| (H) analyze the social, economic, and political actions
of African Americans in response to the Jim Crow era during the early
20th century such as the Great Migration, civil rights organizations,
social organizations, political organizations, and organized labor
unions;
(I) examine the experiences of African American soldiers
during and after World War I; and
(J) describe the impact of African American military
service from Reconstruction through World War I, including the role
of the Buffalo Soldiers.
(5) History. The student understands change and continuity
in the African American cultural identity during the Great Depression,
World War II, and the Civil Rights Movement. The student is expected
to:
(A) compare the positive and negative effects of the
Great Depression and New Deal on the social and economic status of
African Americans in various geographic regions;
(B) describe the impact of U.S. Supreme Court decisions
Sweatt v. Painter (1950) and Brown v. Board of Education (1954);
(C) describe the continued struggle for civil rights
in America during this time in history such as the notable works of
the NAACP, National Urban League, Jackie Robinson, Rosa Parks, Martin
Luther King Jr., Daisy Bates and the Little Rock Nine, the Student
Non-Violent Coordinating Committee (SNCC), and local leaders;
(D) describe the interactions of the people of the
diaspora relative to the struggle for civil rights;
(E) describe the impact of racism during World War
II;
(F) explain the contributions of significant African
American individuals and groups during World War II, including Doris
"Dorie" Miller, the Tuskegee Airmen, and the 761st Tank Battalion;
(G) analyze how the effects of World War II laid the
groundwork for the Civil Rights Movement such as Harry S. Truman's
Executive Order 9981 and the contributions of A. Phillip Randolph,
Mary McLeod Bethune, and Thurgood Marshall;
(H) analyze the successes, failures, and ongoing impact
of the Civil Rights Movement, including methods such as sit-ins, boycotts,
marches, speeches, music, and organizations; and
(I) evaluate the extent to which the Civil Rights Movement
transformed American politics and society.
(6) History. The student understands the progress made
and challenges faced by African Americans from the post-Civil Rights
Era to contemporary times. The student is expected to:
(A) identify and explain the issues confronting African
Americans in the continuing effort to achieve equality;
(B) describe the major achievements of contemporary
African Americans and how their contributions have shaped the American
experience such as John H. Johnson, Muhammad Ali, Fannie Lou Hamer,
Shirley Chisholm, Earl G. Graves, Barbara Jordan, Colin Powell, Condoleezza
Rice, and Barack Obama; and
(C) analyze the progress and challenges for African
American men and women socially, economically, and politically from
1970 to the present such as the evolving role of education in the
African American community.
(7) Geography. The student understands the impact of
geographic factors on major events related to African Americans over
time. The student is expected to:
(A) explain the causes and effects of forced and voluntary
migration on individuals, groups, and societies throughout African
American history;
(B) identify and explain the physical and human geographic
factors that contributed to the Atlantic Slave Trade, the rise of
the plantation system in the South, the development of textile mills
in the North, and economic interdependence between the North and South;
(C) explain the westward movement and the Great Migration
and summarize their impact on African Americans; and
(D) analyze how environmental changes impacted African
American communities such as land use, settlement patterns, and urban
development.
(8) Economics. The student understands ways in which
African Americans have addressed opportunities, challenges, and strategies
concerning economic well-being over time. The student is expected
to:
(A) analyze the effects of the Industrial Revolution
and the roles of "King Cotton" and the cotton gin in the economies
of the United States and the world;
(B) explain how sharecropping and redlining limited
economic opportunities for African Americans;
(C) explain how economic conditions and racism contributed
to the Great Migration;
(D) evaluate the economic impact of the American labor
movement and unionism on African Americans from the late nineteenth
century to today;
(E) analyze how various geographic, cultural, social,
political, and financial factors influenced the economic mobility
of African Americans such as skin color, wealth, and educational background;
(F) evaluate the effectiveness of various approaches
African Americans have used to solve economic issues;
(G) trace the rise and development African American
businesses and entrepreneurship from the late 19th century to today;
and
(H) examine the contributions of African American and
Black American Business entrepreneurship such as Black Wall Street,
black inventors, and the black experience in business and the economic
contributions of individuals such as Madame C. J. Walker and Maggie
L. Walker.
(9) Government. The student understands the significant
impact of political decisions on African Americans throughout history.
The student is expected to:
(A) compare and contrast how political perspectives
of free and enslaved African Americans in the late 1700s and early
1800s were influenced by the unalienable rights expressed in the Declaration
of Independence and civil rights in the Bill of Rights;
(B) explain the regional perspectives toward political
rights of African American men and women from the early years of the
republic through 1877;
(C) analyze the construction, interpretation, and implementation
of the 13th, 14th, and 15th Amendments to the U.S. Constitution and
the effects on African American men and women between 1877 and 1920;
(D) analyze how government policies, court actions,
and legislation impacted African Americans from the 1920s through
the 1950s;
(E) analyze the causes and effects of government actions
and legislation addressing racial and social injustices from 1960
to the present day such as the issues of voting rights, civil rights,
fair housing, education, employment, affirmative action, the War on
Crime, the War on Drugs, mass incarceration, and health and nutrition;
and
(F) analyze how the changing political environment
has impacted civil rights from the late 20th century to the present.
(10) Government. The student understands the impact
of political interactions on the African American struggle for human
rights over time. The student is expected to:
(A) analyze examples of conflict and cooperation between
African Americans and other groups in the pursuit of individual freedoms
and civil rights such as the Freedom Riders and the Memphis Sanitation
Workers Strike;
(B) explain how various philosophies and ideologies
influenced the African American experience for social, political,
and legal equality such as fair housing, equal opportunity, affirmative
action, and voting rights; and
(C) identify the contributions of African American
leaders at local, state, and national levels of government.
(11) Citizenship. The student understands the importance
of multiple and changing points of view regarding citizenship of African
Americans. The student is expected to:
(A) trace how perceptions of the rights and civic responsibilities
of African Americans have changed over time, including the idea of
being considered property with no rights under slavery;
(B) analyze how regional differences influenced political
perspectives of African American communities;
(C) analyze the significance and associations of identity
nomenclature relevant to African Americans such as Negro and Black;
(D) analyze selected contemporary African American
issues that have led to diverse points of view in public discourse,
including rights and activism; and
(E) identify and describe the diversity of peoples
of African ancestry such as Afro-Latinos, Afro-Caribbeans, and recent
African immigrants.
(12) Culture. The student understands the development
of African American culture and society and the impact of shared identities
and differing experiences. The student is expected to:
(A) analyze the impact of assimilation, stereotypes,
de facto practices, and oppression on the lives of African Americans;
Cont'd... |
