Program Overview

Grades 9–12
 Welcome to
McGraw Hill Social Studies

WORLD UNITED STATES

TE TEACHER EDITION TE TEACHER EDITION
WORLD HISTORY • INQUIRY JOURNAL

UNITED STATES HISTORY • INQUIRY JOURNAL

INQUIRY INQUIRY
INQUIRY JOURNAL

WORLD UNITED STATES

HISTORY JOURNALHISTORY
McGraw Hill Social Studies
WORLD HISTORY

UNITED STATES HISTORY

egins

Deal
UNITED STATES HISTORY
JOURNAL TOPIC 1

TOPIC 2
HISTORY
Colonizing America HISTORY
The American Revolution
TOPIC 18

TOPIC 19
The Great Depression Begins

Roosevelt and the New Deal

WORLD HISTORY UNITED STATES

TOPIC 3 Creating a Constitution TOPIC 20 A World In Flames
I
Federalists and Republicans
TOPIC 4 TOPIC 21 America and World War II

TOPIC 5 Growth and Division TOPIC 22 The Cold War Begins HISTORY
TOPIC 6 The Spirit of Reform TOPIC 23 Postwar America
e
TOPIC 7 Manifest Destiny TOPIC 24 The New Frontier and the
Great Society
nt TOPIC 8 Sectional Conflict Intensifies
TOPIC 25 The Civil Rights Movement
TOPIC 9 The Civil War
TOPIC 26 The Vietnam War
TOPIC 10 Reconstruction
TOPIC 27 The Politics of Protest
TOPIC 11 Settling the West
TOPIC 28 Politics and Economics
ervatism TOPIC 12 Industrialization
TOPIC 29 The Resurgence of Conservatism
TOPIC 13 Urban America
TOPIC 30 A Time of Change
r TOPIC 14 Becoming a World Power
TOPIC 31 America’s Challenges for
TOPIC 15 The Progressive Movement a New Century
TOPIC 16 World War I and Its Aftermath TOPIC 32 Obama and Beyond
TOPIC 17 The Jazz Age

[Link]/prek-12

United States History

United States History

Welcome to the
NEW McGraw Hill
Social Studies
Inspire a Student, Change the World
Empower students to make vital connections between the past and present with a flexible
curriculum that facilitates choice and remains current with regular content updates. I​nspire
students to experience history through multiple lenses and inquiry as they learn to practice
civil discourse on their way to becoming future-ready citizens.

1
 Create Dynamic Teaching
and Learning Experiences
Choose between a variety of learning resources as well as four different lesson types
to engage your students in thought-provoking and personalized learning opportunities.

Student Edition Four different Inquiry Journal Interactive Interactive eBook Designed to match
lesson types organized by worktext designed around the print content with robust digital tools
modules, designed to make new Compelling Questions to enhance learning.
history relevant and engage and additional primary and
every student. secondary sources.

SmartBook® Built for adaptive personalized learning to empower Living Library™ Ever-expanding library of
students to focus on key concepts and achieve mastery through resources updated regularly.
practice and study.
2
 14
The Civil Rights
Protesters march in support
of civil rights at the March on
Washington in 1963.

Movement 1954–1978

HEAD
INTRODUCTION LESSON
##
01 Txt
Introducing the Civil Rights Movement ###
642

HEAD THE EVENTS LESSONS

LEARN INQUIRY ACTIVITY LESSONS
##
03 The Civil Rights Movement
Txt ### ##
02 Understanding Multiple Perspectives
Txt ###
Begins 653 About Discrimination and Segregation 647
04 Challenging Segregation 659 05 Analyzing Sources: Civil Rights
Movement Activists 665
06 The Civil Rights Movement
Continues 671
Library of Congress Prints & Photographs Division [LC-DIG-ppmsca-37229]

HEAD AND APPLY LESSON

REVIEW
##
07 Txt
Reviewing the Civil Rights Movement 677
###

Flexibility and customizable options allow you to use all the lessons in a topic or pick and choose
the ones you’d like for your classroom.

Introduction Lesson Learn the Events Lessons

GO ONLINE Explore the Student Edition eBook to find interactive maps, time lines, and tools. 641
Engage students by activating prior Students dig in on key historical concepts,
knowledge about place and time to ideas, people, and events with an
establish a foundation for learning and emphasis on cause-and-effect relationship,
inquiry with clear learning objectives for explanation, and continuity and change in
the topic. history.​

Inquiry Activity Lessons Review and Apply Lesson

Using Compelling Questions and inquiry, Students review and apply what they
students develop their own questions, have learned about the topic through
analyze primary and secondary sources, activities such as Making Connections to
draw conclusions and communicate about Today, Understanding Multiple Perspectives,
them, and have opportunity to translate and Writing and Reasoning Activities.​
what they’ve learned into informed action.​

3
 Spark Curiosity and Set
the Course for Learning
Students engage with the topic, activate their prior knowledge, look ahead
to what they will learn, and begin to consider ​the Compelling Questions.

Francesco Gustincich/Alamy Stock Photo

Nelson Mandela attends an electoral rally in 1994. This rally

was in KwaZulu-Natal, a province in the southeastern part of
South Africa.

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Go online or use your Teacher Edition to explore more teaching

strategies and resources for the Introduction Lesson.

Engage Enrich
■ Videos, Interactive Maps, Slideshows, ■ Hands-On Topic Project Worksheets
and Timelines ■ Active Classroom Activity

4
 Looking Ahead KEY EVENTS OF

You will learn the history of the civil rights movement CIVIL RIGHTS MOVEMENT
in the United States between 1954 and 1978. While
studying this time period, you will learn about
segregation and other forms of discrimination that 1941 JANUARY 25, 1941 A. Philip
African Americans endured, and the strategies civil Randolph proposes a March on
rights movement activists employed. You will see how Washington to highlight segregation
the leaders of the modern civil rights movement were and Jim Crow discrimination
motivated by past struggles against inequality. And
you will understand the changes that came about 1954 MAY 17, 1954 Supreme Court rules
because of these protests. against public school segregation in
Brown v. Board of Education of
You will examine Compelling Questions and
Topeka
develop your own questions about the civil rights
movement in the inquiry lessons. Review the time line
DECEMBER 1955 Montgomery,
to preview some of the key events, people, and
Alabama, bus boycott begins
organizations that you will learn about.
SEPTEMBER 1957 Federal troops
What Will You Learn ensure integration of African
In these lessons focused on the civil rights movement, American students at Central High
you will learn: School in Little Rock, Arkansas
• the historical causes of the civil rights movement.
• the key events in the history of the civil rights SEPTEMBER 1957 Civil Rights Act
movement. passed to ensure that all Americans
could exercise their right to vote
• the actions taken by significant individuals and
important organizations within the civil rights
movement. 1960 FEBRUARY 1960
Greensboro sit-ins begin
• the effects of the civil rights movement.
• the legacy of the civil rights movement in the AUGUST 1963 March
United States. on Washington for
Jobs and Freedom
(right)
? COMPELLING QUESTIONS
JULY 1964 Civil
• How did discrimination affect the daily life of Rights Act passed
African Americans before the civil rights that ends
movement? segregation in
public places and
• How did activists move the civil rights movement
banned employment
forward?
discrimination

Civil Rights March on Washington, D.C. [A wide-angle view of marchers along the mall, showing
the Reflecting Pool and the Washington Monument.] August 28, 1963. National Archives and
1965 AUGUST 1965 Voting Rights Act
passed to remove legal barriers of
voter discrimination at the local and
state levels

Records Administration National Archives and Records Administration

APRIL 4, 1968 Dr. Martin Luther King,
Jr., assassinated in Memphis
APRIL 11, 1968 Civil Rights Act
passed prohibiting housing
discrimination

Sequencing Time List the events about education

and explain how each event contributed to school
desegregation.

646

Differentiate Assess
■ Reading Essentials ■ Preassessment
■ SmartBook ■ Review and Apply
■ Spanish Student Edition
■ Strategies for Differentiation
5
 Make History Relevant
for Every Student
Bring the past to life and help make connections to today through
Guiding Questions, lesson activities, and engaging interactives.

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Go online or use your Teacher Edition to explore more teaching

strategies and resources for the Learn the Events Lessons.

