American Reckoning

Students will:

• Analyze the events following the attempted murder of George Metcalfe in Natchez, Miss.Analyze the events following the attempted murder of George Metcalfe in Natchez, Miss.
• Compare and contrast the strategies and tactics of different civil rights groups.
• Examine primary source documents to determine their audience, purpose and historical significance.

• How did different groups of African-Americans advocate for change during the civil rights era?
• What strategies and tactics did civil rights groups use to achieve their goals?

• Transcript for “American Reckoning” (PBS)
• Mapping American Social Movements Project: N.A.A.C.P. History and Geography 1909-1980 (University of Washington)
• Primary Source document: A Declaration of the Negro Citizens of Natchez, Mississippi (N.A.A.C.P.)
• Primary Source document: The Natchez Agreement (N.A.A.C.P.)
• Metcalfe, George and Jackson, Wharlest (Mississippi Civil Rights Project)
• Justice Department Case File: Wharlest Jackson (The United States Department of Justice)

Common Core Standards:

• CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• CCSS.ELA-LITERACY.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
• CCSS.ELA-LITERACY.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.

C-3 Framework Standards for Social Studies:

• D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
• D2.Civ.2.9-12. Analyze the role of citizens in the U.S. po-litical system, with attention to various theories of democ-racy, changes in Americans’ participation over time, and alternative models from other countries, past and present.
• D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
• D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. 
• D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
• D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. 
• D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. 
• D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.3.9-12.  Use  questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. 
• D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
• D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
• D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.