Domestic Change

15 Components
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History
Stimulus Based Multiple Choice - Unit 10 Teacher Materials Uint 10 Stimulus Based MC Stimulus Bank 11.10 Part 2 Question Bank
End of Unit Assessments
11.10 End of Unit Assessment- NYS Framework Aligned 11.10 End of Unit Assessment- NYS Framework Aligned- Teacher Materials
A - Civil Rights Movements
Civil Rights Inquiry Civil Rights Inquiry - Remote ADA & Judy Heumann
B - Government and the Economy Inquiry
Government and the Economy Inquiry
The Color of Law by Richard Rothstein
Chapter Guides Paired Resources Color of Law Student Workbook
New York Times 1619 Project Resources
1619 Project Lesson Template and Resources 1619 Project - Remote Learning
Unit 11.10: Domestic Change
Browse Components
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History
Stimulus Based Multiple Choice - Unit 10 Teacher Materials Uint 10 Stimulus Based MC Stimulus Bank 11.10 Part 2 Question Bank
End of Unit Assessments
11.10 End of Unit Assessment- NYS Framework Aligned 11.10 End of Unit Assessment- NYS Framework Aligned- Teacher Materials
A - Civil Rights Movements
Civil Rights Inquiry Civil Rights Inquiry - Remote ADA & Judy Heumann
B - Government and the Economy Inquiry
Government and the Economy Inquiry
The Color of Law by Richard Rothstein
Chapter Guides Paired Resources Color of Law Student Workbook
New York Times 1619 Project Resources
1619 Project Lesson Template and Resources 1619 Project - Remote Learning
A - Civil Rights Movements:

ADA & Judy Heumann

How did disability rights activists, Like Judy Heumann, get legislation for better accessibility passed? How does accessibility impact your life, school, and community?

1-2 days
See Standards
New York State Grades 9-12 Social Studies Framework:
11.10

KEY IDEA: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.

11.10b

CONCEPTUAL UNDERSTANDING: Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.

11.10b1

CONTENT SPECIFICATION: Students will trace the following efforts in terms of issues/goals, key individuals and
groups, and successes/limitations:
 Modern women’s movement (e.g., The Feminine Mystique [1963], National
Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)
 Native Americans (e.g., American Indian Movement, Russell Means, native
identity, and land claims)
 Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm
Workers)
 People with disabilities (e.g. Individuals with Disabilities Education Act
[1975], Americans with Disabilities Act [1990] )
 Rights of the accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright
[1963], Miranda v. Arizona [1966])
 Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986,
continuing debates over immigration reform)
 Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts
for equal legal rights)
 Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water
Act of 1972, Endangered Species Act of 1973, Environmental Protection
Agency [1970], Reagan’s policy)
 Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District
[1969], New Jersey v. TLO [1985])

11.10b2

CONTENT SPECIFICATION: Students will thoroughly investigate at least one of the efforts above.

Resources:
  • ADA & Judy Heumann
    Inquiry Question How did disability rights activists, Like Judy Heumann, get legislation for better accessibility passed? How does accessibility impact your life, school, and community? Learning Objective Students will be able to recognize the impact protest and demonstrations had on passing disability-accessibility legislation as well as the continuing impact of ADA regulations on their lives.
    Resource:
    ADA & Judy Heumann

    U.S. History

    Unit 11.10: Domestic Change

    A - Civil Rights Movements: ADA & Judy Heumann

    Inquiry Question

    • How did disability rights activists, Like Judy Heumann, get legislation for better accessibility passed?
    • How does accessibility impact your life, school, and community? 

    Learning Objective

    • Students will be able to recognize the impact protest and demonstrations had on passing disability-accessibility legislation as well as the continuing impact of ADA regulations on their lives.
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    Standards
    New York State Grades 9-12 Social Studies Framework ( 11.10, 11.10b, 11.10b1, 1…
    +— Details
    New York State Grades 9-12 Social Studies Framework:
    11.10

    KEY IDEA: SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.

    11.10b

    CONCEPTUAL UNDERSTANDING: Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.

    11.10b1

    CONTENT SPECIFICATION: Students will trace the following efforts in terms of issues/goals, key individuals and
    groups, and successes/limitations:
     Modern women’s movement (e.g., The Feminine Mystique [1963], National
    Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)
     Native Americans (e.g., American Indian Movement, Russell Means, native
    identity, and land claims)
     Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm
    Workers)
     People with disabilities (e.g. Individuals with Disabilities Education Act
    [1975], Americans with Disabilities Act [1990] )
     Rights of the accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright
    [1963], Miranda v. Arizona [1966])
     Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986,
    continuing debates over immigration reform)
     Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts
    for equal legal rights)
     Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water
    Act of 1972, Endangered Species Act of 1973, Environmental Protection
    Agency [1970], Reagan’s policy)
     Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District
    [1969], New Jersey v. TLO [1985])

    11.10b2

    CONTENT SPECIFICATION: Students will thoroughly investigate at least one of the efforts above.

    All Resources From: