addendum). In a graphic organizer, compare/contrast both speeches, then make a claim, supported by evidence, as to which was the more powerful and effective speech. As a class, we will assemble a list of unfamiliar terms, and then define them. Read pp. 5 – 9 of the Addendum. Make an inference as to Booth’s goal(s) in assassinating Lincoln, and then make a claim regarding the efficacy of that attack. Support both claims using adequate evidence. The Essential Question is: How did the Civil War impact the United States, socially, economically, and politically. Create a diorama answering this question through the lens of Lincoln’s life.

AGENDA – AIG UNIT 3, LESSON 4 (LESSON 14) A – Intro to the Reconstructi on B– Reconstructi on Plans and Amendments Learning Activity Summarizer 1) Read the definitions on p. 3 of the Reconstruction Booklet (RB) 2) Read p. 4 of the RB and answer discussion questions (DQ). Read RB 5 – 9 and answer DQs. Create an analogous cartoon with the same meaning and similar symbolism. Create a GO comparing/contrasting the three Reconstruction Plans. Create your own Reconstruction Plan (RB p. 10) C – Postwar Read RB 11 and answer DQs. South and Black Codes D – Jim Crow Read p. 13 – 14 of the RB Answer DQs. Create a graphic organizer (GO) comparing/contrasting the three Reconstruction Amendments (13 th, 14 th, 15 th) Create a graphic organizer (GO) comparing/contrasting the Jim Crow with the Black Codes. E – Literacy Test Read and take your Reconstruction-era Reflect on your literacy test (RB 14) and literacy test in the allotted time (RB 15 – 17) hypothesize its impact on African Americans. Culminating Assignment The Essential Question is: How did Southern society change as a result of the implementation of the Reconstruction and yet simultaneously stay the same? Write an essay that answers this Essential Question, with all the usual requirements, as well as specifically mentioning the expansion of rights for African Americans.

AGENDA – AIG UNIT 4, LESSON 1 (LESSON 15) Learning Activity Summarizer A – Intro to 1) Read the definitions on p. 3 of the Industrial the Gilded Revolution and Immigration Booklet (IRIB) Age B – Effects of Read IRIB 4 – 5 and answer DQs. Industry Create one cartoon panel that shows all the definitions, with in-picture explanations as needed. Create a GO comparing/contrasting the two effects of Industrialization. C– Read IRIB 6 - 7 and answer DQs. Regulating Big Business D – Child Read IRIB 8 – 10 and answer DQs. Labor Create a vertical integration chart of railroads Create a vertical integration chart of another item Mini-essay (50+ words), making a claim and citing evidence from the text. E– Inventions Culminating Assignment Read IRIB 11 Create GO denoting +/- of each invention Create Mind. Mup showing effects of each invention The Essential Question is: How did the Industrial Revolution impact American society? Write an essay that answers this Essential Question, with all the usual requirements.

AGENDA – AIG UNIT 4, LESSON 2 (LESSON 16) Learning Activity Summarizer A– Transcontine ntal Railroads and Robber Barons B – Societal Reactions to Immigration Read the Industrial Revolution and Immigration Booklet (IRIB) pp. 12 – 16 and answer DQs. As a class, we will do the Transcontinental Railroad Activity. Read IRIB 17 - 18 and answer DQs. Read IRIB 21 – 25 and answer DQs. 1. C – The Progressive Movement Read IRIB 26 – 33 and answer DQs. D– Communism and Capitalism Culminating Assignment Read IRIB 19 – 20 and answer DQs. Research online and in a graphic organizer compare/contrast a robber baron with a modern-day robber baron. Choose one of the following: 1. Interview multiple (5) immigrants and ask them their reason for immigrating into the U. S. 2. Research online and create a pie chart (or other graphic organizer) of the various reasons people immigrate into the U. S. , complete with percentages. 2. Research and Compare/Contrast the Chinese Exclusion Act with the modern-day Muslim Ban. 1. Make a claim as to the effectiveness of various progressive reform techniques, citing evidence to support your claim. 2. Compare/contrast the issues facing the Progressive Movement with today’s issues. Make a claim as to which political and economic system(s) is the best and back up your claim with multiple (2+) sources. The Essential Question is: How did the Industrial Revolution impact American society? Create a graphic organizer that compares and contrasts the major issues affecting the Industrial Revolution

AGENDA – AIG UNIT 5, LESSON 1 (LESSON 17) Learning Activity Summarizer A– Introduction and Expansionis m B – New Technologies Read the American Imperialism and WWI Booklet (AW) pp. 1 – 6 and answer DQs. ONE WORD SUMMARY for why the U. S. was expanding and for why the Spanish-American War was a prime example of such expansionism. Read AW pp. 7 – 9 For each new technology, make a determination on the effect the technology will have on the U. S. at a national level and an international level. Do so in a graphic organizer of your choice. C – WWI Read AW pp. 10 – 17 and answer DQs. Create a graphic organizer that lists the MAIN causes of WWI, as well as the Spanish-American War, Civil War, Mexican-American War, War of 1812, and the Revolutionary War. Culminating Assignment The Essential Questions are: 1. How did the expansionistic ideals of the United States’s affect the world? 2. How did WWI impact the U. S. , socially, economically, and politically? Using the information above, answer the two questions as succinctly as possible.

