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):

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:

Specific objectives:

Guliya Shaykhutdinova          

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 Ross’s 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.

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 group’s 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

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, aren’t they?
Women aren’t marching together with men, are they?
You don’t see white men on this picture, do you?

Guliya Shaykhutdinova
The marchers are carrying umbrellas, coats, jackets, aren’t 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.

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.)

Assessment (10 min.)
 A photojournalist’s 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):

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 you’ll get the right to eat at your school canteen.
Use the famous words from Martin Luther King’s 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 King’s 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:

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

• The Selma to Montgomery Voting Rights Marches: Shaking the Conscience of the Nation  http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133ocate1.htm
• American Rhetoric: Martin Luther King, Jr. – I Have a Dream: http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

                                                          Glossary

#	Word, phrase	Translation	Definition
1.	Legislation n	Законы, законодательство	A law, a set of laws
2.	Converge v	Сходиться в одной точке	To move towards one place paths, ideas, aims ~ Ant. diverge
3.	Cover v	Освещать материал для прессы	To report news to ~ Olympic games
4.	(the) сlergy n	Духовенство	The priests of a religion
5.	Capture v	Захватывать,  привлечь внимание	Make sb interested To ~ sb’s attention, imagination
6.	Tense adj	Натянутый, тугой, напряженный	Hard, nervous, worried ~ times, week, situation
7.	Resolutely adv	Твердо, решительно	Firmly, with great determination Ant. Irresolutely
8.	Defiance n	Неповиновение, пренебрежение	Open refusal to obey An act of ~ In ~ of - вопреки
9.	Brisk adj	Живой, проворный, отрывистый	Quick, busy A ~ pace/walk
10.	Iconic adj	Портретный	A symbol of sth;  related to a portrait An ~ idea, an ~ photo
11.	Horrify v	Ужасать, страшить, шокировать	To frighten sb extremely Syn. appal
12.	Assault v	Атаковать,  штурмовать	Attack sb/sth  physically to ~ the marchers, building
13.	Batter v	Бить, колотить	Syn. beat, smash
14.	Rabbi n	Раввин	A Jewish religious leader
15.	Apprentice n, v	Отдать  в учение; ученик, подмастерье	A young person who works for an employer to learn some skills To ~ sb to sb
16.	Fold v	Складывать, прогореть, свертывать (о бизнесе)	To close sth because it’s unsuccessful To ~ a shop, a company Ant.unfold
17.	Turbulent adj	Бурный, беспокойный	Disturbed, stormy, restless A ~ career, decade, year
18.	Seek (sought, sought) v	Искать, добиваться, просить	To ask sth from sb, to achieve/obtain To ~ rights, funding
19.	Fleeting adj	Быстрый, мимолетный, скоротечный	Lasting for a short period of time A ~ visit/smile/ glance
20.	Haunt v	Преследовать, часто посещать	To chase, to keep coming to one’s 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. We’ll 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 photographer’s thoughts and feelings about the event. In the summary don’t 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