discuss the impact of the writings of Martin Luther King Jr., including his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement

Compare and contrast how different groups competed for equality and the effectiveness of various movements.

Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.

Analyze the major events, personalities, tactics, and effects of the Civil Rights Movement.

Analyze the origins, evolution, and goals of the movement for Black equality from 1865 to the present, including examples of the social and political resistance to integration and equality.

Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present.

Identify and evaluate primary documents, material artifacts and historic sites important in United States history from 1890 to Present.

Evaluate how continuity and change has influenced United States history from 1890 to Present.

Identify and evaluate conflcit and cooperation among social groups and organizations in United States history from 1890 to the Present.

Argue the impacts of Americans who have acted to address social inequalities in the past

Argue the ways legal and social actions for and against civil rights affected the lives of Black Americans before the Civil Rights Act of 1964

Argue the ways individuals and groups impacted the movement for the fight for civil rights in the 1950s and 1960s and how those impacts continue to have lasting global social, political, and economic effects

Evaluate continuities and changes during the Civil Rights Movement and other subsequent movements for equal rights.

The student explains efforts to secure civil rights for African Americans, including the efforts of: HC ̵ Rosa Parks ̵ Ruby Bridges ̵ Martin Luther King, Jr. ̵ Montgomery Bus Boycott ̵ Malcom X ̵ Greensboro sit-ins ̵ Freedom Riders ̵ March on Washington

The student explains efforts to secure civil rights for African Americans, including the efforts of: HC ̵ Rosa Parks ̵ Ruby Bridges ̵ Martin Luther King, Jr. ̵ Montgomery Bus Boycott ̵ Malcom X ̵ Greensboro sit-ins ̵ Freedom Riders ̵ March on Washington

The student explains the meaning and historical significance of the following terms and topics: Berlin Airlift, Truman Doctrine, North Atlantic Treaty Organization, Brown v. Board of Education, and “Letter from Birmingham Jail.” HC

Describe the significant events in the struggle to secure civil rights for African Americans, including: (T.C.A. § 49-6-1006) • Montgomery Bus Boycott • Marches, demonstrations, boycotts, and • Integration of Clinton High School in sit-ins (e.g., Nashville) Clinton, TN • March on Washington, D.C. • Integration of Central High School in • Birmingham bombings of 1963 Little Rock, AR • Assassination of Martin Luther King, Jr. • Freedom Riders • Highlander Folk School

Students will use case studies involving African-American civil rights leaders and events to compare, contrast, and evaluate the effectiveness of various methods used to achieve reform, such as civil disobedience, legal strategies, and political organizing.

Analyze connections among events and developments in broader historical contexts.

Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

Explain multiple causes and effects of events and developments in the past.

Analyze multiple and complex causes and effects of events in the past.

examining the contributions of key leaders and events during the Civil Rights Era including, but not limited to Robert Kennedy, Dr. Martin Luther King, Jr., Malcolm X, Medgar Evers, John Lewis, Rosa Parks, Ruby Bridges, Jonathan Daniels, Dorothy Height, the Selma march, sit-ins, and boycotts;

analyzing the origins of the Civil Rights Movement, the effects of segregation, and efforts to desegregate schools, transportation, and public areas

evaluating the legacy of Dr. Martin Luther King, Jr., including "A Letter from a Birmingham Jail,” civil disobedience, the Southern Christian Leadership Conference (SCLC), the “I Have a Dream” speech, and his assassination

Evaluate how individuals and movements have shaped contemporary world issues.

Analyze the systematized tactics and impact of widespread terror, white supremacy and violence to undermine the gains of the Long Civil Rights Movement (e.g., the reemergence of the Ku Klux Klan, lynchings, massacres, assassinations, violence at voting booths).

Analyze the tactics used by different Civil Rights organizations and leaders to achieve racial and economic equality in the South, including key events organized by the National Association for the Advancement of Colored People (NAACP), Student Nonviolent Coordinating Committee (SNCC), the Congress of Racial Equality (CORE), Black Panthers, Brown Berets, and the Southern Christian Leadership Conference (SCLC).

