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Topic: Human and civil rights 

United States History

 Standard 4.  Understands how political, religious, and social institutions emerged in the English colonies
  Level IV (Grade 9-12)
   Benchmark 2.Understands how gender, property ownership, religion, and legal status affected political rights (e.g., that women were not allowed to vote even if they held property and met religious requirements)
    Knowledge/skill statements
     1.Understands how gender affected political rights in colonial America
     2.Understands how property ownership affected political rights in colonial America
     3.Understands how religion affected political rights in colonial America
     4.Understands how legal status affected political rights in colonial America
     5.Knows that women were not allowed to vote in colonial America even if they held property and met religious requirements
 Standard 10.  Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed American lives and led to regional tensions
  Level IV (Grade 9-12)
   Benchmark 6.Understands the social and cultural influence of former slaves in cities of the North (e.g., their leadership of African American communities, how they advanced the rights and interests of African Americans)
    Knowledge/skill statements
     1.Understands the social influence of former slaves in the cities of the North
     2.Understands the cultural influence of former slaves in the cities of the North
     3.Understands the leadership of former slaves in African American communities in cities of the North
     4.Understands how former slaves advanced the rights and interests of African Americans
 Standard 24.  Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
  Level IV (Grade 9-12)
   Benchmark 2.Understands how the New Deal influenced the civil and political rights of diverse groups (e.g., the involvement of women and minorities in the New Deal and its impact upon them, FDR's commitment to advancing the civil and political rights of African Americans, how African Americans planted the seeds of a civil rights revolution during the 1930s, how the Indian Reorganization Act of 1934 affected Native Americans, the role of John Collier in securing a "new deal" for Native Americans)
    Knowledge/skill statements
     1.Understands how the New Deal influenced the civil rights of diverse groups
     2.Understands how the New Deal influenced the political rights of diverse groups
     3.Understands the involvement of women in the New Deal
     4.Understands the involvement of minorities in the New Deal
     5.Understands the impact of the New Deal on women
     6.Understands the impact of the New Deal on minorities
     7.Understands FDR’s commitment to advancing the civil rights of African Americans
     8.Understands FDR’s commitment to advancing the political rights of African Americans
     9.Understands how African Americans planted the seeds of a civil rights revolution during the 1930s
     10.Understands how the Indian Reorganization Act of 1934 affected Native Americans
     11.Understands the role of John Collier in securing a "new deal" for Native Americans
 Standard 25.  Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
  Level II (Grade 5-6)
   Benchmark 3.Understands events on the U.S. home front during World War II (e.g., economic and military mobilization; the internment of Japanese Americans and the implications for civil liberties)
    Knowledge/skill statements
     1.Understands economic mobilization on the U.S. home front during World War II
     2.Understands military mobilization on the U.S. home front during World War II
     3.Understands the internment of Japanese Americans in the U.S. during World War II
     4.Understands the implications for civil liberties from the internment of Japanese Americans
  Level III (Grade 7-8)
   Benchmark 5.Understands the dimensions of Hitler’s "final solution" and the Allies’ response to the Holocaust and war crimes (e.g., human costs of Nazi genocide, Roosevelt’s immigration policy toward Jewish refugees from Hitler’s Germany)
    Knowledge/skill statements
     1.Understands the dimensions of Hitler’s "final solution"
     2.Understands the Allies’ response to the Holocaust
     3.Understands the Allies’ response to war crimes
     4.Understands the human costs of Nazi genocide
     5.Understands Roosevelt’s immigration policy toward Jewish refugees from Hitler’s Germany
   Benchmark 8.Understands how minority groups were affected by World War II (e.g., how minority groups organized to gain access to wartime jobs and discrimination they faced, factors that led to the internment of Japanese Americans)
    Knowledge/skill statements
     1.Understands how minority groups organized to gain wartime jobs
     2.Understands the discrimination faced by minority groups during World War II
     3.Understands the factors that led to the internment of Japanese Americans
  Level IV (Grade 9-12)
   Benchmark 4.Understands how World War II influenced the home front (e.g., the impact on science, medicine, and technology; how Americans viewed their achievements and global responsibilities at the war’s end; how minorities contributed to the war effort and the contradiction between their treatment at home and the goals that they were fighting for in Europe; the effects of the relocation centers on Japanese American families)
    Knowledge/skill statements
     1.Understands the impact of World War II on science
     2.Understands the impact of World War II on medicine
     3.Understands the impact of World War II on technology
     4.Understands how Americans viewed their achievements at the war’s end
     5.Understands how Americans viewed their global responsibilities at the war’s end
     6.Understands how minorities contributed to the war effort
     7.Understands the contradiction between the treatment of minorities at home and the goals that they were fighting for in Europe
     8.Understands the effects of the relocation centers on Japanese American families
 Standard 28.  Understands domestic policies in the post-World War II period
  Level II (Grade 5-6)
   Benchmark 1.Understands the civil rights movement during President Truman's presidency (e.g., his support of civil rights, the effect on the Democratic party)
    Knowledge/skill statements
     1.Understands President Truman’s support of civil rights
     2.Understands the effects of the Civil Rights movement on the democratic party
 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 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 2.Understands conflicting perspectives on different issues addressed by the women’s rights movement (e.g., the Equal Rights Amendment, Title VII, and Roe v. Wade)
    Knowledge/skill statements
     1.Knows about conflicting perspectives on the Equal Rights Amendment
     2.Knows about conflicting perspectives on Title VII
     3.Knows about conflicting perspectives on Roe v. Wade
   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