Engage Enrich
■ Maps, Timelines, Charts, and Graphs ■ Hands-On Topic Project Worksheets and Rubrics
■ Social and Emotional Learning ■ Biography
■ Global Connections
■ Culturally Responsive Connections
■ Analyzing Supreme Court Cases (US History)
6
 03
The Civil Rights Movement Begins
03
The Civil Rights Movement Begins
The Origins of the Civil Rights Movement
READING STRATEGY The Origins of the Civil Rights Movement
READING STRATEGY GUIDING QUESTION
GUIDING QUESTION
Analyzing Key Ideas and
Details As you read, complete a What role
What did
role did the the NAACP
NAACP play
play in the civil inmovement?
rights the civil rights movement?
graphic organizer similar to the The National Association for the Advancement of Colored legislationPeople after taking office, but Kennedy tried to
(NAACP)
one here by listing the was established in 1909 to fight for the rights of African avoid strong actions
Americans. The supporting racial equality. He
techniques used to challenge
NAACP convinced the military to allow African American wanted to keep
pilots theWorld
to fly in support of Southern senators to
segregation.
War II. This allowed the Tuskegee Airmen, a unit filled get other
with programs
black pilots, to through
be Congress. Kennedy’s
established. The accomplishments of these and other response disappointed
black soldiers during civil rights leaders.
The Freedom Riders the war encouraged the civil rights movement.
The NAACP gave African Americans the institutional
Kennedy supported civil rights in other ways. He
appointedsupport Thurgood Marshall to a federal judgeship
to fight racial
Civil Rights discrimination and injustice. One founder in this on
movement the Second Circuit Appeals Court in New York.
was A. Philip
Movement Randolph—a union leader since the 1920s as well asKennedy a civil rightsalsoactivist—who
created the Committee on Equal
compelled President Franklin Roosevelt to issue an executive Employment Opportunity
order ending (CEEO) and allowed the
discrimination in wartime industries during World War Justice
II. TheDepartment,
NAACP run by his brother Robert, to
emboldened people to commit acts of defiance against actively support bus
segregated the civil rights movement. The
laws—including Rosa Parks’s famous refusal to give up department
her seat to tried to help African Americans register to
a white
person on a Montgomery, Alabama bus in Decembervote 1955. by filing lawsuits across the South.
Freedom RidersThesetraveling
victories were
from in contrast
Washington, to entrenchment After
to the
D.C., the Freedom
of segregation. BackRiders were attacked in
in 1896,whose
New Orleans the Supreme
bus set onCourt
fire byhad declared
a white mob as segregation Montgomery, both Kennedys
to be constitutional in publicly urged the civil
[Link],
they arrived Ferguson, which in
Alabama, May 1961. the “separaterights
established protesters
but equal” to have a “cooling off” period. CORE
doctrine.
Laws that segregated African Americans were leader
permitted as James
long asFarmer
“equal” rejected the idea and

PHOTO: Bettmann/Getty Images; TEXT: Freedom Bound: A History of America’s Civil Rights Movement by Robert Weisbrot. Copyright © 1990 by Robert Weisbrot. Published by W.W. Norton & Company, Inc. All rights reserved.
Analyzing Perspectives Why might it be important for
facilities
journalists to bewere provided
traveling with the forFreedom
all races. announced
The facilities provided
Riders? that the riders would head into Mississippi.
for African
Americans, however, were usually of poorer quality than To stop thosetheprovided
violence,for President Kennedy made a deal
whites. Offering separate facilities is an example of de with Mississippi
jure segregation, senatoror James Eastland. As a result,
segregation based on laws. After Reconstruction, local no andviolence
stateoccurred
laws in the when buses arrived in Jackson,
The FreedomSouth allowedRiders for the segregation of many facets of but life,Kennedy
includingdid not protest the riders’ arrests.
Despite transportation,
rulings outlawing segregation
education, in interstate restaurants,
neighborhoods, bus theaters, libraries,
When Thurgood Marshall learned that the cost of
service, pools,
bus travel remained
restrooms, unintegrated
drinking fountains,in much
and evenof cemeteries.
bailing Areas
the FreedomwithoutRiders
such out of jail used up most of
the South, including
laws often had Alabama.
de facto Alabama’s governor,
segregation—segregation byCORE’s
customfunds, and tradition.
he offered Farmer the use of the
John Patterson, was known to be in favor of NAACP Legal Defense Fund’s bail-bond account to
Pushing
segregation. As attorney forgeneral
Desegregation
of the state, he had keep the rides going. When President Kennedy found
banned NAACP activity in Alabama, and he had fought thattime.
the Freedom
The civil rights movement had been building for a long Since its Riders were still active, he ordered
the bus boycotts. the Interstate Commerce Commission (ICC) to tighten
founding, the NAACP had supported court cases aimed at overturning
In early May 1961,with
segregation teams
someof African
success. American and the Supreme
For example, its regulations
Court ruledagainstin segregated bus terminals, and
white volunteers who became
Norris v. Alabama (1935)known as Freedom
that the exclusion of AfricanAttorney
Americans General Robert Kennedy ordered the Justice
from juries
Riders boarded several southbound interstate buses. 7 CHECK FOR UNDERSTANDING
Department to take legal action against Southern
violated their rights to equal protection under the law.
These buses were met by angry white mobs in cities that maintained segregated bus terminals. By
African Americans also gained political power as northern politicians
Anniston, Birmingham, and Montgomery, Alabama. late 1962, the committed work of activists began
increasingly sought their votes. In response to the New Deal, many African
The mobs slit bus tires and threw rocks at the eliminating segregated interstate bus travel.
Americans began supporting the Democratic Party in the 1930s, giving the
windows. In Anniston, someone threw a firebomb into
party new strength in the North. The northern wing of the party was now able
one bus. Fortunately, no one was killed.
to counter Southern Democrats, who often supported7segregation. CHECK FOR UNDERSTANDING
In Birmingham riders emerged from a bus to face
During World War II, African American leaders began 1. Makingto use their political
Connections What were the goals of the
a gang of young men armed with baseball bats,
power to help end discrimination in wartime factories. They Student also increased
Nonviolent Coordinating Committee?
chains, and lead pipes. The gang beat the riders
opportunities for African Americans in the military. After 2. the war, many
Summarizing How African
did the Kennedy administration’s
viciously. Birmingham public safety commissioner
Theophilus Eugene “Bull” Connor claimed that there Justice Department help the civil rights movement?
had been no police at the bus station because it was LESSON ACTIVITIES
“separate but equal” a doctrine established by the 1896 Supreme Court case
Mother’sPlessy
Day, and he had that
v. Ferguson given many officers
permitted the day African Americans
laws segregating LESSON ACTIVITIES
as long as equal
off. FBI evidence laterprovided
facilities were showed that Connor told the
1. Informative Writing Assume the role of a journalist

Pushing for Desegregation

local Klan to beat the riders until “it looked like a at a college newspaper in 1960. Write an article for
de jure segregation segregation by law
bulldog got a hold of them.” The violence made the newspaper describing the sit-in movement,
GO ONLINE Explore thenational
Studentnews, shocking
Edition many
eBook and Americans
find interactiveand drawing
maps, time lines, and tools. 653 goals, and achievements.
including its participants,
the federal government’s attention to the plight of
2. Presenting Work in groups of four to research,
African Americans in the South.
write, and present brief monologues describing
various events and milestones of the civil rights
Kennedy’s Civil Rights Response movement. Each monologue should be written and
While campaigning for the presidency in 1960, John F. presented from the perspective of an actual
Kennedy made promises to support civil rights. Civil participant. Ask your classmates to take notes for an
rights leaders, such as NAACP executive director Roy after-presentation class discussion. Prepare at least

Kennedy’s Civil Rights Response Wilkins, urged Kennedy to support civil rights two discussion questions for each event presented.

658

Differentiate Assess
■ Reading and Writing Essentials ■ Check for Understanding
■ Guided Reading Activity ■ Lesson Activities
■ History & Economics Activity ■ Review and Apply Activity
■ History & Civics Activity ■ Self-Check Quiz
■ History & Geography Activity ■ Lesson Quiz
7
 Explore History Through the
Lens of Those Who Lived It
With a focus on primary and secondary sources, students will gather evidence, draw conclusions,
communicate understanding, and take informed action.​Every topic includes at least two Inquiry
Activity lessons covering a wide range of voices and perspectives provided by excerpts from
interviews, magazine articles, poems, song lyrics, photographs, and much more.

[Link]/ss-sample

Go online or use your Teacher Edition to explore more teaching

strategies and resources for the Inquiry Activity Lessons.

Engage Enrich
■ Compelling Question ■ Making Connections to Today
■ Interactive Images ■ Culturally Responsive Connections
■ Social and Emotional Learning
■ Additional Digital Source (Online Only)
■ Culturally Responsive Connections
8
 D F E
A C B H Your Inquiry Analysis
Remembering Segregated Comparing Running
White and Out African
of Patience American Schools in Virginia
Segregation at the Water Cooler An AfricanSegregation
American Soldier the Faces
inSchools Workplace Segregation On May 12,
While Plessy v. Ferguson 1958, President
allowed Excerpt
Eisenhower
for “separate From
facilitiesafor
addressed
but equal” a Travel Guidebook
whites and African Americans,
EVALUATE SOURCES AND USE EVIDENCE

Yank magazine was a weekly publication

During
distributed
Charles to members
Gratton lived in Norwood,of the American
Alabama, armed
during the
meeting
the racially based of African
inequality American
of schools
for African
in the leaders
Americans
sponsored
South was by the even to children. John Stokes
plainly obvious, Reflect back to the Compelling Question and the
War II. World War II designed
Under Jim Crow laws in the American South, National of
described his memories Newspaper Publishers
school in Virginia Association.
in the 1940s for Jackie
an oral history project. John Stokes led a Supporting Question you developed at the
forces during World The magazine was
Depression and WorldasWar
a morale booster and
II. His childhood featured
memories Because ofcase
Jim thatCrow laws,
separate public facilities for whites and African student strike againstRobinson,poorthe first African
schools. This led American
to a court baseball player in travel
became part offor
theAfrican
Brown v. Board of beginning of this lesson.
cartoons and pin-upThe massive
girls along national
with news effort
of living required
stories. to fight
in the Itsegregated
also included
South a highlighted
section with theletters from
Americans—including waiting rooms, restrooms, Education decision the against
twentieth century to“separate
segregated Americans
play in thebut major in many
equal” leagues, parts
schools. wasof the country was
Worldletter,
soldiers. In this 1944 War IIan brought
Africaneconomic struggles
Americanhe and social
faced
corporal with unequal school
described opportunities.
an especially upsetting 1. Gathering Sources Which sources helped you

