Greensboro Sit-Ins

Primary Sources and Civil Rights

STANDARDS ADDRESSED

Common Core State Standards

Reading: Information Text

RI.4.6 = Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.


North Carolina Essential Standards

Information and Technology Standards

4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.


International Society for Technology in Education Standards

Communication and Collaboration

2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

LESSON STRUCTURE

This lesson begins with an introduction to primary sources and a comparison of primary versus secondary sources. The students will analyze a photograph as a whole group using the primary source analysis tool, discuss and debate. Then the students will work in small groups to analyze a second photograph using the primary source analysis tool. Each group will share their observations, thoughts, and additional questions with the whole group. After the discussion, the teacher will reveal what the two photographs are and how they are related to each other. Next the teacher will read the book Sit-In: How Four Friends Stood Up By Sitting Down showing and discussing additional photographs as referenced in the book. Finally students will independently explore additional photographs, audio clips of interviews and documents on the Smithsonian National Museum of American History website. The lesson will conclude with students writing a blog entry demonstrating their gained knowledge and including a reflection of the impact of the Sit-Ins. Students will then read other students' blogs and leave comments. This unit takes places over 3 to 4 class periods.

ANALYZING PRIMARY SOURCES

The teacher will facilitate a whole group discussion focusing on the primary source photograph of four men walking. The teacher will not reveal any background knowledge about the photograph. The students will use primary source analysis tool to guide their thinking and encourage inquiry. The primary source analysis tool has 3 columns: observe (see), reflect (think), question (wonder). For example, I SEE four men walking, I THINK they are outside, I WONDER where they are coming from/going to. The SEE is straightforward observations without interpretation, the THINK is making connections and inferences, and the WONDER prompts further inquiry. The photograph could be shared with students via a Google Document which students can view using the computer, Chromebook, or iPad or it can be displayed on the SMARTboard for all students to see.

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ANALYSIS IN SMALL GROUPS

Next the teacher will show the photograph of four men sitting. This photograph might be familiar to some students but the teacher will ask the students to utilize the primary source analysis tool to guide their small group discussion and to not focus on what they already think they know about the photograph. The students will work in small groups to discuss and write down what they see, think and wonder about this second photograph. The primary source analysis tool could be shared via a Google Document for students to type in or printed as a worksheet for students to write on. Then the groups will share their thoughts with the whole class. Next the teacher will ask the students to compare the two photographs and to consider if they are related to each other. Finally the teacher will reveal the connection between the photographs and provide information about the Greensboro Sit-Ins.

BOOK AND DISCUSSION

The teacher will read the book Sit-In: How Four Friends Stood Up By Sitting Down by Andrea Davis Pinkney. This book is a secondary source which details the peaceful protests of college students and their attempts to integrate the lunch counter at Woolworth in Greensboro, NC for racial equality as part of the Civil Rights movement. The teacher will lead discussions while reading to relate the information presented in the book to the photographs previously examined and will show additional photos as events are mentioned in book.

EXPLORE ADDITIONAL PRIMARY SOURCES

http://objectofhistory.org/objects/history/lunchcounter/


The teacher will introduce the Smithsonian National Museum of American History "Object in History" website. This website contains a wealth of primary sources including audio interviews with people directly involved with the Sit-Ins, photographs, documents, etc.

The students will navigate and explore these primary sources to increase their knowledge of the Greensboro Sit-ins.

STUDENT BLOGGING

As a culminating activity, the students will compose a blog entry in Gaggle about their understanding of the Sit-Ins using the information gained from the primary and secondary sources. The students will reflect on what happened during the Sit-Ins and determine how these events have impacted their life in 2015. Finally the students will read others students’ blogs and leave comments.

TECHNOLOGY MINDTOOLS

Google Drive

Gaggle

blogs

21st CENTURY SKILLS

critical thinking

collaboration

citizenship

cultural awareness

metacognition

communication