Appendix On Implementing District Strategies
California Historical Analysis Skills
Chronological and Spatial Thinking
1. Students compare the present with the past, evaluating the consequences of past events
and decisions and determining the lessons that were learned. Students will be using the knowledge they gain from past student activism examples to create their own plan for action.
Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical
events and larger social, economic, and political trends and developments. Students will tie their activism to issues and injustice in the larger world around them, giving them the opportunity to apply what they have learned.
California Content Standards
10.10. 3. Discuss the important trends in the regions today and whether they appear to serve
the cause of individual freedom and democracy. This is a World standard that helps connect the curriculum unit to the larger issues that students will study.
11.10 Students analyze the development of federal civil rights and voting rights. Several of the historical youth activism examples that students will look at come out of the Civil Rights movement, including the creation of SNCC and the Bennett women creating the strategy of the lunch counter sit ins.
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