Examine and analyze various acts of patriotism and civil discourse in response to events throughout United States history (e.g., support of American military during wartime, Vietnam protests, Civil Rights, respect for the flag and response of Americans to 9/11).

Demonstrate an understanding of the origins, struggle and progress of racial minorities seeking social, economic and political equality in the United States.

Demonstrate an understanding of the social and political conflicts that brought forth an era of change in America.

Critique the struggle for suffrage and citizenship since the founding period. Analyze the constitutional tension between protecting individual rights and promoting the general welfare and security of the country, as well as between majority rule and minority rights. Assess the impact of individuals, groups, and movements on the development of civil rights for different groups.

Compare and contrast the political, social, and economic status of marginalized groups both historically and in the present, both in the United States and worldwide. Investigate how groups (e.g., women, religious groups, civil rights groups, indigenous peoples, LGBTQ) have advocated for access to greater rights.

Analyze how the U.S. Supreme Court has allowed the restriction and enabled the expansion of rights for groups. Evaluate different goals and methods of groups who have advocated for access to greater rights (e.g., women, religious groups, civil rights groups, indigenous peoples, LGBTQ). Analyze the role of the Universal Declaration of Human Rights (UDHR) and nongovernment organizations (NGOs such as Save the Children or the Red Cross) in how human rights have been addressed in different countries.

Evaluate how the events of the civil rights movement impacted people from diverse groups.

Analyze the causes, course, and impact on U.S. politics and society of new social and political movements, including consideration of the role of protest, advocacy organizations, and active citizen participation.

Investigate how identity groups and society address systemic inequity through individual actions, individual champions, social movements, and local community, national, and global advocacy

Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States.

Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties throughout early U.S. history.

Interpret events from a variety of historical and cultural perspectives, including but not limited to: suffragettes, civil rights activists, nationalists, progressives, political activists, immigrant groups.

Analyze how resistance movements organized and responded to oppression and infringement of civil liberties, and evaluate the impact of the responses.

analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights

analyze how unique circumstances of time, place, and historical contexts shape individuals' lives

identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts

The civil rights movement began in the postwar era in response to long-standing inequalities in American society, and eventually brought about equality under the law, but slower progress on economic improvements.

After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved.

Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.

Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.

Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and discrimination within the American system of government over time.

Evaluate the impact of the Civil Rights Movement on social and political change in the United States.

Analyze the successes and challenges of the Civil Rights Movement in the United States.

Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in United States history c. 1870-2010.

Using a United States’ historical lens, describe how peoples’ perspectives shaped the sources/artifacts they created.

Analyze connections and disconnections among events and developments in broader historical contexts and identify the effects of events on groups of people who have been marginalized.

Evaluate the methods used to promote change and the effects and outcomes of these methods on diverse groups of people.

Analyze the concept and pursuit of the "American Dream" and identify the factors that could promote or present barriers to the pursuit of the "American Dream" for multiple groups of people.

Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality, and justice.

Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.

Explain the efforts of groups of African Americans, Native Americans, Hispanic Americans, and women to assert their social and civic rights in the years following World War II. (E)

Analyze how diverse ideologies impacted political and social institutions during eras such as Reconstruction, the Progressive Era, and the Civil Rights movement.

Assess the impact of individuals and reform movements on changes to civil rights and liberties. (21st century skills)

Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Reconstruction amendments, Emancipation Proclamation, Treaty of Fort Laramie, Chinese Exclusion Act, Roosevelt’s Corollary to the Monroe Doctrine, Wilson’s Fourteen Points, New Deal Program Acts, Roosevelt’s Declaration of War, Executive Order 9066, Truman Doctrine, Eisenhower’s Farewell Speech, Gulf of Tonkin Resolution, Test Ban Treaty of 1963, Brown vs. Board of Education decision, Letter from a Birmingham Jail, and the Voting Act of 1965.

The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.

The student will analyze the context and draw conclusions about choices and consequences.

The student will analyze the context and draw conclusions about rights and responsibilities.

