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19-B James Karales, Selma-to-Montgomery March for Voting Rights in 1965, 1965
Guliya Shaykhutdinova

 

Teacher Name: Shaykhutdinova Guliya Tashtimirovna
Art Work: 19-B James Karales Selma-to-Montgomery March for Voting Rights in 1965, 1965
Not everybody trusts paintings but people believe photographs Ansel Adams, American photographer
Theme: Freedom, Leadership, Democracy, Courage
Lesson Plan Title (two variants):

  1. A Pictorial Anthem of the Civil Rights Movement
  2. The Road to Freedom: Selma-to-Montgomery March, 1965

Subject areas: Visual Arts; U.S. History Civil Rights Movement; Social Studies; Geography; Math; Music
Skills covered:
Analyzing primary sources;
Observation and description;
Making inferences and drawing conclusions;
Internet research skills;
Calculating skills;
Map skills;
Creative writing
General Goals:

  1. To help students understand the artwork - James Karales iconic photograph Selma-to-Montgomery March for Voting Rights in 1965 through the exploration of information and critical and comparative analyses.
  2. To help students develop their English language skills by encouraging them to express their opinions and ideas about James Karales photograph.

Specific objectives:

  1. To teach students about the role of Selma-to-Montgomery March for voting rights as a turning point in the Civil Rights Movement.
  2. To expose students to music related to the artwork (protest songs).
  3. To teach students to describe how James Karales photograph reflects the spirit of the 1960s Civil Rights Movement.

Guliya Shaykhutdinova

  1. To allow students to productively use English through integrated skill activities.
  2. To develop students creative writing abilities.
  3. To allow students to practice and produce grammatical structures - different types of questions through analyses of the artwork.

Materials/ Visual Aids:
Teachers Resource Book Picturing America
Artwork 19b James Karales Selma-to-Montgomery March for voting rights, 1965
A tape recorder with Audio CDs or cassettes with the song We shall overcome in Joan Baez, Pete Seeger, Dean Reed and Diana Rosss performance
Glossary (Appendix A), Activity worksheets (Appendices B, C, D), Assessment worksheet (Appendix E), Answer worksheet (Appendix F)
Paper, pens (markers), rulers
Step-by-step procedures:
Lead-In (5 min.)

Suggested images: Martin Luther King, Rihanna, Ella Fitzgerald, Mike Tyson, Rosa Parks, Eddie Murphy, Oprah Winfrey, Michael Jackson, Tina Turner, Morgan Freeman, Jackie Robinson, Barak Obama, Condoleezza Rice, Louis Armstrong, Will Smith, Duke Ellington, Jesse Owens, Muhammad Ali, Mae Carol Jemison,Colin Powell).
Ask students whom they know and what these people are famous for. Ask students what other famous African Americans they know.

  1. Explore what students already know about Dr. Martin Luther King, Jr.

 

  1. Divide the class into groups of 3-4 students each.

Have each group create a concept web with Civil Rights in the center. Have students
write words and phrases they associate with civil rights.
Sample answers: racial discrimination, assassination, oppression, struggle, voting rights, freedom, respect, dignity, equality, justice, marches, etc.
After completing their concept web, one member of each group calls out a word or a phrase from his/her groups web. Compile a list of the students ideas on the board.

 

 

 

Guliya Shaykhutdinova
Activities:
Activity 1. Analyzing Karales photo (15 min.)
Activity 2. Information about the Selma-to-Montgomery March, 1965 (8 min.)
Activity 3. The song We shall overcome (10 min.)
Activity 1. Analyzing Karales photo
Step 1. Observing Karales photo
Encourage students to carefully examine the photograph for 10-15 seconds and describe it.
What details--such as people, objects, and activities--do you notice?
What information about time period, location, and season can you gather from the photo?
Imagine where the photographer placed himself in order to take this picture.
Ask what the background behind the marchers is.
Step 2. Making inferences and drawing conclusions
Encourage students to make inferences and draw conclusions from observing the photograph.
Have students complete worksheets (Appendix B).
Step 3. Rolling Questions

  1.  In pairs write down questions this photograph raise in your mind. Try to make up all types of questions general, special, alternative, tag-questions, subject-questions.

