Learning About the Civil rights Movement Through Photographs
Social Studies Lesson Plan (Grades 4-8)
National Social Studies Standards
II. Time, Continuity, & Change (Middle Grades Performance Expectations)
c. Students will identify and describe selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.
d. Students will identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality.
e. Students will develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
State Social Studies Standards
B. History: Time, Continuity, and Change (Eighth Grade Performance Standards)
B.8.1 Students will interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.
B.8.2 Students will employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.
B.8.5 Students will use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently.
National Social Studies Standards
X. Civic Ideals & Practices (Middle Grades Performance Expectations)
b. Students will identify and interpret sources and examples of the rights and responsibilities of citizens.
e. Students will explain and analyze various forms of citizen action that influence public policy decisions.
f. Students will identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making.
j. Students will examine strategies designed to strengthen the “common good,”which consider a range of options for citizen action.
State Social Studies Standards
C. Political Science and Citizenship: Power, Authority, Governance, and Responsibility (Eighth Grade Performance Standards)
C.8.1 Students will identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.
C.8.8 Students will identify ways in which advocates participate in public policy debates.
Goals
Students will understand racial inequality was an impetus for the civil rights movement.
Students will understand the importance of the civil rights movement in helping society move toward the democratic goal of equality.
Students will develop skills in analyzing photographs, music, and children’s literature to increase their understanding of the civil rights movement.
Students will clearly explain their ideas verbally and in writing.
Students will appreciate the struggles of participants in the civil rights movement to achieve greater racial equality for African Americans.
Materials
Lyrics to the song “If You Miss Me From the Back of the Bus” (available in Carawan, Sing for Freedom: The Story of the Civil rights Movement Through Its Songs, p. 52)
Cassette recording I'm Gonna Let It Shine: A Gathering of Voices for Freedom by Bill Harley
Photographs of the civil rights movement located at http://www.crmvet.org/images/imghome.htm
Questions for inquiry activity with photographs
Picture books:
Bridges, Through My Eyes
Coleman, White Socks Only
Coles, The Story of Ruby Bridges
Evans, A Bus of Our Own
Giovanni, Rosa
Haskins, Delivering Justice: W. W. Law and the Fight for Civil Rights
Haskins, John Lewis in the Lead: A Story of the Civil Rights Movement
Johnson, A Sweet Smell of Roses
Littlesugar, Freedom School, Yes!
McKissack, Goin’ Someplace Special
Miller, The Bus Ride
Miller, Richard Wright and the Library Card
Mitchell, Granddaddy’s Gift
Morrison, Remember: The Journey to School Integration
Parks, I Am Rosa Parks
Pinkney, Sit-In: How Four Friends Stood Up by Sitting Down
Rappaport, Martin’s Big Words: The Life of Martin Luther King, Jr.
Rappaport, The School is not White! A True History of the Civil Rights Movement
Rappaport, Nobody Gonna Turn Me ‘Round: Stories and Songs of the Civil Rights Movement.
Ringgold, If a Bus Could Talk
Ringgold, My Dream of Martin Luther King
Shange, We Troubled the Water
Shore & Alexander, This is the dream.
Weatherford, Freedom on the menu: The Greensboro sit-ins
Wiles, Freedom Summer
Main Ideas
The civil rights movement was a grass-roots effort in the 1950s and 1960s to end racial segregation in the South. Even though the 13th, 14th, and 15th Constitutional amendments outlawed slavery, protected the rights of newly freed slaves, and gave African American men the right to vote in the late19th century, “Jim Crow” laws of the early 20th century legalized separate restrooms, water fountains, restaurants, waiting rooms, swimming pools, libraries, and bus seats for African Americans. Many ordinary people, African American and European American, from the poor to the middle class, used nonviolent resistance strategies such as boycotts, marches, sit-ins, and freedom rides to end racial inequality. They also fought racial segregation through the courts and legislation. Even when segregation was outlawed, some southern cities filled in swimming pools, closed tennis courts, and removed library seats rather than allow integration.
