Protest Signs

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

K, 1, 4

Overview

In this learning activity, students examine protest signs from the Civil Rights Movement. Students then create their own expressive chalk art or poster.

Social Studies (2010) Grade(s): KG

SS10.K.2

Identify rights and responsibilities of citizens within the family, classroom, school, and community.

UP:SS10.K.2

Vocabulary

  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role

Knowledge

Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.

Skills

Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.

Understanding

Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.
Social Studies (2010) Grade(s): 1

SS10.1.2

Identify rights and responsibilities of citizens within the local community and state.

UP:SS10.1.2

Vocabulary

  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions

Knowledge

Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions

Skills

Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.

Understanding

Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).
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.

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.

CR Resource Type

Learning Activity

Resource Provider

Smithsonian

License Type

Custom
https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_signs.pdf

Custom License Type (URL)

https://www.si.edu/termsofuse/

Approved Date

Owner (Author)

mgsaboyd
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