Idaho Social Studies 9-12.US2.29
The Standard
Analyze the motives, strategies, methods, organizations, and impacts of various Civil Rights Movements.
Idaho Content Standards: K-12 Social Studies · Affluence, Cold War, and Social Revolutions 1945-1974
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain what different groups wanted, why they organized, and whom they tried to pressure. They compare tactics such as sit-ins, boycotts, voter registration drives, and lobbying. They use specific events to explain what changed and what did not.
What Mastery Looks Like
- A student can explain how SNCC’s voter registration drives challenged barriers to voting and how the United Farm Workers’ grape boycott pressured growers. They can name a result of each campaign without claiming either ended discrimination.
Common Misconceptions
- Students may treat the movements as one campaign with the same goals. They may assume a law or a successful boycott ended the problems a group faced. Some confuse a protest tactic, such as a sit-in, with the organization that planned it.
How to Assess It
- On an exit ticket, ask: Compare the Montgomery bus boycott and the United Farm Workers’ grape boycott. For each, name the group’s goal, one tactic, and one result.
Lesson moves
Ways to Teach It
Give pairs printed excerpts from a SNCC voter registration flyer, a UFW boycott leaflet, NOW’s founding statement, and AIM’s demands; have them mark goals and tactics.
Ask students to write: Why might a farmworker boycott and a student sit-in put pressure on different people? Use one detail from each campaign.
Play a three-card match: pair the Montgomery Improvement Association, UFW, and AIM with their bus boycott, grape boycott, and Trail of Broken Treaties.
Draft a petition to change a school dress-code rule, then compare who could approve it with who could approve NOW’s proposed Equal Rights Amendment.
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Related Standards
- 9-12.GOV.15
Evaluate the roles of the federal and state governments in the Civil Rights Movement.
- 9-12.US2.46
Evaluate the progress of civil rights and immigration issues in recent United States history.
- 5.SS.1.9
Analyze or distinguish the geographic, economic, and religious motivations that influenced the movement of people.
- 6-12.HT2.4
Analyze complex and interacting factors that influenced the perspectives of people during different historical eras and how those perspectives are reflected thr...
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