Voting rights was another part of the civil rights movement. Southern states passed laws requiring voters to pay poll taxes, pass literacy tests, or read and interpret the state constitution. However, these laws were applied more harshly to African American voters. If African Americans tried to vote, they might be physically attacked, lose their jobs, denied loans, or face rent increases. Voter registration workers were jailed. When the Voter Rights Act was passed in 1965, obstacles to African American voting were outlawed and enforced fair voting practices.
Introduction
Play the song “If You Miss Me From the Back of the Bus” while showing the lyrics and ask students to listen for important ideas about the civil rights movement in the song. After playing the song, ask students to talk with the person next to them about main ideas the song portrayed regarding racial inequality and the civil rights movement. Invite each pair of students to offer ideas and make a class list.
Then ask more specific questions about details in the song, such as:
1. Why are the two higher educational institutions of Jackson State and Ole Miss used in the song? (University of Mississippi was the state’s most prestigious college open to White students only prior to the civil rights movement.)
2. What is the difference between swimming in the river and swimming in a pool for African Americans? (Often public swimming pools were not open to African Americans during racial segregation while swimming in the river was available.)
3. What is the significance of sitting at the back or front of the bus? (During racial segregation, African Americans were required to sit at the back of buses. This changed after successful bus boycotts and revisions in the laws.)
4. Why does the song distinguish between being in cotton fields or at the courthouse voting? (African Americans gained voting rights after the 1965 Voting Rights Act was passed. During the early part of the 20th century, they were prevented from voting by such means as poll taxes and voting tests. Many African Americans worked in cotton fields as slaves and sharecroppers.)
5. What is meant by “If you miss me from the picket line, Come on down to the jail house” in the song? (African Americans who publicly protested racial inequality were often jailed.)
Add students’ responses from these questions to the class list, using a different color ink.
Play the song again and invite students to sing along.
Body
Divide students into small groups. Assign one student to serve as recorder who records the group’s ideas in writing, another to serve as reporter who verbally summarizes the group’s ideas to the full class, and one or two students to serve as encouragers who solicit ideas from all group members. Ask students to view and analyze the civil rights photographs available on-line at:
http://www.crmvet.org/images/imghome.htm
They can focus on different components of the photo album, including:
Young People Lead the Way
Eyes on the Prize
Off Campus–Into Movement
Down to the grassroots
Into the Storm
Georgia on My Mind
The Children’s Crusade
March on Washington
Freedom is a Constant Struggle
Selma, Lord, Selma
March to Montgomery
Before I’ll be a Slave
Encourage students to focus on photographs dealing with segregation of public facilities, bus segregation and integration, protest marches, and voter registration. As they look at the photographs, the recorder writes the group’s responses to the following questions:
1. What is documented in the photograph?
2. What feelings and emotions seem to be portrayed in the photograph?
3. How does the photograph portray the need for racial equality or the civil rights movement?
4. What is your reaction to the photograph?
5. What would you like to investigate further as a result of studying the photograph?
6. Why do you think the photographer took this photograph?
After each group has had a chance to analyze several photographs, ask students to highlight a photograph they want the class to discuss. They should emphasize:
1. What is documented in the photograph?
2. What feelings and emotions seem to be portrayed in the photograph?
3. How does the photograph portray the need for racial equality or the civil rights movement?
4. What is your reaction to the photograph?
Solicit any additional ideas from remaining class members after all group reporters have completed their reports on the selected photographs.
Closure
Ask each group to select one picture book which portrays the need for racial equality or civil rights activities. Group members should cooperatively skim the book, and the encourager should be prepared to verbalize a brief summary of the book After all groups finish skimming their picture book, invite the group’s encourager to summarize the book for the class in only a few sentences. Possible picture books include:
Burleigh, R. (2007). Stealing home: Jackie Robinson against the odds. New York: Simon & Schuster Books for Young Readers. (The book has two texts. The simple, main text describes Jackie Robinson’s style on the baseball field as he steals home and the hearts of the baseball fans who cheer him during the World Series game in 1955. The run contributes to the Brooklyn Dodgers ultimate victory in the World Series that year. The smaller, more complex text provides the historical context of racial segregation in the U.S. and in baseball in the 1940s and 1950s. It also portrays the racism Robinson endured from teammates and opponents, despite his successes on the baseball field. After retiring from baseball, Robinson fought against racism in the U.S.)
