Indiana Social Studies USH.6.6
The Standard
Evaluate various methods and philosophies (e.g., Martin Luther King, Jr., the Black Panthers, Malcolm X) to bring about equal rights during the Civil Rights Movement.
2026 Indiana Academic Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare boycotts, arguments for self-defense, and community programs. They explain why people chose different tactics and judge their impact using historical evidence.
What Mastery Looks Like
- Students can explain how King's boycotts, Malcolm X's speeches, and the Panthers' breakfast program addressed different problems. They can weigh a tactic's strengths and limits using a named event or source.
Common Misconceptions
- Students may call nonviolent protest passive, even though boycotts took planning and risk. They may know the Panthers only for armed patrols and miss their breakfast program. Some assume Malcolm X's views never changed.
How to Assess It
- Exit ticket: Which approach best addressed a barrier to equality, King's boycotts, Malcolm X's self-defense argument, or the Panthers' breakfast program? Name the barrier and support your choice with one historical fact.
Lesson moves
Ways to Teach It
Print excerpts from King's Birmingham jail letter, Malcolm X's 'The Ballot or the Bullet,' and a Panthers breakfast flyer; sort and label tactics.
Ask: Why might someone support King's boycotts and agree with Malcolm X on self-defense? Use one source to explain.
Give teams cards labeled boycott, march, armed patrol, and breakfast program; match each to a leader or group and explain two matches.
Show the school breakfast menu beside a description of the Panthers' breakfast program; ask who each served and why.
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