| (B) analyze ways in which African Americans have retained
cultural identity over time while adapting to and contributing to
mainstream American culture; and
(C) analyze the various cultural practices that have
shaped the individual and collective identity of African Americans
over time to understand shared and differing experiences.
(13) Culture. The student understands the cultural
traditions and contributions of African Americans from the colonial
era through Reconstruction. The student is expected to:
(A) identify and describe the influence of African
oral traditions, visual art, literary art, theater, music, and dance
on African American culture;
(B) describe the influence of enslavement on African
American culture;
(C) identify the contributions of early African American
literature, including the works of Jupiter Hammon and Phillis Wheatley;
(D) explain the origins and characteristics of different
musical genres and traditions of African Americans; and
(E) describe the expanding influence of African American
music through the work of performers such as the Fisk Jubilee Singers.
(14) Culture. The student understands the influence
of artistic expression on the African American experience and American
culture from Reconstruction to the present. The student is expected
to:
(A) describe the development and influence of blues,
ragtime, jazz, and hip hop music such as the achievements of composers
Scott Joplin and James Reese Europe;
(B) describe how various African American expressions
of dance forms such as tap dance, step dance, hip hop, and modern
dance and the contributions of African American dancers such as the
Dance Theater of Harlem, Katherine Dunham, Bill "Bojangles" Robinson,
Alvin Ailey, and Misty Copeland have contributed to the shared identity
of various groups;
(C) explain the lasting impact of the Harlem Renaissance
on American culture and society such as the achievements of Louis
Armstrong, Josephine Baker, Duke Ellington, Langston Hughes, Sargent
Johnson, Jules Bledsoe, Paul Robeson, Augusta Savage, and James VanDerZee;
(D) describe the reactions to and the influence of
selected works by African American authors such as The Souls of Black
Folk by W.E.B. Du Bois, Native Son by Richard Wright, Their Eyes Were
Watching God by Zora Neale Hurston, Beloved by Toni Morrison, and
Eyes on the Prize by Henry Hampton;
(E) describe storytelling, literary, filmmaking, and
visual arts contributions related to self-identity made by African
Americans such as Oscar Micheaux, John T. Biggers, James Baldwin,
Lorraine Hansberry, Amiri Baraka, Sidney Poitier, Maya Angelou, Faith
Ringgold, August Wilson, bell hooks, Spike Lee, John Singleton, and
Oprah Winfrey;
(F) describe how characteristics of African American
history and culture have been reflected in various genres of art,
music, film, theatre, visual arts, and dance; and
(G) analyze the impact of popular culture on African
Americans during significant eras.
(15) Culture. The student understands African American
educational developments, achievements, and opportunities before and
after the U.S. Supreme Court decision of Brown v. Board of Education
(1954). The student is expected to:
(A) describe the efforts to prevent the education of
enslaved people and free African Americans, including anti-literacy
laws;
(B) analyze the expansion of educational opportunities
for African Americans, including the Freedman's Bureau, Rosenwald
Schools, the Second Morrill Act (1890), the establishment of Historically
Black Colleges and Universities, and the role of the National Pan-Hellenic
Council (Divine 9); and
(C) describe contemporary issues in education for African
American students such as the school-to-prison pipeline, opportunity
gaps, overrepresentation in special education, and underrepresentation
in gifted and talented opportunities.
(16) Science, technology, and society. The student
understands how African American achievements in science and technology
have contributed to economic and social development in the United
States. The student is expected to:
(A) identify examples of how advances made by African
civilizations in areas such as astronomy, mathematics, architecture,
and engineering have contributed to science and technology in the
United States;
(B) identify examples of how industrialization was
influenced by African Americans over time; and
(C) describe the contributions of significant African
American individuals to science, philosophy, mathematics, and technology
such as Benjamin Banneker, George Washington Carver, Granville Woods,
Mary Jackson, Katherine Johnson, Henrietta Lacks, Dorothy Vaughan,
Mae Jemison, and Neil deGrasse Tyson.
(17) Social studies skills. The student understands
how historians use historiography to interpret the past and applies
critical-thinking skills to organize and use information acquired
from a variety of valid sources, including technology. The student
is expected to:
(A) analyze primary and secondary sources such as maps,
graphs, speeches, political cartoons, and artifacts to acquire information
to answer historical questions;
(B) analyze information by applying absolute and relative
chronology through sequencing, categorizing, identifying cause-and-effect
relationships, comparing and contrasting, finding the main idea, summarizing,
making generalizations, making predictions, drawing inferences, and
drawing conclusions;
(C) apply the process of historical inquiry to research,
interpret, and use multiple types of sources of evidence;
(D) evaluate the validity of a source based on corroboration
with other sources and information about the author, including points
of view, frames of reference, and historical context; and
(E) identify bias and support with historical evidence
a point of view on a social studies issue or event.
(18) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) create written, oral, and visual presentations
of social studies information using effective communication skills,
including proper citations and avoiding plagiarism; and
(B) use social studies terminology correctly.
(19) Social studies skills. The student uses geographic
tools to collect, analyze, and interpret data. The student is expected
to:
(A) create a visual representation of historical information
such as thematic maps, graphs, and charts; and
(B) pose and answer questions about geographic distributions
and patterns shown on maps, graphs, charts, and available databases.
(20) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement
a solution, and evaluate the effectiveness of the solution.
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