COMMUNICATE CONCLUSIONS
and water coolers—were required. This photo in the audience. The next day, difficult
he sent or even dangerous.
the president a The Negro Motorist answer the Compelling Question and your
experience withchanges
segregation and new whileopportunities
traveling withfor African
other African American soldiers. Remember letter expressing his frustration Green with BookEisenhower’s
listed, by state and city, places to stay
was taken at a streetcar terminal in Oklahoma Supporting Questions most directly? Which
Americans.
that even as African American In thissoldiersexcerpt were from an
fighting interview,
for world Lucy
democracy, U.S. federalPRIMARY law SOURCE
advice : INTERVIEW
to “have patience and forbearance” as the

“
City, Oklahoma, in 1939. PRIMARY SOURCE : TRANSCRIPT and restaurants that were either owned by or sources, if any, challenged the answers you
Overtonwithin
kept them segregated of Portsmouth,
the armedVirginia, forces. describes the There werenation two buses
tackledfor thewhites
difficultonly that of racial found In out later, very closely knitted to the thought you were going to arrive at when you
“
problem
welcomed African Americans. the following
issues facing African Americans They also as theyhadwent a park.
to It was about a block passed by discrimination.
our house every morningexcerpt and from the 1948 edition, churches so that the kids would not have to
PRIMARY SOURCE : PHOTOGRAPH a contributor first created your supporting questions? Were
work in war-related industries. from where I was born and raised and picked up Jack Jeffreys, Bill Schueler, these travel to a town walk too far, but some of them still had to walk
PRIMARY SOURCE : LETTER describes in North Dakota. there details you still need more information on,
where I lived, and it was known as the were the white boys that I played with, these pretty long distances to get to those schools.
“
PRIMARY SOURCE : LETTER and where might you look to find that
Dear YANK: PRIMARY SOURCE : INTERVIEW white person’s park. They had a tennis were the kids that’s [sic] I played with, and yet information?
Here is a question that each Negro
court there and nice park trees, and
soldier is my twin sister and I was sittingnot
I could in ride PRIMARY
the audience
those atSOURCE
the Summit
“
But the most amazing thing was the fact that
: GUIDEBOOK
in our minds we just wondered how comeEvaluating 2. Sources Looking at the sources that
“
“
I was one of the persons whoweren’t
worked,allowed was in that park. I mean the

PHOTO: Library of Congress Prints & Photographs Division [LC-DIG-fsa-8a26761]; TEXT: Lucy Overton, Transcript, interviewed on October 27, 1981, Lower Tidewater in Black and White (Portsmouth, VA: Portsmouth Public Library, 1981), 1-12.
blacks buses. Meeting of Negro Leaders From yesterday
DICKINSON, NORTH DAKOTA: helped you answer your Supporting Questions,
asking. What is employed
the Negro in soldier
the Navalwe fighting for?
Shipyard duringgo there. You know, it’s white kids had these beautiful brick buildings,

The Negro Motorist Green Book: 1948. New York: Victor H. Green & Co., 1948. New York Public Library Digital Collections. Accessed June 10, 2020. [Link]
just couldn’t when you said we must have patience. On
PHOTO: Internet Archive; TEXT: Trimmingham, Rupert. “What is the Negro soldier fighting for?: Letter to the editor of Yank. Brinkley, Douglas, ed. World War II: The Allied Counteroffensive, 1942-1945. New York: Henry Holt, 2003.

On whose teamWorld are we playing? Myself andfor workers evaluate the credibility of each source. What
War II. . . . [T]he need
just one of those things. . . . [T]hose buses wereyou going tothis,
theI wrong . . like
. Several places ofwith
business, while they
heat, number one, and no one had todetails
go made that source a particularly useful
eight other soldiers hearing say felt standing up
was weregreat,on becauseour way the from men were bein’
Camp Claiborne, La., to
schools. They were going to
and saying, ‘Ohallno! Not are
white again.’ glad to provide for outNegro
there customers,
and gather do wood every morningoneto to answer your question? Are there further
called offthe to hospital
the Army,here andat
Some days I would
therefore, they be sick, and I could schools. But we wondered why the blacks not care to advertisestart for Negro
the fire;trade.
number two, they had running details you may need in order to better evaluate
Fort Huachuca. placed
We hadthe to layover
ladies into until hear
jobsthethat
the schoolchildren
men playing during I respectfully remind you sir, that we have water, and when December came, they didn’t
did not have buses. ... the authority of these sources?

”
next day for ourusually
train. On the next day
did. My job was in the Shipfitterswe
their lunch hour down at Norwood The attitude of a majority of those I
been the most patient of all people. When have to go outdoors to the toilet. 3. Comparing and Contrasting Compare and
Now, there were contacted was that, while they themselves
could not purchase Shop. a cup of coffee
. . . [T]here was atElementary
any ofproblems
some School, in which was all white, youaround
said we 10mustor 12have
[schools for
self-respect, I contrast two of the sources in this lesson more
African American children]how scattered had no color prejudice, some of their
the lunchroomsthe aroundshipyard,[Link] As you racial know,
and that’s what
problems. really stuck in my mind. I’d
First wondered we could have self-respect —from John A. Stokes interview, for Voices ofclosely. What area of life does each source
Old Man Jim Crow rules.
all . The only place throughout Prince regular
time customers didFreedom,
have. This was the
Virginia Commonwealth University
. . . of . . the Navy Yard
say, ‘It’sneededa shame that I have to walk so far and Edward
remain patientCountyconsidering
at that the examine? What tone is expressed by each writer,
where we couldwelders,
be served andwas . . . at theto school
burners, the personnel of wood construction, outdoor toilets, impression
none of the [Link] from hotel operators,
every day.’ When I’d hear those treatment accorded us through speaker, or photographer? Is the person angry,
lunchroom at the saidrailroad
they didn’t station but,.schoolchildren
have of
. . toilet facilities, so them had indoor plumbing, of course, and barbers, and others contacted. They were
playing, I’d say, ‘Here I am sad, or merely conveying information? Explain.
course, we had they to gocouldn’t
into thehire kitchen. But yet, in each of 17
the million
districtsNegroes
for the cannot
white allkids
eager
do as to provide
you whatever
EXAMINE THE services
SOURCE were

(l)Gratton, Charles In. William H. Chafe, Raymond Gavins, and Robert Korstad, eds., Remembering Jim Crow: African-Americans Tell about Life in the Segregated South.
black men. Well, at that
a block and a half from the elementary
that’s not all; 11:30 a.m. about
time, Franklin Delano school, two dozen Roosevelt was suggest and
there was a school there, but it was of brickwait for the required
hearts of by menNegroes
to visiting Dickinson. . . .
and I’ve got to walk six or seven 1. Contrasting What differences does Stokes recall COMMUNICATE CONCLUSIONS
German prisoners of war, with twogot American change. We want to enjoy now the rights

PHOTO: Library of Congress Prints and Photographs Division, Visual Materials from the National Association for the Advancement of Colored People Records
president. . . . [H]e the news
miles somehow
to school every day.’ construction. And those students would Uponhave, occasion, Negroes between the white
have been and the African American

”
guards, came toand thecame
station. down. They. .entered. He went thedirectly to that we feel
of course, the privilege we areaentitled
of having thatto as
busaccommodated educationalhotels.
in Dickinson experiences during his childhood? Presenting Work with a partner to compare the
lunchroom, sat at thethe Navytables,Yard,had andtheir had Even
meals now, I canwith
conferences almost hear those kids, would take them Americans.
to and from Thisthosewe cannot
schools. do unless we Supporting Questions each of you wrote at the
However, a Negro 2. tourist
Makingwould have Explain how the differences
Connections
those white kids in down at this elementary pursue aggressively goals an which
easier all
served, talked, smoked, in fact had
. . . the Admirals andquite those a persons They built the schools for the blacks, we beginning of the lesson. Choose three of these
time getting accommodations
between the schools might affect learning outcomes.
» This photograph by Russell Lee shows a young man swell time. I stood on the
charge, and outside
in a couple looking school
of on, playing,
days, they had and the noise and other Americans achieved over 150 years Supporting Questions to answer using the sources.

