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Fairfax County Public Schools
Social Studies Program of Studies:
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Suggested time for instruction: 1.5 weeks
The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by
- Identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded.
- Describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Act of 1964, and the Voting Rights Act of 1965.
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- How did the struggle for Civil Rights, the “Second Reconstruction,” transform society and politics in the United States after 1950?
- What were the demands and grievances of those involved in the movements for change that gained prominence in the 1960s and 1970s?
- How did Virginia respond to the Supreme Court decisions concerning Civil Rights?
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NOTE: Red Bolded content in the indicators is considered essential and must be taught in all classrooms. Content which is not bolded goes beyond the scope and sequence of the state standards.
Benchmark 13.1: The student describes and evaluates the efforts and accomplishments of individuals and groups, within the public and private sectors, to affect change in Civil Rights.
13.1 Performance Indicators
Students reach this benchmark when they are able to:
- Identify and evaluate patterns of Supreme Court decisions (Brown v. Board of Education), the role of key civil rights leaders and organizations (Thurgood Marshall/Oliver Hill/NAACP, Martin Luther King Jr/Southern Christian Leadership Conference, Student Nonviolent Coordinating Committee, Black Panthers), and acts of civil disobedience (Montgomery Bus Boycott/Rosa Parks, sit-ins, March on Washington- 1963, Selma, AL) as catalysts for the desegregation (national and state) of public education, accommodations, transportation, housing, and employment.
- Evaluate the response of Virginia and other Southern states to the Supreme Court's decisions and Congressional legislation concerning Civil Rights (Little Rock/Central High School, massive resistance/Prince Edward County).
- Analyze the ideas presented in Dr. Martin Luther King's “Letter from a Birmingham Jail” and "I Have a Dream" speech.
- Explain federal civil rights and voting rights developments in terms of political representation, participation, and affirmative action (Civil Rights Act of 1964, Voting Rights Act of 1965).
- Compare the positions of the political parties and interest groups on major Civil Rights issues.
- Analyze the ways that popular literature, art, and music reflected social issues and trends in this period.
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