VUS.16

The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement by

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

B. evaluating and explaining the impact of the Brown v. Board of Education decision and Virginia’s response of Massive Resistance including, but not limited to the roles of Barbara Johns, R.R. Moton High School in Prince  Edward County, Thurgood Marshall, and Oliver W. Hill, Sr.;

C.  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;

D. analyzing key events including, but not limited to the murder of Emmett Till, bus boycotts, Little Rock Central High School desegregation, Greensboro sit-ins, Freedom Rides, Birmingham demonstrations, the 1963 March on Washington, the Freedom Summer, and Selma to Montgomery Marches, with additional emphasis on events in Virginia;

E.  explaining how the tenets of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 had an effect on all Americans; and

F.    analyzing the effect of the Black Power Movement. 

Knowledge Constructor (9-12)

Students critically curate a variety of digital resources using appropriate technologies, including assistive technologies, to construct knowledge, produce creative digital works, and make meaningful learning experiences for themselves and others.

In this standard students will:

A.    use effective research to deepen knowledge, make connections, pursue personal interests, and investigate.

B.    assess the quality of digital sources based on accuracy, validity, appropriateness, and social/cultural context.

C.    locate, collect, and evaluate a variety of digital sources and organize in meaningful ways.

D.    use knowledge, information skills, and digital resources in public conversation and/or debate.

SPED: Processing Speed

DEFINITION: The ability to automatically and fluently perform mental tasks, especially when under pressure to focus.

Instructional Strategies:

• Wait Time 2.0: Give 5–10 seconds of "simmer time" before expecting an answer.

• Task Chunking: Break big assignments into "bite-sized" deliverables.

• Quality Over Quantity: Reduce the number of problems (e.g., "evens only") to focus on mastery rather than speed.

• Visible Bridges: Explicitly point out the "link" between yesterday’s lesson and today’s task.