The student will recognize and evaluate continuity and change over time.

The student will analyze the context and draw conclusions about continuity and change.

The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

The student will analyze the context and draw conclusions about dynamic relationships.

Evaluate the impact of fundamental documents and speeches on the development of the United States from 1877 to present that shall include but are not limited to: • The September 18, 1895, Atlanta Exposition Address by Booker T. Washington; • Of Booker T. Washington and Others by W.E.B. Du Bois; • The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896); • The August 31, 1910, New Nationalism speech by Theodore Roosevelt; • The January 11, 1944, State of the Union Address by Franklin D. Roosevelt; • The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education of Topeka, 349 U.S. 294 (1955); • Letter from Birmingham Jail by Martin Luther King, Jr.; • The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.; and • A Time for Choosing by Ronald Reagan.

Analyze causes, major events, and key leaders of the Civil Rights Movement from 1954 to 1968.

Explaining how both unity and diversity have played and continue to play important roles in the history of Maine and the United States.

Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future.

Identifying and critiquing issues characterized by unity and diversity in the history of the United States, and describing their effects, using primary and secondary sources. *

Evaluating the tools, methods, and leadership utilized by the African American Civil Rights Movement to challenge unequal access to economic opportunity, public accommodations, and political participation

Analyze the origins, evolution, and goals of the African American Civil Rights Movement, researching the work of people such as Martin Luther King, Jr., Thurgood Marshall, Rosa Parks, Malcolm X, John Lewis, Bayard Rustin, Robert F. Kennedy, and institutions such as the National Association for the Advancement of Colored People, the Student Nonviolent Coordinating Committee, and the Congress of Racial Equality.

Using primary sources such as news articles/analyses, editorials, and radio/television coverage, research and analyze resistance to integration in some white communities, protests to end segregation, and Supreme Court decisions on civil rights. a. The 1954 Supreme Court decision in Brown v. Board of Education55 b. the 1955-1956 Montgomery Bus Boycott, the 1957-1958 Little Rock School Crisis and Eisenhower’s civil rights record c. King’s philosophy of non-violent civil disobedience, based on the ideas of Gandhi and the sit-ins and freedom rides of the early 1960s d. the 1963 civil rights protest in Birmingham and the March on Washington e. 1965 civil rights protest in Selma f. the 1968 assassination of Martin Luther King, Jr.

Civil Rights Movement – analyze key events, ideals, documents, and organizations in the struggle for African-American civil rights including: • the impact of World War II and the Cold War. • Responses to Supreme Court decisions and governmental actions. • the Civil Rights Act (1964). • protest movements. • rights. • organizations. • civil actions.

Identify obstacles to the success of the various civil rights movements; explain tactics used to overcome the obstacles and the role of key leaders and groups.

Evaluate the legacy and lasting effects of the various civil rights movements of the 1960s and 1970s; explain their connections to current events and concerns.

Analyze works of civil rights leaders, including Dr. King’s “Letter from Birmingham Jail” and his “I Have aDream” speech, and explain how the ideas expressed in the works influenced the course of the civil rights movement.

Analyze ideas and events in the history of the United States of America from 1776 to 2008 and how they progressed, changed, or remained the same over time.

Analyze how the ideas, work, and life of Dr. Martin Luther King Jr. influenced civil rights movements in the United States, including civil disobedience, service with the Southern Christian Leadership Conference (SCLC), writings such as his “Letter from a Birmingham Jail” and “I Have a Dream” speech, and his assassination.

Construct an argument using a variety of sources and perspectives explaining why efforts to expand civil rights were more successful at achieving change than in previous years or eras.

Analyze the powers of citizens in a variety of governmental and non-governmental contexts

Explain how and why prevailing civil, social, religious, and political movements changed the United States during the 20th and 21st centuries.

Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

Evaluate the contributions of individuals and groups, including Arizonans, who have played a role in promoting civic and democratic principles

Examine how historically marginalized groups have affected change on political and social institutions.

Examine how a diverse society can be a force for unity and/or disunity.

