1. Boston Against Busing: Race, Class, and Ethnicity in the 1960s & 1970s April 2010 History Book Discussion Study Group History Connected Teaching American History Grant Massachusetts History and Social Science Curriculum Frameworks StandardsMassachusetts History and Social Science Curriculum Frameworks Standards Standards in Historical ThinkingStandards in Historical Thinking 21st Century Skills21st Century Skills

2. Connections to MA History and Social Science Curriculum Frameworks MA History and Social Science Curriculum FrameworksMA History and Social Science Curriculum Frameworks ► USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. ► USII.26 Describe the accomplishments of the civil rights movement ► USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. ► USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon.  Nixon’s appeal to “the silent majority”  the anti-war and counter-cultural movements

3. Connections to Standards in Historical Thinking Standards in Historical ThinkingStandards in Historical Thinking Chronological Thinking ► Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change. ► Reconstruct patterns of historical succession and duration in which historical developments have unfolded, and apply them to explain historical continuity and change. Historical Comprehension ► Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed ► Appreciate historical perspectives Historical Analysis and Interpretation ► Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears. ► Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental and the irrational. ► Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. Historical Issues Analysis and Decision Making ► Evaluate the implementation of a decision by analyzing the interests it served; estimating the position, power, and priority of each player involved; assessing the ethical dimensions of the decision; and evaluating its costs and benefits from a variety of perspectives.

4. Connections to 21 st Century Skills 21 st Century Skills 21 st Century Skills Critical Thinking and Problem Solving ► ► Effectively analyze and evaluate evidence, arguments, claims and beliefs ► ► Interpret information and draw conclusions based on the best analysis ► ► Reflect critically on learning experiences and processes