”
drinking from a water fountain meant for African at Dickinson’s motels and in several Then, prepare a short multimedia presentation on
and I could not help but for
facilities [Link], laughing
these separateand . . . playing, and I’m at home sick ago. . . . tourist camps. North Dakotans, generally,

[LC-DIG-ppmsca-09705]; TEXT: Carrington, Ronald E., interviewer. “Interview with John A. Stokes (Transcript).” March 21, 2003.
Americans only. These separate facilities were usually basically from the exposure of walking how the sources helped you answer the Supporting
questions: Are those men sworn enemies
facilities. To begin with they didn’t have of
of lower quality than those reserved for whites. —Jackie Robinson, letter toare friendly, and I am sure that a Negro
President Questions you chose. Consider including quotes
this country? Are any they
at allnotfor taughtblacks, those
to therefore
hate and sixthey
and seven miles to school every
Eisenhower, May 13, 1958tourist would be pleased with his reception from the sources in your presentation. Give your

EXAMINE THE SOURCE

destroy . . . all democratic
we not American
couldn’t hire
soldiers,
burners andsworn
blacks asday.
governments?
chippers to fight
Whether
Are
welders,
. . . .for
go. So
They those
. . . it was raining or not, I had to
hadare some of the memories
in Dickinson. presentation in front of your classmates. G ”

New York: The New Press, 2001; (r)Robinson, Jackie. Letter to President Dwight Eisenhower. May 13, 1958.
—The Negro Motorist Green Book, 1948
TAKE INFORMED ACTION
and die if need separate
be for thiswater our country?fountains, that ThenI have
they had of my childhood growing up

”
1. Analyzing Visuals What is occurring in this EXAMINE THE SOURCE
photograph? How does it reflect the racial policies
why are they treated
separate
are we pushed around
better .
like
. . than
, toilet wefacilities
are?
over Why
at Norwood.
for the ladies.
» An example of a Yank The NAACP Calls Attention to Lynchings
magazine cover. PRIMARY SOURCE : PHOTOGRAPH TAKE INFORMED ACTION
They had oncattle?
the door, If we are Ladies,’
‘White 1. Interpreting Text To what is Robinson
tourist camps referring Writing a Letter Think about an issue or
and attitudes of the period?
fighting for the same
‘Colored thing, Women.’if we are And
–Charles Gratton, in Remembering Jim Crow: Extralegal lynchings of African Americans
towe diedidn’t
for like that when he mentions pursuingoccurred goals other inlodging
the United
Americans
for travelers often consisting of
African AmericansEXAMINE Tell About Their Life in the States for decades. Between 1877 and small individual cabins cause that you care deeply about. How could
2. Comparing and Contrasting Compare the signs THE SOURCE 1950, more than 4,000
our country, then at why
all, butdoes we,the weGovernment
couldn’t do anything achieved over 150 years ago? showing the impacts of that cause, such as

”
and the messages in this photo with the treatment Segregated South lynchings are documented, and the vast majority of those lynched
of African Americans during slavery. How had allow such things aboutto go on?then.
that, Some of the boys 1. Analyzing Describe the situation experienced 2. Inferring
by What point do you think Robinson hopes the sources in this lesson have done, help
were African American. In the 1920s this EXAMINE
andconnection THE
1930s, thetoNational SOURCE
motivate improvements in that cause?
things changed, what were the changes, and what are saying that you will not print this
—from Lucy Overton interview, in Lower
letter. I’m Corporal Trimmingham. Why did he find that to convey by making the goals
were the similarities between outright slavery and saying that you will. . . . experience especially Association for the
upsetting? Advancement
that others achieved of in
Colored
the
1. past? People
Analyzing Text(NAACP)
What isflew
the writer attempting to Consider if you have seen any similar
Tidewater in Black and EXAMINE White,THE 1982 SOURCE
Jim Crow laws? the flag (shown in the image) on days when it learned
accomplish withthatthisan African to the Green Book?
contribution examples in recent media. Write a letter to
Cpl. Rupert Trimmingham, 2. Inferring How did Corporal Trimmingham challenge your local elected officials that explains the
American in the United States had been lynched. The flag was
”
Interpreting Text Does Charles Gratton
the editors have the
of Yank? What effect may the letter have According to the writer, does Dickinson seem like a
Fort Huachuca, Ariz. raised at the NAACP’s office in New York City.
welcomingThis photo
destinationwas taken
for African Americans? impacts of the injustice you identified and
EXAMINE THE SOURCE same feelings toward the segregated had on fellow park as heand
soldiers doesArmy policy? suggests solutions for the problem.
—Yank: The Army Weekly, April 28, 1944 toward the unequal school access? Why or why not?in 1936. The United States still does [Link] an anti-lynching
Inferring In what circumstances law might the Green
Analyzing Why did the Navy Yard begin to hire African passed by Congress. Book not be helpful or be misleading?
Americans? Why was Overton dissatisfied with the

EXAMINE THE SOURCE

situation when African Americans were hired?
EXAMINE THE SOURCE

Evaluating Information What purpose did the NAACP have for flying
this flag?
» This flag was in use from 1920 to 1938.

648 650 The Civil Rights Movement 649 652 The Civil Rights Movement 651

Student-led Take
Informed Action
activities include
podcasts, speeches,
interviews, letters to
community leaders,
and much more.

Each program
features nearly
400 primary and
secondary sources.

Differentiate Assess
■ English Learners Scaffold​ ■ Examine the Source
■ Reading and Writing Essentials​ ■ Take Informed Action​
■ Special Needs Strategies and Activities ■ Lesson Quiz​
■ SmartBook​
■ Spanish Student Edition
9
 Empower the Next Generation
of Informed, Active Citizens
Choose from a variety of activities that allow students to review and apply their learning.​

07
Reviewing the Civil Rights Movement
Summary
Origin of the Movement Also in 1955, two white men murdered 14-year-old
Emmett Till. Till’s death highlighted the dangers of racist
During Reconstruction, Congress took some steps to
violence protected by the Southern judicial system.
protect African Americans’ civil rights. But in 1896 the
Plessy v. Ferguson decision allowed those rights to be
severely curtailed by state statutes known as Jim The Little Rock Nine
D
Crow laws. These laws legalized segregation, President Eisenhower had been reluctant to get
restricting African American mobility, labor, and voting involved in civil rights issues. After the governor of Making Connections to Today
rights. Even where it was not enforced by law, de facto Arkansas used the National Guard to try to prevent nine
segregation limited African Americans lives. African American students from integrating Little Rock’s The 50th anniversary of “Bloody Sunday” in Selma, As President Obama notes in his speech, the civil
In response to institutional racism and segregation, Central High School, Eisenhower intervened, ordering Alabama, was remembered on March 7, 2015. rights movement, directly and indirectly, inspired
the National Association for the Advancement of federal forces to protect the students and enforce President Barack Obama delivered a speech other activist movements in the United States.
Colored People (NAACP) and other organizations integration at Central High School in 1957. explaining the significance of Selma to the civil Movements for Latino and Native American civil rights
began to chip away at Jim Crow laws by challenging rights movement: as well as the modern feminist and the LGBTQ
Sit-Ins and Freedom Rides
“
them in court. The NAACP scored a major victory in movements learned from its original example.
. . . [T]here are places and moments in
1954 when the U.S. Supreme Court struck down Civil rights activism continued into the 1960s, America where this nation’s destiny has been ACTIVITY Podcast Presentation Select one of the
segregation in public education in Brown v. Board of spearheaded by young college students. One group in decided. . . . other movements President Obama referenced in his
Education. The decision caused some Southern Greensboro, North Carolina, used sit-ins to challenge speech and create a podcast that compares and contrasts
governors to increase their resistance to integration. segregation in public restaurants. Soon activists Selma is such a place. In one afternoon 50
it to the civil rights movement of the 1950s and 1960s. In
throughout the South staged sit-ins to protest years ago, so much of our turbulent history—
what ways has the civil rights movement inspired this
The Montgomery Bus Boycott segregation, many of them part of groups like the the stain of slavery and anguish of civil war;
the yoke of segregation and tyranny of Jim
other movement? How were the movements similar? In

PHOTO: (l)National Archives and Records Administration; (r)National Park Service; TEXT: Obama, Barack. “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches.” Selma, Alabama. March 7, 2015.
(1) Library of Congress Prints and Photographs Division [LC-DIG-ds-04118]; (2)Library of Congress Prints and Photographs Division Washington [LC-DIG-ppmsc-01273];

One year after Brown v. Board, Rosa Parks’s refusal to Congress of Racial Equality (CORE) and the Student what ways did they differ?
Nonviolent Coordinating Committee (SNCC), led by Crow; the death of four little girls in
yield her seat on a city bus to a white man led to the As you seek to answer these questions, focus on the
young leaders such as John Lewis and Diane Nash. Birmingham; and the dream of a Baptist following topics and explain the similarities and
Montgomery Bus Boycott. A young minister named Dr. preacher—met on this bridge. . . .
Martin Luther King, Jr., emerged as a leading voice of In 1961 a group of African American and white differences between the movements:
the civil rights movement during the boycott. After students challenged de facto segregation on interstate The Americans who crossed this bridge, they • The goals of each movement
more than a year, the boycott and legal challenges buses and terminals. The Freedom Riders were were not physically imposing. But they gave • The methods used by each movement to achieve
achieved the desegregation of the city transportation attacked by violent mobs and arrested in several cities. courage to millions. . . . these goals
system. That success inspired more resistance More Freedom Riders expanded the effort. President • The judicial or legislative successes of each movement
Because of what they did, the doors of
throughout the South and led to the formation of the Kennedy finally sent in federal marshals to protect the
opportunity swung open not just for black Use your student text, library, and online sources to
Southern Christian Leadership Conference (SCLC). riders, but tensions continued until the Interstate research the movement. Then, for your podcast, describe
folks, but for every American. Women marched
(3)Library of Congress Prints and Photographs Division [LC-DIG-ppmsca-49864]; (4)Everett Collection/Newscom

through those doors. Latinos marched through events that help the listeners to visualize the significant
those doors. Asian Americans, gay Americans, moments captured in videos or photographs. Create and
Challenging Segregation submit a bibliography citing the sources you used for your
and Americans with disabilities—they all came

