Students create a flowchart to review the process by which a bill becomes a law. Then they learn about the Civil Rights Acts of 1957 and 1964, as well as key legislation of LBJ’s Great Society program. Next they learn about the opposition of the southern Democrats and evaluate the role of filibuster in Congress. Finally they write an executive summary of an affirmative action plan for an imaginary company.
Students read an introduction connecting the civil rights movement to federal civil rights legislation and the Great Society, and review the lesson objectives. After viewing an image of President Eisenhower signing the Civil Rights Act of 1957, they recall how a bill becomes a law and create a flowchart that shows the major steps in the legislative process.
Teacher MovesPreview the experience using the overview and objectives. Direct students to the Student Pack links on how a bill becomes a law to support their review. After students create their flowcharts, walk through the main steps of the legislative process with them, using the usa.gov outline to clarify how bills move through Congress and can become law or be vetoed or overridden.
Students examine an image of President Lyndon B. Johnson meeting with Martin Luther King Jr., then read about the Civil Rights Acts of 1957 and 1964, focusing on how the 1964 act expanded protections against discrimination. They respond on a class wall explaining why a second Civil Rights Act was needed so soon after 1957. Next, they read about the Voting Rights Act of 1965 and an overview of Johnson’s Great Society, then use the video and readings The Great Society, Evaluating the success of the Great Society, and the infographic Great Society Legislation to gather details about key programs and goals. Using this information, they complete a concept map highlighting major features, programs, and principles of Great Society legislation.
Teacher MovesFacilitate discussion of student responses about the need for the 1964 act, sharing exemplary answers and emphasizing that the 1957 act was limited while the 1964 act went further and survived a lengthy filibuster. As students build their concept maps, prompt them to organize information either by specific Great Society programs (such as Food Stamps, Head Start, Medicaid, Medicare, Job Corps, and housing and nutrition acts) or by broader principles like eliminating poverty, expanding opportunities for women and minorities, addressing racial injustice, regulating natural resources, and protecting consumers.
Students read about opposition to civil rights legislation, including George Wallace’s pro-segregation campaigns and the role of southern Democrats in maintaining Jim Crow policies. After viewing an image illustrating southern Democrats’ support for wage discrimination, they read about the filibuster as a Senate tactic used to block civil rights and Great Society legislation, using About Filibusters and Cloture | Historical Overview to understand its history and constitutional context. They then post to a class wall evaluating the filibuster’s role in Congress by identifying its pros and cons and explaining how it affected the passage of civil rights and Great Society laws.
Teacher MovesHighlight how southern Democrats used tools like the filibuster to resist civil rights reforms. Share strong student responses and explain that filibusters can empower a minority of senators to slow or block legislation and force compromise. Use historical examples, such as Strom Thurmond’s 24-hour speech against the 1957 Civil Rights Act and the filibuster against the 1964 act, to show how these efforts both obstructed legislation and drew public attention that ultimately helped build support for civil rights.
Students read a brief explanation of affirmative action, including its origins in presidential executive orders and its goal of actively recruiting and advancing qualified minorities, women, people with disabilities, and covered veterans through measures such as training and outreach. They then imagine themselves as a human resources director at a high-tech company and write an executive summary of an affirmative action policy for the company, posting it to a shared wall. Afterward, they review classmates’ plans and respond to at least two with questions or constructive comments.
Teacher MovesInvite students to apply their understanding of civil rights and Great Society goals by crafting realistic affirmative action plans. If appropriate for your class, allow students who oppose affirmative action to instead write a position paper arguing against it, reminding them that any stance must be supported with clear reasoning. Encourage respectful peer feedback on the posted summaries.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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