Civics

 Standard 13.  Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity
  Level III (Grade 6-8)
   Benchmark 3.Knows sources of political conflict that have arisen in the United States historically as well as in the present (e.g., geographic and sectional interests, slavery and indentured servitude, national origins, extending the franchise, extending civil rights to all Americans, the role of religion in American public life, engaging in wars)
    Knowledge/skill statements
     7.Knows that extending civil rights to all Americans can be a source of political conflict in the United States
   Benchmark 5.Knows instances in which political conflict in the United States has been divisive and reasons for this division (e.g., the Civil War, labor unrest, civil rights struggles, opposition to the war in Vietnam)
    Knowledge/skill statements
     7.Knows that the civil rights struggles were divisive American political conflicts
     8.Understands why the civil rights struggles were divisive American political conflicts
 Standard 14.  Understands issues concerning the disparities between ideals and reality in American political and social life
  Level III (Grade 6-8)
   Benchmark 4.Knows some of the efforts that have been put forth to reduce discrepancies between ideals and the reality of American public life (e.g., abolition, suffrage, civil rights, environmental protection movements)
    Knowledge/skill statements
     1.Knows that the abolition effort strived to reduce discrepancies between ideals and the reality of American public life
     2.Knows that suffrage efforts strived to reduce discrepancies between ideals and the reality of American public life
     3.Knows that civil rights efforts strived to reduce discrepancies between ideals and the reality of American public life

Grades K-4 History

 Standard 4.  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  Level I (Grade K-2)
   Benchmark 6.Understands the ways in which people in a variety of fields have advanced the cause of human rights, equality, and the common good (e.g., Frederick Douglass, Clara Barton, Elizabeth Blackwell, Jackie Robinson, Rosa Parks, Jonas Salk, Cesar Chavez)
    Knowledge/skill statements
     1.Knows that Frederick Douglass advanced the cause of human rights, equality, and the common good by advocating the abolition of slavery
     2.Knows that Clara Barton advanced the cause of human rights, equality, and the common good by founding the American Red Cross
     3.Knows that Elizabeth Blackwell advanced the cause of human rights, equality, and the common good by becoming the first female doctor in the United States
     4.Knows that Jackie Robinson advanced the cause of human rights, equality, and the common good by becoming the first African American to play baseball in the major leagues
     5.Knows that Rosa Parks advanced the cause of human rights, equality, and the common good by refusing to give up her bus seat to a white person, an act that led to the Montgomery Bus Boycott
     6.Knows that Jonas Salk advanced the cause of human rights, equality, and the common good by discovering a vaccine for polio
     7.Knows that Cesar Chavez advanced the cause of human rights, equality, and the common good by helping migrant farm workers gain better pay and working conditions