Bridges, R. (1999). Through my eyes. New York: Scholastic. (Ruby Bridges tells her story of being the only African American child to integrate William Franz Elementary School in New Orleans in 1960. She describes her memories of being escorted by U.S. marshals to school, the yelling, racist crowds outside before and after school, and spending most of the school year being the only child in her classroom.)
Coleman, E. (1996). White socks only. Morton Grove, IL: Albert Whitman. (A fictional story told by an African American Grandmother to her granddaughter about her walk into a Mississippi town where she drinks from a “Whites only” water fountain. This action causes an uproar from a European American man until other African Americans drink from it and face the consequences.)
Coles, R. (1995). The story of Ruby Bridges. New York: Scholastic. (The book is based on the true story of Ruby Bridges, an African American student ordered by the court to be the first to integrate a White elementary school in New Orleans in 1960. Other European American parents kept their children home so Ruby was the only student in first grade for most of the year. Every day as Ruby walked past the angry mob, she prayed for God to forgive the people who were harassing her.)
Evans, F. W. (2001). A bus of our own. Morton Grove, IL: Albert Whitman. (The text is based on facts and shows the efforts of an African American community in rural Madison, Mississippi in 1949 to get a bus for their school so their children do not have to walk to school. However, the school for European Americans in the community already has a school bus.)
Giovanni, N. (2005). Rosa. New York: Henry Holt. (Giovanni’s text shows Rosa Parks as an African American woman concerned about her own job and family, yet aware of the racial injustices she and other African Americans endured during racial segregation. Instead of attributing Parks’ refusal to give up her seat on a city bus in Montgomery, Alabama because she was physically tired, Giovanni explains, “. . . she was tired. Not tired from work but tired of putting white people first. Tired of stepping off sidewalks to let white people pass, tired of eating at separate lunch counters and learning at separate schools.” The text also emphasizes the efforts of the Women’s Political Council in organizing a boycott of the city buses. They were joined by the NAACP and the churches, and the boycott was supported by people all over the U.S. Following a year-long boycott, on November 13, 1956 the Supreme Court ruled bus segregation illegal.)
Haskins, J. (2005). Delivering justice: W. W. Law and the fight for civil rights. Cambridge, MA: Candlewick. (The author highlights aspects of the life of Westley Wallace Law and his motivations for ending racial segregation and oppression. The beginning of the text documents some of the racial inequality W. W. experienced early in his life, including African Americans being helped at the local department store after all the European American customers were served and remaining poor despite working hard. As an adult, W. W. became a letter carrier and a leader in the Savannah NAACP. In this organization, W. W. trained students and organized groups in nonviolent protest, such as sit-ins, boycotts, and picket lines, to pressure local department stores to treat African Americans equally. W. W. was a leader in the efforts to declare all Savannah citizens equal and end desegregation in 1961, which was achieved without violence.)
Haskins, J. & Benson, K. (2006). John Lewis in the lead: A story of the civil rights movement. New York: Lee & Low Books. (The text is a biography of John Lewis, who has served in the U.S. House of Representatives as the Democrat representative from Georgia since 1986. The text focuses on Lewis’s involvement in the civil rights movement during the 1960s. He experienced racial segregation growing up and fought against segregation by applying for a library card, organizing lunch counter sit-ins, riding buses with other Freedom Riders to protest racial segregation on buses, leading protests, speaking at the March on Washington, and leading efforts to register African Americans to vote. A timeline of Lewis’s life is provided at the end of the book.)
Johnson, A. (2005). A sweet smell of roses. New York: Simon & Schuster Books for Young Readers. (The author honors the children who participated in the civil rights movement. Two young girls quietly leave home without their mother’s knowledge to participate in a civil rights march led by Martin Luther King, Jr. The text portrays the solidarity among the marchers as they hold hands, clap, and sing while their numbers grow during the march. The illustrations also depict people who loudly disagreed with the marchers as well as unsympathetic police.)
Littlesugar, A. (2001). Freedom school, yes! New York: Philomel. (The book is based on the1964 Mississippi Summer Project involving 600 volunteers, both European American and African American, who traveled to the South to teach African American children and adults how to read and write, learn about African American history, and register to vote. It shows the dangers involved when an African American family houses a Freedom School teacher and an African American church community offers their church for the Freedom School.)
