NY Social Studies 11.10b
The Standard
Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.
New York State K–12 Social Studies Framework
Key Idea 11.10
SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students trace one reform effort from its causes and goals through its actions and results. They identify key people and groups, explain methods used, and judge successes and limits using evidence.
What Mastery Looks Like
- Students can build an accurate timeline and connect specific actions to outcomes. They can explain why a law, court ruling, protest, or organization created change while also identifying what remained unresolved.
Common Misconceptions
- Students may assume that passing a law ended discrimination or inequality. They may treat each movement as unified, confuse movement goals, or overlook resistance and unintended results.
How to Assess It
- Give students one movement, three related events, and one primary source excerpt. Ask them to identify the goal, method, success, and limitation in four labeled sentences.
Lesson moves
Ways to Teach It
Give pairs event cards from one movement to arrange as a timeline, then label each card goal, method, success, or limitation.
Write a claim answering: Which method produced the most lasting change, court action, legislation, protest, organizing, or public education?
Play a movement matching game using cards for leaders, groups, goals, tactics, laws, court cases, successes, and limitations.
Compare one historical demand with a current news article, then identify what changed, what remains disputed, and who is acting now.
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Printable 11.10b Worksheet
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