Classroom Resource

Montgomery Bus Boycott Primary Sources

Subject Area

Social Studies

Grade(s)

6, 11

Overview

In this lesson, students investigate a series of primary documents to address the question: Why did the Montgomery Bus Boycott succeed? The teacher will introduce the Montgomery Inquiry by watching the video. Then, students will read four other primary documents about the internment to answer the essential question. 

The website includes lesson plans, PowerPoint presentations, primary source documents, and student graphic organizers. Teachers will need to create a free account to access the materials. 

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.14

Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Unpacked Content

UP:SS10.US2.14

Vocabulary

  • desegregation
  • poll taxes
  • civil rights
  • economic impact

Knowledge

Students know:
  • Major events of the African-American Civil Rights Movement from the end of WWII through 1970.
  • The federal government's involvement in the modern Civil Rights Movement.
  • The contributions of individuals to the cause of civil rights for African-Americans.
  • Involvement and contributions of groups in the cause of civil rights for Africa Amiercans.
  • Differences among philosophies of the various organizations who were working for civil rights.
  • The lasting impact of the modern Civil Rights Movement.

Skills

Students are able to:
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to hitorical events.

Understanding

Students understand that:
  • There were differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in the movement, and impact of these efforts to achieve civil rights.
Link to Resource
https://sheg.stanford.edu/history-lessons/montgomery-bus-boycott

CR Resource Type

Lesson/Unit Plan

Resource Provider

Stanford History Education Group
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Custom

Custom License Type (URL)

https://www.stanford.edu/site/terms/

Approved Date

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