McKissack, P. D. (2001). Goin’ someplace special. New York: Atheneum Books for Young Readers.(The text is based on McKissack’s childhood experiences of growing up in racially segregated Nashville, Tennessee in the 1950s. Tricia, the main character, rode a segregated bus, passed benches for “Whites only,” a segregated restaurant, theater, and finally arrived at the public library where “All Are Welcome.”)
Michelson, R. (2010). Busing Brewster. New York: Alfred A. Knopf. (The text is historical fiction and portrays Brewster, a fictional young African American male, who is based on many young African American children bused to racially segregated, all-White schools in the 1970s. Brewster’s mother seems happy he is attending a school with better facilities and resources than the Black school he was supposed to attend. When Brewster and his older brother arrive at the school, they see protestors outside and encounter unwelcoming students inside the school. After an encounter with one of these students, Brewster and his older brother spend their first day at school serving detention in the library. However, Brewster meets a librarian who helps him find books he’s interested in and believes he can become president, just like his mother! The author’s note clarifies the historical context for the book and the importance of librarians and teachers to provide equal educational opportunities for all students.)
Miller, W. (1997). Richard Wright and the library card. New York: Lee & Low Books. (The text is based on an event in Richard Wright’s life in1926 when libraries would not allow African Americans to check out books. Wright found a sympathetic European American man in the office where he worked who lent him his library card, which allowed him to check out books to read.)
Miller, W. (1998). The bus ride. New York: Lee & Low. (The fictional story is loosely based on Rosa Parks’ protest of racial segregation on buses in 1955. The main character, a young girl, also sat in the front of the bus where only European Americans were allowed, refused to move, was arrested, and protested by walking rather than riding the bus. Her actions led to a bus boycott and a change in the laws.)
Mitchell, M. K. (1997). Granddaddy's gift. Mahwah, NJ: Bridgewater Books. (A fictional story about a grandfather’s efforts to vote in Mississippi at a time when laws prevented many African Americans from voting. The author portrays her granddaddy's study for the test on the Mississippi Constitution in order to vote, the community's protest of his attempt to register to vote, and the burning of his church.)
Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin. (A fictional account of the dialogue and emotions of students who lived when schools were racially segregated and newly integrated. The author used archival photographs of school segregation and integration as well as segregation of public facilities, marches, and demonstrations to end segregation.)
Parks, R. (1997). I am Rosa Parks. New York: Dial Books for Young Readers. (Parks herself provides readers with valuable background information about her resistance to racial segregation and corrects the misconception she initiated the African American bus boycott in 1955 because she was too tired to give up her seat to a White passenger. Her participation in this civil rights action stemmed from childhood experiences in the racially segregated community of Pine Level, Alabama and the work she and her husband did in Montgomery, Alabama documenting and assisting African Americans who had been harmed by racial segregation and oppression. Parks not only provides her perspective on the sacrifices African Americans had to make during the bus boycott and her work for racial equality today, but also credits many people with starting the civil rights movement.)
Pinkney, A. D. (2010). Sit-in: How four friends stood up by sitting down. New York: Little, Brown. (Picture book, elementary level. The text is based on the author’s research of the sit-ins begun by David Richmond, Joseph McNeil, Franklin McCain, and Ezell Blair at Woolworth’s lunch counter in Greensboro, North Carolina when the four men were college students in 1960. They followed Martin Luther King, Jr.’s principles of nonviolent protest to take action against racially segregated lunch counters. At first they were ignored by waitresses and police, who declared they were not breaking any laws. As their numbers grew, others came to protect racial segregation and poured hot coffee, milkshakes, pepper, and ketchup on the protestors. News cameras documented the protest, which grew and spread to complaints about segregated libraries, buses, parks, and pools. Ella Baker and college students formed the Student Nonviolent Coordinating Committee to support racial equality demonstrations. These demonstrations led to the passage of the Civil Rights Act of 1964, which banned segregation in public places, an important goal of the civil rights movement. The text contains a timeline of the civil rights movement and information from the author on the research she conducted to write the book.)
