Social Studies CRCT Review
–Mary McLeod Bethune: How did she help
improve education opportunities for all
– She encouraged people to "Invest in the human soul. Who knows, it might be a diamond in the rough."
• Educational leader: Why was it important for all
children to get an education? Think beliefs and ideals.
• Reconstruction South: Although freed, were ex-slaves really free?
• Formed strong work ethic growing up on cotton farm but was not content
with this work
• very important to learn how to read and write
• Lived in many places, mostly in the South, educating and helping others.
• African-American girls and boys not denied an education because they
could not pay tuition
• Assisting prisoners and homeless also part of her mission
• Founder of Daytona Educational and Industrial Training School for Negro
• Grew into a co-ed high school and hospital and later became Bethune-
• First African-American woman honored with a statue in Lincoln Park,
Susan B. Anthony: How did her work
helped change voting rights?
• Suffragist: Why was being able to vote important
to her? Think about why there needed to be change.
• New York: Raised in NY and remained there aside from travels to
discuss her beliefs and ideals
• Quaker family: How did that shape her beliefs and ideals?
• Many people immigrating to NY, including those disenfranchised
from the south
• Interesting fact - She felt so strongly about her beliefs and ideas that:
– Cast a test vote in 1872 presidential election.
– Article 1 of the constitution: People shall choose their officials
– Arrested and found guilty of disobeying local law allowing only
men to vote.
"Principle not policy; Justice, not favors.
Men, their rights, and nothing more; Women, their rights and
The Revolution, edited by Susan B. Anthony
Frederick Douglass: What was his role in
the early civil rights movement?
• Abolitionist: How did he help others?
Think about the impact of his actions.
– Individuals, Groups, and Institutions
– Beliefs and Ideals
Civil War era south
• Maryland: Why is Maryland considered a part of the
• Escaped to the north and got involved with the Liberator,
a newspaper against slavery
• Traveled and lectured with other abolitionists throughout
the North and Europe to speak out against more than just
• Believed in equal rights for slaves and women
• Was considered by newspaper a very well-spoken man
Lyndon B. Johnson: How did Great Society and
changes in voting rights impact people’s rights?
• President: How did his actions impact society? Think about
the positive/negative effects of his actions.
• Texas: Worked his way through teacher college and taught at a
predominantly Mexican-American school where he felt the burden of
poverty on his students
• The Great Society: Speech delivered to students in Michigan
• 3 issues: rebuilding urban cities; protecting and caring for America’s resources;
• Became a series of initiative that included: aid to education; Medicare; urban
renewal, beautification, conservation, and development of depressed regions; a
wide-scale fight against poverty; control and prevention of crime and delinquency;
and removal of obstacles to the right to vote
• the result of this will provide all American’s greater opportunities and equality
• Voting Rights Act of 1965 eliminated all prerequisite requirements to vote
• Constitutionally, all citizens were entitled to vote but individual cities created
rules to prevent African-Americans to vote such as literacy requirements or poll
Thurgood Marshall: How did he contribute to the civil
•Supreme Court Justice: Why did he choose this path?
•Think about how his beliefs helped him make his
decisions both in and out of court.
•Maryland: Again, what is the significance of this southern state?
– Growing up, father instilled in him the love of law
• Would parallel beliefs of Dean of Howard University Law School that the
constitution applies to all people
– Denied acceptance in University of Maryland Law School because of race
• First court case: successfully sued U of M Law School to admit African-American
•Used law and the justice system to end segregation
– Work as a lawyer for the NAACP helped him to become a leader in civil
• Brown vs. Board of Education: Landmark case legally ending “separate but
– 1st African-American Supreme Court Justice
• Legal work with desegregation led to new protections under law for all
Americans: women, children, homeless, prisoners
Eleanor Roosevelt: What was her role in the
United Nations and changing human rights?
• Activist: Why was it important to help the underprivileged?
Think about how her actions help or harm others.
• Uncle Teddy (Pres. Theodore Roosevelt) instilled family value of social
• Worked in lower income areas of NYC to help immigrants adapt to new life in
• Unusual because she did this on a regular basis…most rich people did this
• Changed the role of First Lady
• Reported to the president about working and living conditions as she
traveled through the US
• Wanted to help those who were disadvantaged
• Member of the US delegation to the United Nations
• Chairman of the Human Rights Commission
• Helped write the Universal Declaration of Human Rights
• Inalienable rights of the human family: freedom, justice, and peace
• Everyone is entitled to these rights regardless of who they are or
Franklin D. Roosevelt: How did the New Deal and World
War II help expand people’s rights and freedoms?
• President: How did his actions impact society?
– Think about the positive/negative effects of his actions.
• New Deal: Change in government practice!
• The government is going to be responsible for its citizens
• No longer “government takes care of government” and “business takes care
of business” approach.
• Initiatives to help people begin to recover from economic hardships
• More “hands-on” help for the people by creating jobs, assisting with
mortgages, and establishing Social Security
• World War II: Effort to help people on two fronts:
• The home front: Changed the dynamic of the work force
• Women working proving they could the same work as others
• Overseas: Battle between authoritarian societies and democratic
• Aggressor nations in Europe and Asia needed to be stopped
• Established the United Nations, a group working to promote and
maintain peace throughout the world.
Rights of Workers?
• Think about the differences between these two jobs
• Compare & Contrast
– What is happening in each picture? Describe the physical needs
of each job.
– What happens when it is hot?
– What happens when you need a break?
• These are recent pictures – Before Cesar Chavez, what were
the rights of farm workers?
Cesar Chavez: How did he help make
changes to workers’ rights?
– Activist: Why did he feel there needed to be
change? Think about how his beliefs influenced
his decision to create change.
– Significant locations:
– Born in Arizona but family moved because the family business closed because
of a draught during Great Depression
– Moved to California to earn income as migrant farm worker
• Harsh conditions for migrant workers including: low wage, unsafe tools,
prejudice against Mexican Americans (most of the migrant workers in CA)
• Attended over 30 schools before stopping after his 8th grade graduation.
– Organized farm workers into labor unions (National Farm Workers
Association) to receive higher wages and safer working conditions
– Childhood influenced his beliefs when he grew up.
– Non-violent protests inspired by the work of MLK and Gandhi
– Awarded the Medal of Freedom – the highest honor for a civilian.
Natural (land) – Gifts from nature
Human (labor) – Physical, intellectual, and creative skills of people
Capital (capital goods) – Resources used and made by people to produce and
distribute goods and services
Entrepreneurship (used to create goods and services) – Risk-takers willing to
invest in something new to creates goods and services.
Natural resources? cocoa beans, cows for milk, gas for the shipping trucks, paper for the
•Human resources? the person who milked the cow, cashier who took your money at the store, factory
worker who put the candy in the wrapper, person who thought of the recipe for the candy bar
•Capital resources? Tractor used on the farm, factory machines used to melt the chocolate and mix
everything together, computers to design the candy wrapper
•Entrepreneurship? “Mr. Kroger”, candy factory owner, trucking company owner
• Have students look at the label on their shirt (or have a friend look, if
they’re not feeling flexible ) to see where the shirt was made.
• Write the name of the country above the appropriate continent on the
graph. For example, if your shirt was made in Germany, you would
write “Germany” in the Europe column.
• Use the graph to help students understand TWO Enduring
– The student will understand that the ways people make, get, and
use goods and services may be different from how people in other
places make, get, and use goods and services.
– Where you live matters.
• Help students answer these questions:
– Where were most of our clothes made?
– Were anyone’s clothes made in our county?
– Why do we buy things from other countries?
– Are there things we MUST buy from other countries? Why?