Sample questions:
Who do you see on this country road?
Where are they going?
Are the marchers walking downhill or uphill?
How many people are visible on the photo?
Figures closest to the camera are larger, arent they?
Women arent marching together with men, are they?
You dont see white men on this picture, do you?

Guliya Shaykhutdinova
The marchers are carrying umbrellas, coats, jackets, arent they?
Why are they carrying umbrellas?
Is the weather fine or nasty?
What do the American flags symbolize?
Where was the photographer who took this picture? Etc.

  1. Ask other classmates your question. A student answers a question, then proceeds to ask a question directed at the next student in turn. This continues around the class.

Activity 2
Reading for detail. Information about the Selma-to- Montgomery March, 1965
Have students read the information about the Selma-to-Montgomery March http://en.wikipedia.org/wiki/Selma_to_Montgomery_marches
and then complete the worksheet Map Activity (Appendix C).
Activity 3
The song We shall overcome
Have students read the information about the protest song We shall overcome http://en.wikipedia.org/wiki/We_Shall_Overcome
and then complete the worksheet We shall overcome (Appendix D).
Closure (2 min.)

  1. Ask students to add new words and phrases they have learnt during the lesson to a concept web Civil Rights
  2. 3-2-1 strategy: Ask students about three things they learned, two questions they have, and one thing they liked.

Assessment (10 min.)
A photojournalists diary I was there
Assess the students understanding of the role of Selma-to-Montgomery March as a turning point in the 1960s Civil Rights movement by having them write an essay I was there in the form of a diary. This diary belongs to a 35-year old staff photographer of the Look magazine James Karales (Appendix E).

Extensions:
1. Have students analyze other photographs of the voting rights march available on the Internet.
2. Have students explore the Nobel Peace Prize winners on the Internet and make a report (a poster) on those who fought for democracy and freedom.
3. Have students interview family members about a historic event in your country (the 7th of November Demonstration, the 1st of May Demonstration, Victory Day Demonstration) they participated in. Have students include a photograph of the event (if possible).
4. Have students create a poster that might have been used by protesters in a march.
Meeting special needs (auditory/musical):

  1. Encourage students to search the Internet and explore more protest songs. Have students share their findings with classmates in the next lesson.

Homework:
Creative Writing: I have a dream essay
There are different types of discrimination in the world based on ethnicity, religion, skin color, gender, age, socioeconomic status, language, size, weight, looks, etc.
Imagine the following situation:
Only underweight Russian girls with grey eyes and blond hair aged 12-13 speaking two foreign languages are allowed to eat at your school canteen.
Write an essay I have a dream (200-250 words) expressing your feelings about this discrimination (examples of feelings: sad, treated insulted, unjust, unfairly, unequal, etc.).
Explain how you are going to seek your basic human rights (write letters to authorities, protest peacefully, organize sit-ins, marches, encourage your schoolmates to fight for your rights, etc.).
Express your hope that someday the situation in your school will change and youll get the right to eat at your school canteen.
Use the famous words from Martin Luther Kings speech (I have a dream that someday our students will not be judged by the color of their eyes) and from theprotest song We shall overcome (We shall overcome the prejudicebased on theweight of our students).
In the summary write down what kinds of prejudice still exist in your country and how they affect peoples lives and feelings.
Note: Before writing the essay have students read the final section of Martin Luther Kings speech I have a Dream http://www.americanrhetoric.com/speeches/mlkihaveadream.htm delivered by him at the March on Washington for Jobs and Freedom on August 28, 1968.
Guliya Shaykhutdinova
Explain to students that Dr. King was the advocate of nonviolent protest and he devoted his life to the freedom of all Americans, not only African Americans.

List of References:

  1. Delvin, Joseph. Dictionary of Synonyms and Antonyms. , , 2002.
  2. Muller, V.K. Modern English-Russian Dictionary. Moscow: Russky Yazyk Publishers, 2001.
  3. Oxford Advanced Learners Dictionary of Current English (Chief Editor Sally Wehmeier). Oxford: University Press, 7th Edition, 2005.