”
The activism of individuals and organizations led to nation-wide legal changes. Pictured below (l to r) podcast. Publish and share your podcast with family,
through those doors. friends, or a larger audience.
James Farmer, Roy Wilkins, Dr. Martin Luther King, Jr., and Ella Baker.
—President Obama, “Bloody Sunday” 50th
Anniversary Speech
CORE NAACP SCLC SNCC
» The right photo shows the original Selma March on March 7, 1965, crossing
1943: 1909: 1957: 1960: the Edmund Pettus Bridge. The left photo, from March 7, 2015, shows
Founded by Founded to Created from Established by President Barack Obama (center left, in white shirt), his family, civil rights
members such as protest lynchings and the Montgomery bus African American and leaders from multiple generations, and former President George W. Bush
James L. Farmer on a advocate for justice boycott efforts white college students and First Lady Laura Bush commemorate the 50th anniversary of
principle of nonviolence 1954: Argued against 1963: Helped organize 1963–1964: Organized “Bloody Sunday” in Selma, Alabama.
1961: Organized the school segregation in the March on Washington voter registration drives
Freedom Rides to force Brown v. Board of 1964: Organized voter in the South
integration in interstate Education registration drives in the 1965: Helped organize
bus travel 1955–1956: Supported South the March for Freedom
the Montgomery bus 1965: Helped organize
boycotts the Selma March

GO ONLINE Explore the Student Edition eBook and find interactive maps, time lines, and tools. 677

680

[Link]/ss-sample

Go online or use your Teacher Edition to explore more teaching

strategies and resources for the Review and Apply Lesson.

Engage Enrich
■ Interactive Charts and Graphs ■ Making Connections to Today
■ Digital Option Activities
■ Social and Emotional Learning​

10
Differentiate Assess
■ Differentiation for Each Topic Activity​ ■ Topic Activities
■ Reteaching Activity​ ■ Topic Tests​​
■ Reading and Writing Essentials​
■ SmartBook​
■ Spanish Student Edition
11
 Advance Learning Through Inquiry
For the teacher who never has enough sources or is all in on inquiry, the Inquiry Journal is
designed to extend the inquiry process and delves deeper with a new Compelling Question
and a diverse range of additional primary and secondary sources.

UNITED STATES HISTORY, Modern Times • INQUIRY JOURNAL

INQUIRY
RNAL
WORLD HISTORY, Modern Times • INQUIRY JOURNAL

INQUIRY
ll Social Studies
STATES HISTORY, Modern Times
onizing America
gins
e American Revolution
eal
ating a Constitution JOURNAL
TOPIC 18

TOPIC 19

TOPIC 20
The Great Depression Begins

Roosevelt and the New Deal

A World In Flames
JOURNAL
UNITED STATES
WORLD HISTORY
deralists and Republicans TOPIC 21 America and World War II

owth and Division The Cold War Begins

TOPIC 22 HISTORY
e Spirit of Reform TOPIC 23 Postwar America

nifest Destiny TOPIC 24 The New Frontier and the

Great Society
ctional Conflict Intensifies
TOPIC 25 The Civil Rights Movement
et Civil War
TOPIC 26 The Vietnam War
construction
TOPIC 27 The Politics of Protest
tling the West
TOPIC 28 Politics and Economics
ustrialization
rvatism TOPIC 29 The Resurgence of Conservatism
an America
TOPIC 30 A Time of Change
coming a World Power
TOPIC 31 America’s Challenges for
e Progressive Movement a New Century
rld War I and Its Aftermath TOPIC 32 Obama and Beyond

e Jazz Age

es es
Tim im
rnT
dern de
Mo Mo
[Link]/prek-12

Name Date Class

Name Date Class

TOPIC 19 • INDEPENDENCE AND NEW CHALLENGES: 1919–1993

Developments During the Era of Independence Apply Historical Concepts and Tools
? COMPELLING QUESTION 2. Analyzing Sources Next, you will work with a variety of primary and secondary sources. These
sources focus on the effects of the era of independence. As you read, use the graphic organizer to
What was the era of independence like for people in Latin America, Asia, the take notes and to organize information about the sources.
Middle East, and Africa?
Organizing Source Information
Source Title and Author/Creator Notes
Plan Your Inquiry
A Testimony of Positive
You will develop Supporting Questions about the era of independence. Using the Compelling
Change for Brazil’s
Question as your guide, you will study primary and secondary sources. Finally, you will A Working Class, edited by
answer your Supporting Questions, communicate your research conclusions, and take action James A. Wood
based on what you have learned.

Matigari: A Fable for Any

Background Information B Newly Independent
Nation, by Ngugi
Throughout the eighteenth and nineteenth centuries, Western countries embarked on a
wa Thiong’o
campaign of imperialism and colonialism in a frantic bid to gain and maintain economic and
political power. Peoples in territories around the world were subjected to colonial rule, as
countries like Great Britain, France, and the United States exploited raw materials and
opened new markets. In the process, imperial powers upended and disrupted traditional
Women Workers of India,
economic, cultural, social, and political structures. C by Padmini Sengupta
While many colonized peoples organized and fought against colonial rule, it was not until
the twentieth century that their efforts gained true momentum. The dream of independence
became a reality for many as a result of World War II. War-torn countries in Europe were
tasked with rebuilding at home, leaving few resources to maintain their now fragile empires.
Activists, seeing their opportunity, agitated harder for independence, employing both 1960: The Year of Africa,
peaceful means, as in the case of India, and nonpeaceful means, as in the cases of Indonesia D a photograph
and French Indochina (now Vietnam). Great Britain was one of the first countries to begin
releasing its colonies, withdrawing from India in 1947 and the Palestine Mandate in the
following year. Through the 1950s, Great Britain ceded most of its African colonies, and
France followed suit, resulting in the “Year of Africa” in 1960 when seventeen countries
became independent. So began the gradual process of decolonization and the reality of Land Reform in South
independence for countries across Asia, the Middle East, and Africa. E Vietnam, edited by Tuong
Vu and Sean Fear
12 While the road to independence proved long and arduous, navigating post-independence
life presented an equal challenge. The legacy of colonialism did not disappear overnight, and
left regions destabilized. Many post-independence countries struggled to restore stable
governments. In Latin America, promise of democracy was instead replaced by military A Woman’s Life Before
and After the Iranian
Personalize Learning for Every Student
SmartBook delivers personalized, adaptive learning tailored to each student’s individual needs by
pinpointing knowledge gaps and focusing instruction on the concepts that require additional study.
Teachers can assign a specific chapter, topic, or concept and access advanced reporting features
that track individual and class progress with actionable insights to inform in-class instruction.

13
 Fuel Engagement With a Curriculum
That Grows Over Time
Experience a platform that puts resources at your fingertips, including new content added
regularly with the Living Library, By the Way (BTW) current events, and Election Central.

The Living Library

provides an ever-
expanding library
of regularly updated
resources.

BTW provides
current events
articles for students
to engage with
history as it’s
happening.

Videos enhance core

content and bring history
to life with compelling
stories, stunning graphics,
historical photographs,
and archival footage.

The ReadAnywhere app

provides access to the
Student eBook on any
mobile device.

14
Interactive maps include dynamic tools, embedded media, and additional data sources. Select
from different basemaps, draw, measure between two points, or print a hard copy of the map.
Interactive Reference Atlas Maps include different basemaps and data sets so that students can
explore the places they study.

Digital worksheets provide additional support

and extend learning with:
NAME DATE CLASS

History & Civics Activity

Challenging Segregation
■ Hands-On Topic Projects.
The Selma March
Civil rights activists won a victory with the passage of the Civil Rights Act of 1964, which outlawed segregation
■ Reading and Writing Essentials.
and barred discrimination based on race, religion, sex (gender), and national origin. Still, more citizen action

Activities in Guided Reading, Reteaching,

was needed to bring about change. While the Fifteenth Amendment had prohibited state and federal
governments from denying citizens the right to vote based on race, many states, particularly in the South, ■
enacted other laws to restrict voting. These included literacy tests and poll taxes.

In 1964, civil rights groups organized campaigns to register African Americans to vote. Their efforts and the
violent response from other citizens, white nationalist groups, and law enforcement spurred passage of the Civil
Review and Apply, Video Response,
Rights Act. However, legal barriers to voting, intimidation, and violence against African Americans continued.
So, in January 1965, the Southern Christian Leadership Conference (SCLC) and the Student Nonviolent
Coordinating Committee (SNCC) joined forces to demand full protection of voting rights for African Americans. History & Geography, History & Civics,
The next month, segregationists in Alabama attacked a nonviolent civil rights protest. Police beat protesters,
killed one demonstrator, and jailed about 2,000 others. SCLC and SNCC began planning a mass march to take
their demands for voting rights to Governor George Wallace. In Selma, Alabama, African Americans made up and History & Economics.
more than half of the population, but only 1 to 2 percent of them were registered voters. Activists marched 50
miles from Selma to the state capitol in Montgomery.