AGENDA – AIG UNIT 5, LESSON 2 (LESSON 18) Learning Activity Summarizer A– Introduction to Roaring 20 s & Harlem Renaissance B – Women’s Rights Movement Read the Roaring 20 s & Harlem Renaissance Booklet (RHR) p. 2 Cartoon summary for definitions Read RHR 6 – 11 and answer DQ. Create a graphic organizer detailing the different techniques women used to achieve suffrage and rate the effectiveness of each technique. C – African Americans in the early 1900 s D– Prohibition Read RHR 3 – 5 and answer DQ. Create a cause and effect graphic organizer showing the correlation between Jim Crow laws, the Great Migration, and the Harlem Renaissance. Read RHR 14– 17 and answer DQ. One word summary of the 18 th Amendment. Create a cause and effect graphic organizer of prohibition and the rise in organized crime. Culminating Assignment The Essential Question is: 1. How did the social, political, and economic changes of the 1920 s impact the US and NC? Create a cause-and-effect graphic organizer that answers the Essential Question.

AGENDA – AIG UNIT 5, LESSON 3 (LESSON 19) A – Causes of the Great Depression B– Economic Indicators C – Impact of the Great Depression and New Deal’s impact on the U. S. Culminating Assignment Learning Activity Summarizer Read the Great Depression and New Deal (GDND) Booklet 2 – 4 and answer discussion questions (DQ). Read GDND 5 – 7 and answer (DQ). One word summary with explanation. Read GDND 8 – 12 and complete the graphic organizer (GO). One word summary with explanation. Recipe for failure (of an economy). Use economic terms from GDND 5. Read GDND 13 – 14 and complete the GO. The Essential Question is: 1. What caused the Great Depression and how did the New Deal promote change? Create a cause-and-effect graphic organizer that answers the Essential Question.

AGENDA – AIG UNIT 5, LESSON 4 (LESSON 20) Learning Activity A – Prior Wars B– Propaganda Summarizer Read the WWII (W 2) One word summary with explanation. Booklet 2 – 3 and answer DQ and complete GO. Read W 2 8 – 10 and Mnemonic. answer DQ, complete GO, create poster. C– WWII Leaders Read W 2 4 – 5 and answer DQ. One word summary with explanation. D – WWII Read W 2 6 – 7, 11 – 15 and answer DQ 10 – 33. Letter to an absent student E – Japanese and African Americans F – Decision to Drop Atomic Bomb/Holoca ust Culminating Assignment Read W 2 15 – 16 and answer DQ. One word summary with explanation. Read W 2 17 and write speech. Letter to an absent student on the “twin horrors” of WWII. Watch Holocaust slides. The Essential Question is: 1. How did WWII affect the United States?

AGENDA – AIG UNIT 6, LESSON 1 (LESSON 21) A– Introduction and Vocabulary Learning Activity Summarizer Read the Cold War Booklet (CWB) 1 - 2. Cartoon summary of definitions. B – Causes of the Cold War Come up with an appropriate caption for the image on p. 1 of the CWB. Read CWB 3 – 5 and answer discussion questions (DQ). C– Containment Read CWB 9 – 10 and answer DQ. Culminating Assignment The Essential Question is: 1. How did the end of WWII lead to the Cold War? One word summary with explanation. Create a cause-and-effect graphic organizer that answers the Essential Question.

AGENDA – AIG UNIT 6, LESSON 2 (LESSON 22) Learning Activity Summarizer Read the Cold War Booklet (CWB) 24 – 27 and answer discussion questions (DQ). Read CWB 6 – 8 and answer discussion questions (DQ). Cartoon summary. C – Korean War Read CWB 11 – 12 and answer DQ. Recipe for a failed war. D– Mc. Carthyism Read CWB 13 – 14 and answer DQ. One word summary with explanation. E– Vietnam War Close read CWB 15 – 24 Letter to an absent. and answer DQ. A – Space Race B – Iron Curtain One word summary with explanation. F– Cuban Close read CWB 28– 32 One word summary with explanation. Missile Crisis and answer DQ. Culminating Assignment The Essential Question is: 1. Which major event in the Cold War had the biggest impact on the United States and the World? Write an essay (with all the usual requirements) that answers the essential question.

AGENDA – AIG UNIT 6, LESSON 3 (LESSON 23) Learning Activity Summarizer Read the Civil Rights Movement Booklet (CRM) 1 – 3 and answer discussion questions (DQ) Read CRM 4 – 7 and answer DQ. Cartoon summary of vocabulary. Read CRM 12 – 13 and answer DQ. One word summary with explanation. D – I have a Dream Close Read CRM 18 and answer DQ. One word summary with explanation. E– Montgomery Bus Boycott Read CRM 19 – 23 and answer DQ. Letter to an absent student. F– Greensboro Four Culminating Assignment Read CRM 24 – 25 and answer DQ. Letter to an absent student. A – Intro and Vocabulary B – Ordinary people during the CRM C – Emmett Till One word summary with explanation. The Essential Question is: 1. How did citizens change societal values during the Civil Rights Movement in the United States and North Carolina? Create a graphic organizer that compares/contrasts the different protest strategies used in the CRM and assess the effectiveness of each.

AGENDA – AIG UNIT 6, LESSON 4 (LESSON 24) Learning Activity Summarizer A – Brown v. Board of Education B – MLK v. Malcolm X Read the Civil Rights Movement Booklet (CRM) 8 – 11 and answer discussion questions (DQ) Read CRM 14 – 17 and answer DQ. Cartoon summary. C –Civil Rights Movement Summary Culminating Assignment Read CRM 26 – 27 and answer DQ and complete graphic organizer (GO). Cartoon summary. Letter to an absent student. The Essential Question is: 1. How did the Civil Rights laws that were passed in the early 1960 s affect the United States? Write an essay, with all the usual requirements, that answers the Essential Question.