Selected Websites:

*Civil Rights Movement: http://en.wikipedia.org/wiki/Civil_rights_movement
*Martin Luther King: http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.
*We Shall Overcome: http://en.wikipedia.org/wiki/We_Shall_Overcome
*Selma-to-Montgomery Marches: http://en.wikipedia.org/wiki/Selma_to_Montgomery_marches

    Glossary


    #

    Word, phrase

    Translation

    Definition

    1.

    Legislation n

    ,

    A law, a set of laws

    2.

    Converge v

    To move towards one place
    paths, ideas, aims ~
    Ant. diverge

    3.

    Cover v

    To report news
    to ~ Olympic games

    4.

    (the) lergy n

    The priests of a religion

    5.

    Capture v

    ,

    Make sb interested
    To ~ sbs attention, imagination

    6.

    Tense adj

    , ,

    Hard, nervous, worried
    ~ times, week, situation

    7.

    Resolutely adv

    ,

    Firmly, with great determination
    Ant. Irresolutely

    8.

    Defiance n

    ,

    Open refusal to obey
    An act of ~
    In ~ of -

    9.

    Brisk adj

    , ,

    Quick, busy
    A ~ pace/walk

    10.

    Iconic adj

    A symbol of sth; related to a portrait
    An ~ idea, an ~ photo

    11.

    Horrify v

    , ,

    To frighten sb extremely
    Syn. appal

    12.

    Assault v

    ,

    Attack sb/sth physically to ~ the marchers, building

    13.

    Batter v

    ,

    Syn. beat, smash

    14.

    Rabbi n

    A Jewish religious leader

    15.

    Apprentice n, v

    ; ,

    A young person who works for an employer to learn some skills
    To ~ sb to sb

    16.

    Fold v

    , , ( )

    To close sth because its unsuccessful
    To ~ a shop, a company
    Ant.unfold

    17.

    Turbulent adj

    ,

    Disturbed, stormy, restless
    A ~ career, decade, year

    18.

    Seek (sought, sought) v

    , ,

    To ask sth from sb, to achieve/obtain
    To ~ rights, funding

    19.

    Fleeting adj

    , ,

    Lasting for a short period of time
    A ~ visit/smile/ glance

    20.

    Haunt v

    ,

    To chase, to keep coming to ones mind
    This tune ~ ed me all Sunday evening

    Proper names: Geographical names:
    Lyndon Johnson Dallas County, Alabama
    James Karales Montgomery
    Emanuel Leutze Selma
    (George) Washington Delaware
    Dr. Martin Luther King Jr. Edmund Pettus Bridge
    W. Eugene Smith Canton, Ohio
    Guliya Shaykhutdinova Appendix B
    Student _______________ Date ____

    Worksheet Making Inferences
    Overview: The purpose of this activity is to develop your skills of making inferences.
    Directions: 1. Match the beginning of the sentence (1-6) to the end (a-f):


    1

    Dark clouds suggest that

    a

    she is prepared for the weather and long walk

    2

    The American flags suggest that

    b

    they may be singing to keep in step

    3

    Both blacks and whites among the marchers suggest that

    c

    that a storm has passed or is coming

    4

    Front four marchers are walking briskly in unison because

    d

    the marchers are patriotic American citizens

    5

    The woman in the first group is wearing pants and carrying an umbrella because

    e

     

    they wanted to look their best in case they would be photographed by news media

    6

    The marchers are well-dressed and carrying American flags because

    f

    they are working together for a common cause

    2. Write down your answers:
    1
    2
    3
    4
    5
    6

     

    Guliya Shaykhutdinova Appendix C
    Student ___________ Date _____
    Worksheet Map Activity
    Overview:
    The purpose of this activity is to develop your map skills and speaking skills; to focus your attention on the numerals.
    Directions:
    1. Using the map of the Selma to Montgomery march
    http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133ocate1.htm
    and the information you read about the Selma-to-Montgomery March http://en.wikipedia.org/wiki/Selma_to_Montgomery_marches
    provide the following information:
    1. When did the march begin? ___________________________________________________
    2. When did the march end? ____________________________________________________
    3. How many days did it take to march? ___________________________________________
    4. In what town and county did the march route begin? ______________________________
    5. In what town and county did the march route end? _______________________________
    6. What other towns did the marchers go through? _________________________________
    7. What river did the marchers cross? ____________________________________________
    8. In what state were they marching? ____________________________________________
    9. What is the capital of this state? ______________________________________________
    10. How many people marched at the beginning and at the end? ______________________
    11. What distance did the marchers cover? (Use the map scale to estimate the distance between the two places) ______________________________________________________
    12. How many miles did the protesters march every day? ____________________________
    2. Using only the map, share this information with your partners in groups of three or more students.

