United States History
Era 9 - Postwar United States (1945 to early 1970s)
29. Students will be able to understand the struggle for racial and gender equality and for the extension of civil liberties:
Level IV (Grades 9-12) 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);
• Level III (Grades 7-8) 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).
National Center for History in the Schools: UCLA
Standard 3: Historical Analysis and Interpretation
A. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes and fears.
H. Hold interpretations of history as tentative, subject to changes as new information is uncovered, new voices heard, and new interpretations broached.
J. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions.
Standard 10: Media
10. Students will be able understand the characteristics and components of the media:
• Level IV (Grades 9-12): Understands the influence of the media on society as a whole (e.g., influence in shaping various governmental, social, and cultural norms; influence on the democratic process; influence on beliefs, lifestyles, and understanding of relationships and culture; how it shapes viewer's perceptions of reality; the various consequences in society of ideas and images in media)
USA - National Council for Social Studies: Curriculum Standards for Social Studies (www.socialstudies.org/standards/strands/)
AI: Thematic Standard: Culture and Cultural Diversity
Social studies programs should include experiences that provide for the study of culture and cultural diversity.
AII: Thematic Standard: Time, Continuity and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
AVI: Thematic Standard: Power, Authority and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
AX: Thematic Standard: Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.