World History

 Standard 41.  Understands the causes and global consequences of World War II
  Level II (Grade 5-6)
   Benchmark 3.Understands the human costs of World War II (e.g., how and why the Nazi regime forged a "war against the Jews," and the devastation suffered by Jews and other groups in the Nazi Holocaust; social problems as a consequence of the war)
    Knowledge/skill statements
     1.Understands how the Nazi regime forged a "war against the Jews"
     2.Understands why the Nazi regime forged a "war against the Jews"
     3.Understands the devastation suffered by Jews and other groups in the Nazi Holocaust
     4.Knows social problems that resulted from World War II
  Level III (Grade 7-8)
   Benchmark 3.Understands the influence of Nazism on European society and Jewish culture (e.g., European and Jewish resistance movements to the Nazis and their policies, discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944)
    Knowledge/skill statements
     2.Understands the influence of Nazism on Jewish culture
     3.Knows European and Jewish resistance movements to the Nazis and their policies
     4.Knows discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944
  Level IV (Grade 9-12)
   Benchmark 2.Understands the Holocaust and its impact on Jewish culture and European society (e.g., the chronology of the Nazi "war on the Jews," and the geography and scale of Jewish deaths resulting from this policy; personal reasons for resistance to or compliance with Nazi policies and orders; the brutality of Nazi genocide in the Holocaust as revealed in personal stories of the victims)
    Knowledge/skill statements
     1.Understands the Holocaust’s impact on Jewish culture
     2.Understands the Holocaust’s impact on European society
     3.Knows the chronology of the Nazi "war on the Jews"
     4.Understands the geography and scale of Jewish deaths resulting from the Nazi "war on Jews"
     5.Knows people’s personal reasons for resistance to or compliance with Nazi policies and orders
     6.Understands the brutality of Nazi genocide in the Holocaust as revealed in personal stories of the victims
 Standard 43.  Understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up
  Level III (Grade 7-8)
   Benchmark 5.Understands political conditions in Africa after World War II (e.g., the moral, social, political, and economic implications of apartheid; the diverse leadership and governing styles of African regimes through the second half of the 20th century)
    Knowledge/skill statements
     1.Understands the moral, social, political, and economic implications of apartheid
  Level IV (Grade 9-12)
   Benchmark 5.Understands reasons for the shift in government in Africa and how Africans responded (e.g., reasons for the replacement of parliamentary-style governments with military regimes and one-party states in much of Africa, how Africans survived and resisted apartheid)
    Knowledge/skill statements
     4.Understands how Africans survived and resisted apartheid
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level II (Grade 5-6)
   Benchmark 3.Understands efforts to improve political and social conditions around the world (e.g., the progress of human and civil rights around the globe since the 1948 U.N. Declaration of Human Rights; how the apartheid system was dismantled in South Africa and the black majority won voting rights; the progress made since the 1970s in resolving conflict between Israel and neighboring states)
    Knowledge/skill statements
     1.Understands efforts to improve political conditions around the world in the 20th century
     2.Understands efforts to improve social conditions around the world in the 20th century
     3.Understands the progress of human and civil rights around the globe since the 1948 U.N. Declaration of Human Rights
     4.Understands how the apartheid system was dismantled in South Africa and the black majority won voting rights
     5.Understands the progress made since the 1970s in resolving conflict between Israel and neighboring states
 Standard 45.  Understands major global trends since World War II
  Level II (Grade 5-6)
   Benchmark 2.Understands the advancement of human rights and democratic ideals and practices in the world during the 20th century
    Knowledge/skill statements
     1.Understands the advancement of human rights in the world during the 20th century
     2.Understands the advancement of democratic ideals and practices in the world during the 20th century
  Level IV (Grade 9-12)
   Benchmark 2.Understands causes of economic imbalances and social inequalities among the world's peoples and efforts made to close these gaps
    Knowledge/skill statements
     3.Understands efforts made to close economic and social gaps in equality among the world’s people