Civil Rights and Social Movements in the Americas post-1945

The through-line

The unit's three parts are three separate movements with one shared question — who the federal government helps, and when — and the page's own plans answer it for two of them and never reach the third.

Content overview

This section examines the search for equality by those groups in America who experienced forms of discrimination and the extent to which they challenged established authority and attitudes. There is overlap with this topic and Paper 1: Rights and Protest - ATL: Civil rights in the United States (1954–1965).

Pacing

The page's own part estimates total ~9-12 class days; the plans on it total twenty-two meetings, roughly double. Most of the excess is in Part 3, where ten pages cover feminism and exam preparation against an estimate of four to five days, and where the Hispanic American Movement and the youth counter-culture are never reached at all. Part 1's five lessons against a ~2-3 day estimate are the other overrun. Treat the part estimates as the teacher's original intent and the day pages as what the year actually became.

How to use the lesson pages

• Twenty-two lessons from twenty-two meetings, but only eleven of them were numbered by the source. Lessons 1-9, 11 and 12 carry the source's own "Day N" headings. Lesson 11.5 sits between Days 11 and 12 under the date heading "Wednesday, April 13 (b) // Thursday, April 14 (a)", and Lessons 13-22 follow Day 12 under date headings alone. Those twelve numbers are this conversion's, not the teacher's.
• There is no Lesson 10. The source page jumps from "Day 9:" straight to "Day 11:". The gap is preserved rather than renumbered, so Lesson 9's forward link points at Lesson 11 and Lesson 11's back link points at Lesson 9. It is the source's gap, not a missing file.
• The dates on the page do not form a coherent calendar. Day 1 is "4/24 + 4/25", Day 3 is "5/1 + 5/2", Day 7 is "(4-15-24 / 4-16-24)", and the unnumbered meetings run April 13 through May 19 — so the page's own dates run backwards past its own day numbers. No year is given for most of them. The page is evidently assembled across more than one year. Every page reproduces its own date as written and none of them resolve it; check the calendar rather than the page.
• No timings anywhere. The source gives no per-move minutes on any of the twenty-two meetings, so every minute on every page is an estimate and each page says so. Each lesson offers a 90-minute block and a short period; only the block is timed.
• Block totals are left uneven and honest. Several meetings are genuinely short — Lessons 13, 16, 17, 21 and 11.5 in particular — and their totals are not padded to fill a block.
• Lesson 4 is a heading and nothing else. "Day 4: Work on News Broadcast Project" has no objective, no sequence, no links and no due date, and the News Broadcast Project is named nowhere else on the page. It is an activity page sitting beside the numbered chain; Lesson 3 links forward to it and Lesson 5 links back through it.
• The class splits by cohort from Lesson 14 onward and never rejoins. Juniors and seniors are given different work on Lesson 14; Lesson 15 is B-day only, Lesson 16 A-day only, Lesson 17 B-day only; Lesson 19 is seniors-only and Lessons 20, 21 and 22 are juniors-only. Two of those pairs look like the same lesson taught twice and are not: Lessons 16 and 17 fall on consecutive days and carry entirely different content.
• Three other units' reviews run inside this one. "Unit Review -- Hot Sheets!" appears on eight pages and covers the Great Depression (Topic 12) and the Cold War (Topic 16) as often as it covers this unit's own material. Lesson 19 is a whole-course revision day sitting inside the Topic 17 page; a teacher looking there for Topic 17 content will not find much.
• The unit promises more than its plans deliver. The overview's coverage list names the Hispanic American Movement in the US and the youth protests and counter-culture of the 1960s and 1970s. Neither appears in any day's plan anywhere on the page. Indigenous peoples, African Americans and feminist movements are taught; those two are not.
• Days repeat each other's material heavily, and each page flags what it is repeating. Lessons 1, 2 and 3 share the Indigenous Peoples Pt. I notes and the Advancement/Setback organizer byte for byte, with Lessons 2 and 3 both claiming to "finish" them. Eyes on the Prize runs on four consecutive pages, twice with the same episode named. The Pt. II feminist notes are identical on Lessons 18 and 20; the NOW chart pair is identical on Lessons 20 and 21; the Paper 1 booklets and format videos are identical on Lessons 15 and 17.
• One URL wears two names on Lesson 17: "Paper 1 Practice - Move to Global War" and "Paper 1 Peer Review" both point at the same Google Doc. One of the two links is probably wrong. It is reproduced as given, with both names, and flagged rather than guessed at.
• Several days name a resource and give no link: the Kahoot on Lesson 11, the second activator on Lesson 7, the Black Power Salute and Dudziak quotation on Lesson 12, the Half of the People video on Lesson 18, and — most consequentially — the "Civil Rights & Social Movements - Vocabulary Sheet + Unit Prompts" on Lesson 21, on the day students would use them. All are left linkless and say the source gave none.
• Placeholders the source left open are left open. "Closer - TBD" on Lesson 2, both essential questions reading "TBD" on Lesson 5, "Activator - TBD" on Lesson 18, and "Unit Assessment - TBD" in Lesson 18's forward-planning block. "LDOC" on Lesson 18 is never expanded. "Next Class", "next week" and "by Friday" are never dated.
• Eleven days leave the "Objectives:" line blank or absent, and Lessons 6 and 16 leave the "Lesson:" title line blank too. Where a page carries a derived objective or a conversion-supplied title, it says so; only Lessons 2, 3, 12 and 13 state an objective the teacher actually wrote.
• This unit states no summative assessment of its own. Lesson 15 is a Paper 1 mock exam requested by seniors, and Lesson 22 is the juniors' final research-and-report project with no rubric, length or format given. Lesson 18's planning block records the unit assessment as "TBD".
• Source typos and oddities are reproduced, not corrected: "the the Civil Rights Movement" in four titles, "indiginous" in Lesson 3's objective, "Feminists Movements" on Lessons 13 and 14, "a evidence-based claim" on Lesson 12, and "Letters From a Birmingham Jail" where the underlying file says "Letter". The repeated "Not es" for "Notes" is the one thing normalized, and the pages that carry it say so.
• No standards codes. This is an IB course; the page carries none, and the NC codes used elsewhere in this repo do not apply.
• This page carries no unit-level material of its own — no shared decks, study guides or assessment documents above the days. Everything in the sections below comes from the page's own framing text and its three part headers.