On March 7, SCLC’s Hosea Williams and SNCC’s John Lewis led about 600 protesters from Brown Chapel
African Methodist Episcopal Church to the Edmund Pettus Bridge that led out of Selma. As they reached the
bridge, they saw a law enforcement brigade and a so-called posse waiting to bar the way. After ordering the
marchers to disperse, law enforcement attacked in what became known as “Bloody Sunday.” Lewis and others
were hospitalized. The events, seen on the nightly news, led to demonstrations in about 80 cities across the
country. Two days later, Dr. Martin Luther King, Jr., who had helped organize the march, led more than 2,000
people to attempt another crossing. SCLC had also filed a petition to keep the state from blocking the
demonstration. A federal district court judge had issued a restraining order against further protests pending
his decision. Unwilling to violate the order, King turned the marchers back when confronted by state troopers.
Later that day, known as “Turnaround Tuesday,” three white protesters were attacked, and one died. Over the
coming weeks, SNCC held a series of protests in Montgomery.

Meanwhile, the violent events prompted President Lyndon Johnson to act. On March 15, in a televised address,
he called on Congress to pass the Voting Rights Act. Soon after, a federal judge ruled in the demonstrators’
favor, and on March 21, Dr. King led thousands from Selma to Montgomery. The march took five days. To
protect the marchers, President Johnson sent the U.S. Army and the Alabama National Guard. In Montgomery,
25,000 people rallied to hear Dr. King speak from the steps of the state capitol. Months later, in August,
Congress passed the Voting Rights Act, which banned literacy tests, provided for federal oversight of voter
registration in areas where less than half the non-white population had registered, and permitted federal
15
investigations of poll taxes. Citizen action had achieved change.
 Plan Your Way
Explore teaching resources that offer flexibility as you choose the lesson type and activities that
meet your classroom needs. Topics for professional learning videos include educational equity
and culturally responsive pedagogy, inquiry, and much more.

LESSON 02 • LEARN THE EVENTS PLANNER

South Asian and Southeast Asian Independence
LEARNING OBJECTIVES
Knowledge: Skills:
• explain how Lenin spread communism throughout Asia • compare the ideas of Mohandas Gandhi and Jawaharlal Nehru
• explain how Gandhi used civil disobedience to fight for Indian • analyze images to draw conclusions about Indian
independence independence
• describe problems that divided participants in India’s • use maps to examine the impact of independence in India and
independence movement Southeast Asia
• analyze the impact of the partition of India • compare and contrast independence movements in two
• describe the challenges India, Pakistan, and Bangladesh faced countries and the subsequent challenges these countries faced
after independence • collaborate with a partner to create a list of economic, social,
• describe the outcome of attempts to attain democracy in and political issues that India faced after it gained
Indonesia, Myanmar, Vietnam, Cambodia, and the Philippines independence

• explain how the rights of women have expanded in Asia

CUSTOMIZABLE LESSON OPTIONS KEY:

C Civics R Reading BL Beyond Level
Create your lesson plan by choosing digital learning and Student E Economics SL Speaking and AL Approaching Level
Edition-based activities for each part of the teaching cycle. Listening
G Geography ELL English Language
Historical Thinking W Writing Learners
✓ 45-minute lesson plan example H

Title Skill Pacing Grouping Title Skill Pacing Grouping

ENGAGE p. 753 TEACH continued
✓Describing Independence Movements H 10 min Whole Class Understanding Context of Indonesian H 5 min Whole Class
Independence
TEACH pp. 753–758
Citing Text Evidence Related to Democracy R 5 min Whole Class
Interpreting Communism H 10 min Whole Class
Informative Writing About Southeast Asia W 45 min Individual
Special Needs Activity: Autism Spectrum 15 min Small Group
Digital Option: Creating a Documentary 60 min Small Group
Culturally Responsive Connections: About Southeast Asia
15 min Whole Class
Women of Indian Independence
GO ONLINE Guided Reading Activity AL 20 min Individual
English Learners Scaffold: Reading Closely
15 min Small Group Reading and Writing
to Understand a Primary Source ELL GO ONLINE
20 min Individual
Essentials AL ELL
Understanding Context for Assassinations H 10 min Small Group

Differentiate the Activity

✓Analyzing Change in Southeast Asia H 5 min Whole Class
40 min Small Group GO ONLINE History & Civics Activity: Rise
Analyzing Causes of Indian Unrest BL 30 min Individual
of the Khmer Rouge BL
SEL Social Awareness: Appreciating Diversity 15 min Whole Class Active Classroom Activity: Making a Poster
45 min Small Group
Argumentative Writing About India and About Female Leaders
W 30 min Individual
Nonalignment REVIEW p. 758
Differentiate the Activity
30 min Small Group ✓Evaluating Lessons Learned H 20 min Whole Class
Gathering Evidence About Alliances AL
GO ONLINE Self-Check Quiz 15 min Individual
✓Using Maps to Understand Context G 10 min Whole Class
GO ONLINE Review & Apply Activity 20 min Individual
Understanding Context for Bangladesh’s H 10 min Whole Class ASSESS p. 758
Independence
Making Connections to Today: Analyzing GO ONLINE Lesson 2 Quiz 20 min Individual
60 min Small Group
Change in Pakistan and Bangladesh

DIFFERENTIATION Organize the lesson resources to differentiate your instruction.

For Remediation and Intervention For English Language Learners For Students With Special Needs For Enrichment
• Reading and Writing Essentials • English Learners Scaffold • An audio read in the Student • History & Civics Activity: Rise of
• Review & Apply Activity • Reading and Writing Essentials Edition eBook the Khmer Rouge
• Guided Reading Activity • Guided Reading Activity • Differentiate the Activity
suggestions for Beyond Level
16 Use the online Approaching Level Reader to help students who are reading below grade level.
747E
Discover professional development resources at point of use. Contact your sales representative
to learn more about customizing professional development for your school or district.

17
 Teach Your Way
Support every student with additional strategies for you to choose from. Look for labels in
the Teacher Edition such as differentiated instruction, multiple strategies to support social
and emotional learning, culturally responsive connections, and many more.

Culturally Responsive Connections in the Teacher Edition provide support for creating a
culturally responsive climate in your classroom​.

LESSON 02 • INQUIRY ACTIVITY

D E
HISTORICAL THINKING SKILLS Remembering Segregated Running Out of Patience
Schools On May 12, 1958, President Eisenhower addressed a
Contrasting Life for White and African American Students Go Charles Gratton lived in Norwood, Alabama, during the
meeting of African American leaders sponsored by the
National Newspaper Publishers Association. Jackie
online to Duke University’s “Behind the Veil: Documenting African Depression and World War II. His childhood memories
of living in the segregated South highlighted the
Robinson, the first African American baseball player in
the twentieth century to play in the major leagues, was
American Life in the Jim Crow South.” Search the collection for struggles he faced with unequal school opportunities.
in the audience. The next day, he sent the president a
letter expressing his frustration with Eisenhower’s
“Gratton Interview” and then click the audio link titled “Charles Austin PRIMARY SOURCE : TRANSCRIPT advice to “have patience and forbearance” as the

“
nation tackled the difficult problem of racial
Gratton Interview.” Play the interview for students from time marker They also had a park. It was about a block
from where I was born and raised and
discrimination.

9:45 to 12:50. Lead a discussion with the whole class about Gratton’s where I lived, and it was known as the
PRIMARY SOURCE : LETTER
white person’s park. They had a tennis
description of having to pass by newer and better “white only”
schools to get to his older and run down “black only” schools. There
court there and nice park trees, and
blacks weren’t allowed in that park. I mean “ I was sitting in the audience at the Summit
Meeting of Negro Leaders yesterday
we just couldn’t go there. You know, it’s when you said we must have patience. On
is also a transcript of the interview for students who may need it. just one of those things. hearing you say this, I felt like standing up
and saying, ‘Oh no! Not again.’
Some days I would be sick, and I could
WHOLE CLASS 15 MIN hear the schoolchildren playing during I respectfully remind you sir, that we have
their lunch hour down at Norwood been the most patient of all people. When
Elementary School, which was all white, you said we must have self-respect, I
Digital Option and that’s what really stuck in my mind. I’d wondered how we could have self-respect
say, ‘It’s a shame that I have to walk so far and remain patient considering the
Blog About Educational Inequity Instead of discussing Gratton’s to school every day.’ When I’d hear those
schoolchildren playing, I’d say, ‘Here I am
treatment accorded us through the years.
17 million Negroes cannot do as you
description of having to pass by newer and better “white only”

(l)Gratton, Charles In. William H. Chafe, Raymond Gavins, and Robert Korstad, eds., Remembering Jim Crow: African-Americans Tell about Life in the Segregated South.
a block and a half from the elementary
suggest and wait for the hearts of men to
school, and I’ve got to walk six or seven
schools to get to his older and run down “black only” schools, miles to school every day.’
change. We want to enjoy now the rights
that we feel we are entitled to as
have students create a blog entry that focuses on educational Even now, I can almost hear those kids,
those white kids down at this elementary
Americans. This we cannot do unless we
pursue aggressively goals which all
inequity in schools. Students should create their own entry and school playing, and the noise and other Americans achieved over 150 years

respond to at least two other classmates’ entries to foster

laughing and playing, and I’m at home sick
basically from the exposure of walking ”
ago. . . .
—Jackie Robinson, letter to President
those six and seven miles to school every
discussion. SMALL GROUP 30 MIN day. Whether it was raining or not, I had to
Eisenhower, May 13, 1958

go. So those are some of the memories

New York: The New Press, 2001; (r)Robinson, Jackie. Letter to President Dwight Eisenhower. May 13, 1958.
that I have of my childhood growing up