Rappaport, D. (2001). Martin’s big words: The life of Martin Luther King, Jr. New York: Hyperion Books for Children. (The author focuses on quotations from Martin Luther King, J. and his family members to illustrate resistance to racist oppression and his leadership in fighting for racial equality. King emphasized love, freedom, and peaceful resistance in the civil rights movement. The text also includes important dates and additional resources for learning about King’s life and the civil rights movement.)
Rappaport, D. (2005). The school is not white! A true history of the civil rights movement. New York: Hyperion Books for Children. (The text is based on the lives of Matthew and Mae Bertha Carter, African American sharecroppers, who decided to send their seven children to an all-white school in 1965 in Drew, Mississippi when a federal law offered African American families the freedom to attend any school they wanted. The family knew a good education, which was not available at the all-Black school, would give their children more options beyond sharecropping. As a result of attending an all-white school, the parents lost their jobs and home and their children faced consistent mistreatment from teachers and name-calling, spitballs, and exclusion from other students. After five years of daily attendance, the Carter children’s courage to attend an all-white school led other African American families to send their children to the school too. The author’s note explains the resources used in writing the book and updates the Carter family history since the time of their story.)
Rappaport, D. (2006). Nobody gonna turn me ‘round: Stories and songs of the civil rights movement. Cambridge, MA: Candlewick Press. (The last book in the trilogy of African American experiences by the author and illustrator, the text includes songs, poems, direct quotations, and brief stories to portray the civil rights movement beginning with the 1954 Supreme Court decision outlawing school segregation through the Voting Rights Act of 1965. The author cites sources for the content and introduces readers to less well-known civil rights participants, such as Mose Wright, Jo Ann Robinson, John Lewis, Diane Nash, and Sheyann Webb. Many heroic people courageously acted to integrate schools, boycott buses that were racially segregated, sit-in at segregated department store restaurants, participated in “freedom rides” to protest segregated public buses, and marched and demonstrated for voting rights. Songs were rewritten (“Keep Your Hand on the Plow was changed to “Keep Your Eyes on the Prize”) to express the feelings of civil rights activists while the song “We Shall Overcome” became the unofficial anthem of the civil rights movement. The author gives a timeline of the civil rights movement, a list of sources used in preparing the text, and recommends additional texts for readers to learn more about the civil rights movement.)
Raven, M. T. (2005). Let them play. Chelsea, MI: Sleeping Bear. (The text documents the influence of racial segregation on Little League prior to the civil rights movement in a true story. In South Carolina in 1955, European American Little League teams did not play African American Little League teams because of the separate but equal policy. When the only African American Little League team of Cannon Street YMCA All-Star team formed in Charleston, the team’s coach hoped they could play other Little League teams and advance to the state, regional and perhaps the Little League World Series. Rather than play an all-African American team, other Little League teams in South Carolina boycotted Little League and started a new baseball program. The only hopeful aspect of this issue was the invitation to the Cannon Street All-Star team to attend the Little League World Series as guests and to warm up on the field in front of a cheering audience. The crowd chanted “Let them play!” but the team was not allowed to play.)
Ringgold, F. (1995). My dream of Martin Luther King. New York: Crown. (The main character, an African American girl, dreams about King and the possibility of many people around the world trading in their bags of prejudice, hate, ignorance, violence, and fear for hope, freedom, peace, awareness, and love. She reviews important events in King’s life in her dream.)
Ringgold, F. (1999). If a bus could talk: The story of Rosa Parks. New York: Simon & Schuster Books for Young Readers. (A talking bus teaches about the life of Rosa Parks, her experiences with racism through Ku Klux Klan activities; her attendance at crowded, inferior schools for African American children only; and her mistreatment on racially segregated buses. The talking bus also informs the young rider of Rosa Parks’ refusal to give up her seat to a European American passenger, her arrest, and the resulting bus boycott in Montgomery, Alabama, along with organized protests against racist practices of department stores, restaurants, and public swimming pools.)
Shange, N. (2009). We troubled the waters. New York: Amistad Collins.
