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                 data-tippy-content="New York • Social Studies • 11.10.a • 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.">
                11.10.a
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                 data-tippy-content="New York • Social Studies • 11.10.a.5 • Students will examine the role of groups such as the National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and Student Non-Violent Coordinating Committee (SNCC) in the movement, their goals and strategies, and major contributions.">
                11.10.a.5
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                 data-tippy-content="New York • Social Studies • 11.10.b • Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.">
                11.10.b
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                 data-tippy-content="New York • Social Studies • F.9-12.7 • Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights.">
                F.9-12.7
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                 data-tippy-content="New York • Social Studies • 11.10.a.6 • Students will examine the roles and impact of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and their perspectives on change.">
                11.10.a.6
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                 data-tippy-content="New York • Social Studies • F.9-12.3 • Explain differing philosophies of social and political participation and the role of the individual leading to group-driven philosophies.">
                F.9-12.3
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                 data-tippy-content="New York • Social Studies • 11.10.b.2 • Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations: (a) Modern women&#39;s movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade (b) Native Americans (e.g., American Indian Movement, Russell Means, native identity, sovereignty, and land claims) (c) Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm Workers) (d) People with disabilities (e.g. Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] ) (e) Rights of the accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright [1963], Miranda v. Arizona [1966]) (f) Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration) (g) Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts for equal legal rights) (h) Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan&#39;s policy) (h) Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985])">
                11.10.b.2
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                 data-tippy-content="New York • Social Emotional Learning • 3C.5b • Work cooperatively with others to plan, implement, and evaluate a civic capstone project that addresses a social injustice identified in the local or global community.">
                3C.5b
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                 data-tippy-content="New York • Social Studies • 11.5.b.1 • Students will trace reform efforts by individuals and the consequences of those efforts, including: (a) Jane Addams and Hull House (b) Jacob Riis&#39; How the Other Half Lives (c) New York Governor Theodore Roosevelt and the Tenement Reform Commission (d) Upton Sinclair&#39;s The Jungle and the Meat Inspection Act (e) Margaret Sanger and birth control (f) Ida Tarbell&#39;s The History of the Standard Oil Company (g) Ida Wells and her writings about lynching of African Americans (h) Booker T. Washington&#39;s contributions to education, including the creation of Tuskegee Institute (i) W. E. B. Du Bois and the founding of the National Association for the Advancement of Colored People (NAACP), the publication of The Crisis, and the Silent Protest (1917)">
                11.5.b.1
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                 data-tippy-content="New York • Social Studies • 11.5.b • Rapid industrialization and urbanization created significant challenges and societal problems that were addressed by a variety of reform efforts.">
                11.5.b
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            <div class="bg-green-100 dark:bg-green-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="New York Portrait of a Graduate • Reflective and Future Focused  - Engages in self-reflection to identify strengths and areas for growth, sets meaningful goals, uses social awareness to maintain supportive relationships, and demonstrates responsible decision-making that prioritizes social, emotional, and mental well-being.">
                Reflective and Future Focused
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                 data-tippy-content="New York Portrait of a Graduate • Academically Prepared  - Demonstrates a strong foundation in the New York State learning standards and is equipped with the knowledge and skills necessary to achieve success in college, careers, civic engagement, service, and life.">
                Academically Prepared
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                 data-tippy-content="New York Portrait of a Graduate • Critical Thinker  - Analyzes information thoughtfully, evaluates evidence critically, and identifies patterns and connections between different pieces of information (across multiple content areas) to address complex issues and navigate the world with insight.">
                Critical Thinker
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                 data-tippy-content="New York Portrait of a Graduate • Global Citizen  - Acts responsibly and ethically within local, global, and digital communities, employing civic knowledge, skills, and mindsets to promote global sustainability and contribute positively to a culturally diverse, democratic society.">
                Global Citizen
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                 data-tippy-content="New York Portrait of a Graduate • Creative Innovator  - Utilizes imagination, curiosity, and flexible thinking to solve problems creatively, and develop new ideas and products, while adapting to evolving circumstances and challenges.">
                Creative Innovator
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                 data-tippy-content="New York Portrait of a Graduate • Effective Communicator  - Articulates ideas clearly and confidently through speaking, writing, and the use of different types of media for various purposes, while engaging with diverse audiences and actively listening to different perspectives.">
                Effective Communicator
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