    Guliya Shaykhutdinova Appendix D
    Student ____________ Date_____
    Worksheet We shall overcome
    Overview: The purpose of this activity is to enhance your vocabulary and allow you to practice speaking.
    Directions:

    1. Look through the text of the information worksheet (Appendix E) and answer the questions:
    2. How many times did Martin Luther King use the phrase We shall overcome in his official speeches?

    __________________________________________________________________

    1. In his addressing Congress on March 15, 1965, President Lyndon Johnson said We shall overcome." Who do you think Johnson meant by we?

    __________________________________________________________________

    1. Who are the first performers of the song We shall overcome?

    ____________________________________________________________________

    1. Listen to the recording of the song and sing it. What thoughts, reflection, emotions or reaction does the song evoke in you?

    _______________________________________________________________________
    _______________________________________________________________________

    1. Play recordings of Joan Baez, Pete Seeger, Dean Reed, and Diana Ross singing the song.

    In your opinion whose singing best suits a brisk, military pace of the marchers on Karales photograph?

    1. Add the appropriate words to the first lines of each verse:
    2. We shall overcome ___________________________________________________
    3. Well walk hand in hand _______________________________________________
    4. We shall live in peace _________________________________________________
    5. We are not afraid _____________________________________________________

    Student ___________ Date ____
    Assessment Worksheet
    Overview: The purpose of this activity is to review the new words and expressions you have learned, to practice creative writing.
    Directions:

    1. Match the words and phrases to make up collocations:

    1

     

    to capture

    a

    magazine

    2

     

    tense and dangerous

    b

    of unarmed marchers

    3

     

    positioned

    c

    in unison

    4

     

    the train

    d

    the spirit and determination

    5

     

    move

    e

    thundercloud

    6

     

    in defiance of

    f

    basic human rights

    7

     

    march

    g

    significant events

    8

     

    heavy, black

    h

    decade

    9

     

    civil rights

    i

    times

    10

     

    to cover

    j

    my camera

    11

     

    seek

    k

    the oncoming storm

    12

     

    turbulent

    l

    voting rights for blacks

    13

     

    biweekly

    m

    of the three leading marchers

    14

     

    to support

    n

    movement

    15

     

    outstretched legs

    o

    resolutely

     

    1. Use these collocations to describe the event, the marchers, and the weather to write an excerpt from James Karales diary I was there Reflect the photographers thoughts and feelings about the event. In the summary dont forget to make conclusions about the role of the march in the 60s civil rights movement. Remember you are James Karales and it is March 21, 1965.

    Begin writing the diary with the words:


    Guliya Shaykhutdinova

    March 21, 1965.

    I got an assignment to take pictures of the marchers. Early in the morning I took my camera and

    Answer Sheet
    Map Activity (Appendix C)

    1. March 21, 1965
    2. March 25, 1965
    3. 5 days
    4. Selma, Dallas County
    5. Montgomery, Montgomery County
    6. White Hall, Lownesboro, Hayneville
    7. The Alabama River
    8. Alabama
    9. Montgomery
    10. 3,200/25,000
    11. 54 miles/87 km
    12. 10 miles/ 16 km

     

    We shall overcome (Appendix D)
    1a - 2 times
    1b - We means the people of the USA
    1c - Joan Baez, Pete Seeger
    4a - Injustice, prejudices, violence, discrimination, hostility, hate, racism, etc.
    4b - Resolutely, bravely, in unison, together, etc.
    4c - Freedom, justice, love, equality, friendship, respect, dignity, etc.
    4d - Of the police, of tear gas, clubs, whips, to fight, to march, to protest, to struggle, to sit-in, etc.

    Assessment (Appendix E)
    1d, 2i, 3j, 4b, 5c, 6k, 7o, 8e, 9n, 10g, 11f, 12h, 13a, 14l, 15m

 
         
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