”
EXAMINE THE SOURCE
over at Norwood.
HISTORICAL THINKING SKILLS –Charles Gratton, in Remembering Jim Crow:
1. Interpreting Text To what is Robinson referring
when he mentions pursuing goals other Americans
African Americans Tell About Their Life in the
Comparing Perspectives on Civil Rights Have students go online to Segregated South
achieved over 150 years ago?
2. Inferring What point do you think Robinson hopes
the University of California at Santa Barbara’s American Presidency to convey by making this connection to the goals
that others achieved in the past?
Project ([Link]) and search for “Remarks at Meeting of EXAMINE THE SOURCE

Interpreting Text Does Charles Gratton have the

Negro Leaders Sponsored by the National Newspaper Publishers same feelings toward the segregated park as he does
toward the unequal school access? Why or why not?
Association.“ Introduce the speech to students as the speech that
inspired Jackie Robinson’s letter in Primary Source E titled “Running
Out of Patience.” Direct students to read, beginning with the
paragraph starting with “Now I realize” and ending at “itself create
injustice.” Assign students to compare Eisenhower’s advice about
650
patience with Robinson’s call to action. SMALL GROUP 15 MIN

Special Needs 0647_0652_USH23_SE_HS_T14_L02_902313_380603.indd 650 03/11/20 10:49 AM

EXAMINE THE SOURCE ANSWERS

Program: NASS Component: SE

Strategy: Autism Spectrum Students on the Autism Spectrum (ASD) Vendor: SPi-Global
Grade: High School
PDF Pass

need routine breaks to allow internal and external stimuli to dissipate. PRIMARY SOURCE D
After ASD students read and respond to Source D, allow them a break
Gratton is bothered by both the segregated park and the unequal school
to reset and refresh in a quiet area or with sensory tools, prior to
access, but comparing his comment “it’s just one of those things” about the
continuing onto Source E activities.
park to his extensive memory of having to walk so far to school shows that
he was more upset by the unequal school access.
Culturally Responsive Connections
PRIMARY SOURCE E
African American Athletes Protest at the 1968 Olympics African
American athletes Tommie Smith and John Carlos gained 1. Robinson is referring to the American Revolution and the promise of life,
international recognition and condemnation for raising their fists in liberty, and the pursuit of happiness that is mentioned in the Declaration
the Black Power Salute while on the 1968 Olympic podium. In of Independence.
response, the Olympic committee stripped them of their gold and 2. Possible answer: I think Robinson wants Eisenhower to think about how
bronze medals respectively. Questions to Consider: Why do you long it has been since the United States won the American Revolution and
think Smith and Carlos were stripped of their Olympic medals? (Giving established a nation based on liberty. Ever since then, African Americans
the black power salute, was considered a criticism of the country on have been waiting for that liberty to be given to them. To be told to
an international stage. Stripping them of their medals was a way to continue waiting patiently is frustrating to Robinson.
condemn the protests and their participation.) How would you feel if
speaking out against something you believe in caused you to lose an
award or honor? (Students may say that it would anger them, make
them sad; create confusion.) What role might athletes play in
supporting social movements and causes they care about? (Students
18 may say that athletes are role models for society and using their
influence will help support causes they care about. Other students
The Teacher LESSON 03 • LEARN
Edition offers THE
a wide EVENTS
variety of differentiation support, including at point-of-use with
English language learner scaffolds to make the text accessible to students who are learning
GEOGRAPHY SKILLS
English at different levels of proficiency.​
GE

How does the

map illustrate the idea that the establishment of the state of Israel
exacerbated tensions in the Middle East?
LESSON 03 • LEARN THE EVENTS

Arab-Israeli Disputes, 1947–1993

GEOGRAPHY SKILLS Conflicts and agreements have led to changes in control of disputed land.

Using Maps About Arab-Israeli Disputes Invite students to analyze 35°E GEOGRAPHY CONNECTION

the map titled “Arab-Israeli Disputes, 1947–1993.” Ask: How does the
Proposed Jewish state, UN partition, 1947 LEBANON
Areas added to Israel, 1948–1949 SYRIA 1. Spatial Thinking What makes
Beirut
Damascus the Sinai Peninsula
map illustrate the idea that the establishment of the state of Israel
Areas controlled or conquered
by Israel in 1967
Golan Heights strategically important in the
Areas controlled by Israel in 1967 from Acre Middle East?
exacerbated tensions in the Middle East? (Possible response: The which it later withdrew Haifa Sea of
Galilee
Area of Palestinian autonomy allowed Nazareth 2. Human Population What was

map shows how borders of disputed land changed numerous times

under Israel-PLO agreement, 1993 Rām Allāh Nābulus
Nabulus a result of the 1993 agreement
West Bank
30°E Gaza Strip Tel Aviv Amman between Israel and the PLO?

over a period of about 50 years.) Have student pairs work together to

Mediterranean Sea (Israel withdrew Jerusalem Jericho
in 2005) Gaza
Dead Sea
Port Said
generate a list of two or three questions that can be answered by
Hebron
ISRAEL
Suez Canal JORDAN
studying the map. Ask pairs to exchange lists with another pair, 30°N
E G Y P T
Cairo
answer the questions posed by their classmates, and exchange lists N
Suez Sinai
Peninsula Aqaba

again for peer check and discussion. Invite students to share their (Israel withdrew
in 1979)

Gul
W E

R.
questions and answers with the class. SMALL GROUP 10 MIN Gulf of SAUDI

Ni le

fo
English Learners Scaffold
S Aqaba ARABIA

f
Su
Strait of Tiran

ez
Sharm
0 100 miles al-Sheikh

English Learners Scaffold 0 100 kilometers

Azimuthal Equidistant projection
Red Sea

Describing a Map About Disputes

Entering and Emerging Wars in the Middle East fearing attack by Egypt and other Arab states, Israel
launched air strikes on June 5, 1967, and destroyed

Entering anddescribe
Help students Emerging the map and the information it shows.
GUIDING QUESTION
What led to the outbreak of the Arab-Israeli wars of Wars in the Middle East
most of Egypt’s air force. In just six days, Israel defeated
the Egyptian, Syrian, and Jordanian armies and took the
Gaza Strip and the Sinai Peninsula from Egypt; the West

Peters, Joel, and David Newman, eds. The Routledge Handbook on the Israeli-Palestinian Conflict. New York, NY: Routledge, 2013.
1967 and 1973?
Provide students with simple sentence frames to complete, such as Tension in the Middle East led to the Arab-Israeli wars of
Bank and East Jerusalem from Jordan; and the Golan
GUIDING
Heights from Syria, tripling the size of its land. A million QUESTION
The map shows how conflicts and agreements have changed 1967 and 1973. The 1967 conflict is known as the Six-Day Palestinians now lived in areas under Israeli control.
______in the Middle East. (borders) Israel gained control of the
War, and the 1973 war is known as the Yom Kippur War.
These two conflicts resulted in several border changes
What led to the outbreak of the Arab-Israeli wars of
After the war, Israel proposed the return of the Sinai
Peninsula and Golan Heights and began negotiations
Golan Heights in ______. (1967) Invite students to share their within the region. 1967 and 1973?
about Gaza and the West Bank. In exchange for these
territories, Israel sought Arab recognition of its right to
completed sentences with a partner. The 1967 Arab-Israeli War exist. The Arab states responded with the Khartoum
After 1948, persistent tensions continued between Resolution: “no peace with Israel, no recognition of
Israel and its Arab neighbors. Tensions were marked Israel, no negotiations with Israel.” Arab states continued
Developing and Expanding by regular cross-border skirmishes between to demand the return of the West Bank and Gaza.
Palestinian and Israeli fighters. The Syrian-Israeli
Instruct students to write two sentences that describe the map and border was one site of conflict—disputes over water The 1973 Arab-Israeli War
led to clashes. The region was also entangled in the Nasser died in 1970, and Anwar el-Sadat replaced him.
one sentence that comments on how the map shows the impact of Cold War. An Arab-Israeli arms race began as the On October 6, 1973 (Yom Kippur, Judaism’s holiest day
United States supplied military equipment to the of the year), Egypt and Syria coordinated a surprise
tensions in the area. Ask students to share their observations with Israelis, and the Soviet Union armed the Arabs. attack against Israeli forces in the Sinai Peninsula.
a partner and analyze how their descriptions are alike and War loomed in May 1967 when Nasser sent Israeli prime minister Golda Meir quickly mobilized

different.
Egyptian troops to the Sinai Peninsula, which bordered
Israel. He convinced UN peacekeepers to withdraw
from the Sinai and banned Israeli-bound ships from the
The 1967 Arab-Israeli War
troops, and Israeli forces pushed into Egypt. On
October 22, there was a UN-negotiated cease-fire,
and in 1974, an official disengagement agreement
Straits of Tiran. Feeling increasingly threatened and ended the conflict, but tensions remained.
Bridging and Reaching
Developing and
Have students work inExpanding
pairs to write a short paragraph describing
764

the map and its purpose. Instruct students to describe the border
changes shown on the map as well as the causes of these changes 0759_0766_WH23_SE_HS_T19_L03_902302_196875.indd 764 21/01/21 1:56 PM
The 1973 Arab-Is
as described in the introductory text and key. Invite pairs to share ANSWERS
Program: NASS

