Our goal is to connect students with the history of Civil Rights and voting rights in a way that is relatable, timely, and relevant to AKS standards and school curriculum. Using Library of Congress primary sources sets as the core, multiple hands-on activities will be implemented during the presentation that will allow students to work individually and in groups to explore the primary sources and to connect them with current events.
Presentation: Video recording of presentation and a link to the presentation script.
Activities: Three activities and their lesson plans to be completed with the presentation.
Resources: Informational resources on the Modern Civil Rights Movement.
Works Cited: Image citations for the presentation.
Feedback: Links to surveys on the material for both teachers and students.
"Primary sources are the evidence of history, original records or objects created by participants or observers at the time historical events occurred or even well after events, as in memoirs and oral histories. Primary sources may include but are not limited to: letters, manuscripts, diaries, journals, newspapers, maps, speeches, interviews, documents produced by government agencies, photographs, audio or video recordings, born-digital items (e.g. emails), research data, and objects or artifacts (such as works of art or ancient roads, buildings, tools, and weapons). These sources serve as the raw materials historians use to interpret and analyze the past." (American Library Association)
The Teaching with Primary Sources Program (TPS) has been the Library of Congress’s premier educational outreach program. The goals of the program have included providing instructional materials, tools, education and professional development that enhance teachers’ ability to integrate digitized primary sources from the Library of Congress into instruction that builds student literacy, critical thinking skills, content knowledge and ability to conduct original research.
Evaluate the role of Georgia in the modern Civil Rights Movement:
-41.a: explain the government of Georgia's response to Brown v. Board of Education including the 1956 flag and the Sibley Commission using primary and/or secondary sources (including artifacts like the flag)
-41.b: describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement by comparing similarities and differences using primary and/or secondary sources
-41.c: explain the resistance to the 1964 Civil Rights Act using primary and/or secondary sources, emphasizing the role of Lester Maddox