Indiana Social Studies USH.6.5

Social StudiesGrades 9–12Mid-Twentieth Century America: 1945 to 1980

The Standard

Explain the efforts of minority groups and women to assert their social, economic, and civic rights during this period.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students explain how Black Americans, Mexican American farmworkers, Native Americans, and women pushed for fair treatment, better jobs, and political power. They connect boycotts, strikes, occupations, and lobbying to specific demands. They compare what changed with what remained unequal.
What Mastery Looks Like: A student can explain why Montgomery bus riders boycotted, Delano farmworkers organized, Alcatraz occupiers protested, and women pressed for Title IX. They link each action to a demand and an outcome without claiming discrimination ended.
Common Misconceptions: Students may think the Civil Rights Act ended discrimination or that every group sought the same rights. They may also overlook women who organized in both women's rights and racial justice campaigns.
How to Assess It: Exit ticket: Compare the Delano grape boycott and the push for Title IX. For each, name who acted, what they wanted, the tactic they used, and one result.

Lesson moves

Have pairs sort printed excerpts from a Montgomery boycott leaflet, Delano boycott flyer, Alcatraz proclamation, and Women's Strike flyer by demand and tactic.
Ask: Why did Delano organizers boycott grapes while Alcatraz occupiers took over an island? Write two sentences using each group's goal.
Give teams event cards and demand cards for Montgomery, Delano, Alcatraz, and Title IX; race to match pairs and justify each match.
Compare the school's sports team list with Title IX; ask what evidence would show whether teams receive equal equipment and practice time.

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