Procedures

• Step 1:

  To begin the discussion of social movements and inequality, students will learn about equality and the 14th Amendment. Students will watch the 14th Amendment video clip and read an excerpt of the amendment. They will then use the handout to summarize and explain the importance of the amendment.

  Handout: The 14th Amendment and Inequality (Google Doc)

  To start, pose the question: “Has everyone been treated equally under the law?” Have students either write down their thoughts using the handout, share with each other, or as a whole class.

  Using the handout, students will then watch the video clip and read an excerpt of the amendment.

  Video Clip 1: 14th Amendment (3:00)

  After watching the video clip, either as a class, small groups, or individuals, have students describe the 14th Amendment in their own words. As a class, pairs, extended response, or through a discussion board, have students respond to any of following discussion questions:

  • Why was the passing of the 14th Amendment important?

  • How successful has the government been in addressing equality?

• Step 2:

  Either as a class, small group, or individuals, have students match the definitions of five government responses using the first slide of the matching worksheet linked below. Students will match the example of the government response to its description Teachers should make a copy of this Google Slide and remove the answer key before sharing with students.

  HANDOUT: Matching Worksheet (Google Slides)

• Step 3:

  After completing the matching activity, students will view the following video clips about different policies and court cases that address social movements. As they view the clips they can take notes on the Video Guide Worksheet linked below. This will ask students to identify the purpose of the response and rank how successful they believe it was.

  HANDOUT: Government Responses to Social Movements Video Guide Worksheet (Google Doc)

• Video Clips:

  • Video Clip 2: Brown v. Board of Education (3:00)

  • Video Clip 3: Civil Rights Act of 1964 (3:00)

  • Video Clip 4: Voting Rights Act of 1965 (1:00)

  • Video Clip 5: Title IX of the Education Amendments Act of 1972 (2:20)

• Step 4:

  Have students complete the second slide of the Ranking Worksheet (Google Slide). They will rank how successful each of the movements were. Students should use their notes to address the question:

  • How successful has the government been in addressing inequality?

• Extension Activities:

  Ask students to consider the notes they took during the lesson. Based on this, have students formulate an opinion on the success of government responses. Students can demonstrate their opinion through:

  • Class wide Socratic Seminar, using some of the articles as additional resources in the discussion.

  • Students researching current social movements and develop a government policy to address inequality.

  • Students writing to their representatives about addressing inequality.