Examine various ways African Americans participated in the Civil Rights Movement and the effects of their actions: ● Boycotts: (e.g., Montgomery bus boycott, Mississippi Freedom Summer) ● Marches: (e.g., Birmingham, Selma, March on Washington) ● Music: (e.g., "People Get Ready," "We Shall Overcome," "Freedom Highway," "Say It Loud - I'm Black and I'm Proud," "A Change is Gonna Come") ● Sit-ins: (e.g. Greensboro, Nashville, University of Chicago, Baltimore) ● Speeches: (e.g., "Letter from a Birmingham Jail," "I have a Dream," Fannie Lou Hamer's Testimony, Kwame Ture on "Black Power," Ella Jo Baker on the struggle for Civil Rights)

Analyze the roles of individuals, groups, and events in securing civil rights during the mid-20th century: ● Individuals: (e.g., Dr. Martin Luther King, Jr., Malcolm X, Rosa Parks, Earl Warren, Thurgood Marshall, Cesar Chavez) ● Groups: (e.g., NAACP, Freedom Riders, Southern Christian Leadership Conference, Student Nonviolent Coordinating Committee) ● Events: (e.g., murder of Emmett Till, Brown vs. Board of Education, desegregation of Little Rock Central High School, passage of 24th Amendment, passage of Civil Rights Acts of 1964 and 1968, sit-ins, assassination of Martin Luther King, Jr.)

Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

Describe how the non-violent strategies employed by Dr. King and his followers overcame segregation in the American South.

Students will develop an understanding of modern United States history, its connections to both Delaware and world history, including: -- Civil War and Reconstruction (1850-1877) -- Development of an industrialized nation (1870-1900) -- Emergence of modern America (1890-1930) -- Great Depression and World War II (1929-1945) -- Postwar United States (1945-early 1970s) -- Contemporary United States (1968-present)

Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.

Describe how collective behavior can influence and change society

Investigate the growth, influence, and tactics of civil rights groups, Martin Luther King, Jr., the Letter from Birmingham Jail, the I Have a Dream Speech, and Cesar Chavez.

Evaluate the effectiveness of civil rights organizations and actions in overcoming racial segregation

Analyze the motives, strategies, methods, organizations, and impacts of various Civil Rights Movements.

Evaluate the influence of events, organizations, and individual actions on the expansion of the Civil Rights Movement nationally.

Summarize the political, economic, and physical means by which opponents of the Civil Rights Movement sought to limit its achievements. Examples: assassinations, blockbusting, bombing of 16th Street Baptist Church, congressional filibuster, employment termination, Massive Resistance

Describe how key Alabamians provided leadership, generated change, or demonstrated resistance to the Civil Rights Movement. Examples: leaders - Amelia Boynton, Fred Shuttlesworth, John Hulett, John Lewis, Rosa Parks, T.Y. Rogers; footsoldiers - Charles Bonner, Frederick Reese, Gwen Patton, James Hood, Robert Graetz, Vivian Malone; resistance - Eugene “Bull” Connor, George Wallace, National States’ Rights Party, White Citizens Council

Describe how civil rights campaigns in Alabama were led by a coalition of local, grassroots organizations and national civil rights leaders and organizations. Examples: Community Service Committee, Lowndes County Freedom Party, Montgomery Improvement Association, Neighborhood Organized Workers (NOW), Tuscaloosa Citizens for Action Committee, Tuskegee Civic Association

Identify ways in which opponents of the Civil Rights Movement in Alabama sought to limit its success. Examples: 16th Street Baptist Church bombing, Bloody Sunday, George Wallace and the “Stand in the Schoolhouse Door,” massive resistance, murders of civil rights activists

Identify civil rights leaders and foot soldiers in Alabama, and explain their contributions to fostering change in the state. Examples: Amelia Boynton Robinson, Fred Shuttlesworth, Martin Luther King, Jr., Ralph David Abernathy, Rosa Parks, Virginia Foster Durr

Describe how social movements, including the Civil Rights Movement, have created change throughout the history of the United States.