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Topic: Civil Rights Movement 

United States History

 Standard 29.  Understands the struggle for racial and gender equality and for the extension of civil liberties
  Level II (Grade 5-6)
   Benchmark 1.Understands the development of the civil rights movement (e.g., the Supreme Court case Brown v. Board of Education and its significance in advancing civil rights; the resistance to civil rights in the South between 1954 and 1965; how the "freedom ride," "civil disobedience," and "non-violent resistance" were important to the civil rights movement; Martin Luther King Jr.’s "I Have a Dream" speech in the context of major events)
    Knowledge/skill statements
     1.Knows the significance of the Brown v. Board of Education case in advancing civil rights
     2.Knows about resistance to civil rights in the South between 1954 and 1965
     3.Knows why the "freedom ride" was important to the civil rights movement
     4.Knows why the philosophy of "civil disobedience" was important to the civil rights movement
     5.Knows why "non-violent resistance" was important to the civil rights movement
   Benchmark 2.Understands the involvement of diverse groups in the civil rights movement (e.g., the agendas, strategies, and effectiveness of African, Asian, Latino, and Native Americans, as well as the disabled, in advancing the movement for civil and equal rights; regional issues important to diverse groups and their efforts to attain equality and civil rights after World War II )
    Knowledge/skill statements
     1.Knows the agendas, strategies, and effectiveness of African American groups in the civil rights movement
     2.Knows the agendas, strategies, and effectiveness of Asian American groups in the civil rights movement
     3.Knows the agendas, strategies, and effectiveness of Latino American groups in the civil rights movement
     4.Knows the agendas, strategies, and effectiveness of Native American groups in the civil rights movement
     5.Knows the agendas, strategies, and effectiveness of groups representing the disabled in the civil rights movement
     6.Knows the regional issues that were important to African American groups during their efforts to attain equality and civil rights after World War II
     7.Knows the regional issues that were important to Asian American groups during their efforts to attain equality and civil rights after World War II
     8.Knows the regional issues that were important to Latino American groups during their efforts to attain equality and civil rights after World War II
     9.Knows the regional issues that were important to Native American groups during their efforts to attain equality and civil rights after World War II
     10.Knows the regional issues that were important to groups representing the disabled during their efforts to attain equality and civil rights after World War II
  Level III (Grade 7-8)
   Benchmark 1.Understands individual and institutional influences on the civil rights movement (e.g., the origins of the postwar civil rights movement; the role of the NAACP in the legal assault on the leadership and ideologies of Martin Luther King, Jr. and Malcolm X; the effects of the constitutional steps taken in the executive, judicial, and legislative branches of government; the shift from de jure to de facto segregation; important milestones in the civil rights movement between 1954 and 1965; Eisenhower’s reasons for dispatching federal troops to Little Rock in 1957)
    Knowledge/skill statements
     1.Knows the origins of the postwar civil rights movement
     2.Knows the role of the NAACP in the legal assault on the leadership and ideologies of Martin Luther King, Jr.
     3.Knows the role of the NAACP in the legal assault on the leadership and ideologies of Malcolm X
     4.Knows the effects of the constitutional steps taken in the executive, judicial, and legislative branches of government during the civil rights movement
     5.Knows about the shift from de jure to de facto segregation
     6.Knows the important milestones in the civil rights movement between 1954 and 1965
     7.Knows Eisenhower’s reasons for dispatching federal troops to Little Rock in 1957
  Level IV (Grade 9-12)
   Benchmark 1.Understands how diverse groups united during the civil rights movement (e.g., the escalation from civil disobedience to more radical protest, issues that led to the development of the Asian Civil Rights Movement and the Native American Civil Rights Movement, the issues and goals of the farm labor movement and La Raza Unida)
    Knowledge/skill statements
     1.Knows about the escalation from civil disobedience to more radical protest in the civil rights movement
     2.Knows issues that led to the development of the Asian Civil Rights Movement
     3.Knows issues that led to the development of the Native American Civil Rights Movement
     4.Knows the issues and goals of the farm labor movement
     5.Knows the issues and goals of La Raza Unida
   Benchmark 4.Understands significant influences on the civil rights movement (e.g., the social and constitutional issues involved in Plessy v. Ferguson (1896) and Brown v. Board of Education (1954) court cases; the connection between legislative acts, Supreme Court decisions, and the civil rights movement; the role of women in the civil rights movement and in shaping the struggle for civil rights)
    Knowledge/skill statements
     1.Knows the social issues involved in Plessy v. Ferguson (1896)
     2.Knows the constitutional issues involved in Plessy v. Ferguson (1896)
     3.Knows the social issues involved in Brown v. Board of Education (1954)
     4.Knows the constitutional issues involved in Brown v. Board of Education (1954)
     5.Knows about the connection between legislative acts, Supreme Court decisions, and the civil rights movement
     6.Knows about the role of women in the Civil Rights movement
     7.Knows about the role of women in shaping the struggle for civil rights