Vendor: SPi-Global
Component: SE
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their observations with the class. ELL SMALL GROUP 10 MIN

Grade: High School

GEOGRAPHY CONNECTION

1. The Sinai Peninsula is strategically important because it connects Africa

HISTORICAL THINKING SKILLS and the Middle East. Also, it includes the Suez Canal, which is important to
Understanding Conflict in the Middle East Remind students that trade and transportation.
Arab nations strongly opposed the idea of dividing the Palestine 2. Israel and the PLO agreed that the Palestinian Authority would control
Mandate into a Jewish state and an Arab state. Ask: Why did Arabs Gaza and the West Bank. In return, the PLO recognized Israel.
object to dividing the Palestine Mandate? (Possible response:
Bridging and Reaching
Religious differences and competing claims on Palestine as a
homeland were two reasons that Arabs objected to the creation of a
Jewish state.) To help students understand the complicated history of

Authentically translated Spanish resources are available in print and digital. Digital Spanish resources
the Arab-Israeli dispute, have them work in small groups to make a
time line of events from 1916 to 1947. If students need support, work
as a class to identify words in the text that show the order of events.
include: Student eBook, Inquiry Journal, assessments, and closed captioning for videos. Printed
Once time lines are completed, invite students to discuss how
organizing the events in a chronological way helps aid understanding.
INDIVIDUAL 30 MIN

Spanish resources include: Student Edition,

ELL
Inquiry Journal, and Topic Tests and Lesson Quizzes.
ANSWERS
GEOGRAPHY CONNECTION

HISTORICAL THINKING SKILLS

HISTORIA
NOMBRE FECHA CURSO
UNITED STATES HISTORY

Cuestionario de la lección 14–3

INSTRUCCIONES: Opción múltiple Marca la opción de respuesta que mejor completa el enunciado
764 Independence and New Challenges
DE ESTADOS UNIDOS
o responde la pregunta.
1. ¿Cómo combatió principalmente la NAACP la segregación racial?

Why did Arabs A. fomentando levantamientos violentos

B. estableciendo escuelas afroamericanas

object to dividing the Palestine Mandate? C. amenazando a los dueños de negocios

D. demandando para derogar las leyes segregacionistas

2. La Segunda Guerra Mundial contribuyó al desarrollo del Movimiento por los Derechos Civiles
A. obligando al Gobierno federal a presionar a los estados para que abolieran la segregación.
B. animando a los veteranos que habían combatido en el extranjero por la democracia a luchar
por sus propios derechos.
C. movilizando a los trabajadores que querían recibir la misma paga que habían tenido durante
la guerra.
D. promoviendo la segregación y la violencia por motivos raciales.

3. El senador de Virginia Harry F. Byrd reaccionó a la iniciativa de abolir la segregación escolar

A. alentando la “resistencia colectiva”. C. apoyando la implementación inmediata.
B. promoviendo una implementación gradual. D. desalentando los actos de violencia.

4. En el caso de Brown contra la Junta de Educación de Topeka de 1954 la Corte Suprema

de Estados Unidos falló en favor de la derogación de la práctica de
A. separar las escuelas públicas. C. separar los autobuses escolares.
B. contratar solamente a maestros blancos. D. introducir medidas en favor de las
minorías en las matrículas escolares.

5. El Congreso aprobó la Ley de Derechos Civiles de 1957 principalmente para

A. castigar a los estados sureños.
B. apaciguar a los líderes de los derechos civiles.
Copyright © McGraw Hill. Permission is granted to reproduce for classroom use.

C. salvaguardar los derechos electorales de los afroamericanos.

D. provocar a los senadores sureños.

6. ¿Por qué supusieron las sentadas un cambio de táctica en el Movimiento por los Derechos Civiles?
A. Los participantes rechazaban la filosofía de la no violencia.
B. Las sentadas representaban una aceleración de las iniciativas por erradicar la segregación.
C. Los participantes recibían primero la aprobación de los dueños de los negocios blancos
antes de realizar las sentadas.
D. Las sentadas fueron dirigidas mayoritariamente por líderes del Movimiento por los
Derechos Civiles.

INSTRUCCIONES: Respuesta corta Responde las preguntas en 1 a 2 párrafos en una hoja de papel aparte.
7. Explica la razón por la que el presidente Eisenhower envió soldados federales a Little Rock, Arkansas.
Luego, describe la manera como este suceso y la aprobación de Ley de Derechos Civiles de 1957
combatieron la resistencia sureña.

8. Describe la manera como el boicot de autobuses de Montgomery, las sentadas de protesta y los Viajeros
de la Libertad desafiaron la segregación racial en lugares públicos.

266 El Movimiento por los Derechos Civiles

19
 Assess Your Way
Formative and summative assessments help you track progress and address individual
student and whole-class needs. Assessment options Include:

■ Preassessment ■ Lesson Quizzes 2–7

■ Student Edition Lesson Activities ■ Topic Tests, Forms A and B
■ SmartBook Adaptive Learning ■ Hands-On Topic Project
■ Self-Check Lesson Quizzes

NAME DATE CLASS

Topic 14 Preassessment
DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers
the question. NAME DATE CLASS
1. The court case Brown v. Board of Education of Topeka ruled that
A. segregated public schools were unconstitutional. Student Instructions for the Hands-On Topic Project
B. excluding African Americans from juries was unconstitutional.
The Civil Rights Movement
C. the “separate but equal” doctrine was constitutional.
D. Congress could ban discrimination in public facilities. Desegregation’s Unintended Consequences
2. What group, established in 1909, pushed for African American civil rights by using the court
Project Question
system?
A. CORE C. SNCC • What were the experiences of African Americans after segregation ended?
B. AFL-CIO D. NAACP
Project Summary
3. Civil rights activist Rosa Parks is known for
Think about segregation in the United States and the goal of the civil rights movement. Using
A. organizing the March on Washington.
primary and secondary sources, you will examine the effects of the Civil Rights Act of 1964. In
B. helping pass the Civil Rights Act. particular, you will analyze the positive changes and the unintended consequences that
C. refusing to give up her seat on a segregated bus. desegregation had on businesses owned by African Americans. You will work collaboratively in a
D. organizing the Freedom Riders. group to write a research report that evaluates the intentional and unintentional effects of ending
segregation.

“They also had a park. It was about a block from where I was born and raised and where I lived, Groups will be responsible for creating a task list and dividing tasks among members. Arrange
and it was known as the white person’s park. They had a tennis court there and nice park trees, for tasks to be completed based on your group members’ strengths or unique talents. Every
and blacks weren’t allowed in that park. I mean we just couldn’t go there. You know, it’s just one member will have a task and participate in the creation of the research report.
of those things.
William H. Chafe, Raymond Gavins, and Robert Korstad, eds., Remembering Jim Crow: African-Americans Tell
Copyright © McGraw Hill. Permission is granted to reproduce for classroom use. TEXT: Gratton, Charles In.

Some days I would be sick, and I could hear the schoolchildren playing during their lunch hour The research report will include data that show how desegregation affected businesses owned
down at Norwood Elementary School, which was all white and that’s what really stuck in my by African Americans in the 1960s and 1970s. The report will also include anecdotes from
mind.” business owners of the time to show how the end of segregation affected them. Deliver your
—Charles Gratton, in Remembering Jim Crow: African Americans Tell About Life in the report to an expert or group of experts.
Segregated South
Once your group’s report is complete, write a one- to two-page reflection letter describing the
tasks for which you were responsible during the project, what you might do differently on the
about Life in the Segregated South. New York: The New Press, 2001.

4. What is this document describing? project if repeated, and your experience working as a team. Finish your reflection by describing
something new that you learned about desegregation and its affects.
A. socialism C. nativism
B. discrimination D. diversity Final Product(s)
5. What was a major goal of the March on Washington? • Individual reflections on the project
A. to raise support for civil rights legislation • Group research reports
B. to repeal the Thirteenth Amendment
Step 1: Researching Desegregation
C. to draw attention to gender inequality
D. to force the Supreme Court to desegregate schools To learn more about the effects of the Civil Rights Act of 1964, examine the topic lessons and
gather additional information from AT LEAST four primary and secondary sources, either online
or at the library. Search for sources that focus on how businesses owned by African Americans,
such as restaurants, pharmacies, taxi companies, hotels and motels, funeral homes,
newspapers, and personal service establishments, were affected by desegregation. Sources
should also provide statistical data, such as how many businesses in the United States were
owned by African Americans in different decades, and firsthand accounts from business owners
The Civil Rights Movement 261 in the 1960s and 1970s. Remember to document your sources on a works cited page.

©McGraw Hill 1

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Vendor: SPi-Global
Grade: N/A

Digital assessments offer automatic grading on multiple choice, true/false, matching, and
fill-in-the-blank questions. Digital test banks allow you to select and write new questions
to create customized assessment.

20
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