Learning Resource Type

Classroom Resource

To March or Not to March?

Subject Area

Social Studies

Grade(s)

4, 6

Overview

In this learning activity, students portray a character from 1963 and gather information from evidence in a historical artifact to decide whether to march on Washington for freedom and jobs. Additional resources include links to a handbill from the  March on Washington.

    Social Studies (2010) Grade(s): 4

    SS10.4.14

    Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

    Unpacked Content

    UP:SS10.4.14

    Vocabulary

    • analyze
    • interpret
    • discrimination
    • prejudice
    • protest (violent and non-violent)
    • boycott
    • sit-in
    • segregation
    • integration
    • Jim Crow
    • suffrage
    • rights
    • NAACP

    Knowledge

    Students know:
    • Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
    • How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
    • How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
    • African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing).

    Skills

    Students are able to:
    • Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
    • Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
    • Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
    • Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.

    Understanding

    Students understand that:
    • Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
    • The doctrine of separate but equal called for specific things.
    • These events also had a significant impact on the nation.
    Social Studies (2010) Grade(s): 6

    SS10.6.9

    Critique major social and cultural changes in the United States since World War II.

    Unpacked Content

    UP:SS10.6.9

    Vocabulary

    • Brown vs. Board of Education
    • Montgomery Bus Boycott
    • Freedom Rides
    • Selma-to-Montgomery Voting Rights March
    • Motown
    • AM/FM radio
    • protest songs
    • demonstrations
    • genre
    • political assassinations
    • latchkey children
    • Civil Rights Movement

    Knowledge

    Students know:
    • The key figures involved in the Civil Rights Movement.
    • The major social and cultural changes that occurred in the United States post WWII.

    Skills

    Students are able to:
    • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
    • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
    • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.

    Understanding

    Students understand that:
    • There were important the social and cultural changes that occurred in the U.S. after WWII.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider

    Smithsonian
    Accessibility
    License

    License Type

    CUSTOM
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