(The poet Ntozake Shange devotes her poetry to events leading up to and including the Civil Rights movement in this text. She highlights Booker T. Washington schools created for African American students, typical jobs open to African Americans (cleaning homes and collecting garbage), living in “shotgun houses,” drinking at segregated water fountains, and being intimidating through hanging and other Klu Klux Klan activities when African Americans tried to vote. The author also creates poems to honor Civil Rights movement leaders, including Rosa Parks, Martin Luther King, Jr., and Malcolm X, and Civil Rights sit-ins, marches, and pray-ins. Finally, Shange recognizes the assassination of Martin Luther King, Jr. and the promise of equality among all people with her final poems.)
Shore, D. Z. & Alexander, J. (2006). This is the dream. New York: HarperCollins. (The book-length poem documents racial inequalities in public facilities, transportation, restaurants, libraries, and schools, and actions people took to achieve equality. African American students integrated schools, African Americans boycotted buses, sat at “Whites only” lunch counters, and marched to protest racial inequalities. The poem also offers a vision of racial equality in public facilities, such as transportation, libraries, restaurants, and schools.)
Vander Zee, R. (2004). Mississippi morning. Grand Rapids, MI: Eerdmans Books for Young Readers. (The text is historical fiction and is based on the author’s experiences of growing up with accepted prejudices. The main character is a European American boy who enjoys hunting, fishing, and helping his ma at home and his pa at his hardware store in a small Mississippi town in 1933. James William learns about White men’s worries about providing for their families while his friends reveal the town’s racist acts. The “hanging tree” was used by the Klan to hang African Americans and a deliberate fire burned the “colored” preacher’s house down because he encouraged other African Americans to vote. Readers are invited into a perspective of acceptance for such racist acts as calling African American men “boy,” while European American men are called “sir,” African Americans being able to sit only in the balcony at the theater, and being served in stores only after European American customers. The ending offers possibilities for discussion of White privilege and racism during this time period.)
Weatherford, C. B. (2005). Freedom on the menu: The Greensboro sit-ins. New York: Dial Books for Young Readers. (The text portrays a young African American girl’s desire to sit at the lunch counter and eat a banana split, but due to racial segregation in Greensboro, South Carolina, she could not. Connie’s family became involved in civil rights activities, including registering African Americans to vote, sit-ins, and protests, which eventually led to some changes in racial segregation. Although her sister is jailed for participating in the sit-in, the protests are successful. At the close of the book, Connie sits with her mother and brother at the Woolworth lunch counter and enjoys a banana split.)
Welch, C.A. (2001). Children of the Civil Rights era. Minneapolis, MN: Carolrhoda Books. (The author clarifies the meaning and time period of the Civil Rights movement. She briefly describes the racial segregation and unequal conditions which led to the actions children, youth, and adults took to gain equal rights. An interesting aspect of the text is the explanation of why Civil Rights leaders turned to African American high school students (and sometimes children) to march or sit at lunch counters rather than adults who feared losing their jobs and homes. High school students were trained in nonviolent strategies for protesting; however, they were targets of violence and verbal abuse when they sat at lunch counters, marched, and entered all-White schools. The author’s message is that children and youth significantly contributed to the struggle for equality for African Americans.)
Wiles, D. (2001). Freedom summer. New York: Atheneum. (When the Civil Rights Act of 1964 was passed, African Americans had the right to use public places such as public schools, movie theaters, ice-cream parlors, and swimming pools. However, when two boys, one African American and one European American, who are anxious to swim together in the public pool, discover the pool is filled with tar and closed rather than admit African Americans.)
Request all students to write two or three important ideas they learned about the racial equality and the civil rights movement from the music, photographs, and picture books. Then students should pair with another student and share their responses.
Invite each pair of students to share at least one idea and add to the class list of important ideas about racial inequality and the civil rights movement. Use a different colored ink to record these final ideas.
Assessment
Collect group response sheets to the photograph interpretation and analysis activity and review for relevant ideas about racial inequality and the civil rights movement. Compare the first class list of ideas about racial inequality and the civil rights movement with the final list, written in different colored ink. Note correct and incorrect changes in students’ thinking.
Review individual students’ writings about what they learned about racial inequality and the civil rights movement, noting accurate and inaccurate ideas. Acceptable work contains mostly accurate ideas clearly written.