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Library of Congress Pathways Adventures:

Using Historical Documents to Develop Early Literacy

Katelyn Rathjen, Sam Machir, Brad Oconnell, Emily Covington, Chris Johnson College of Education

University of Northern Iowa Cedar Falls, IA

Book Backdrop Title: Civil Rights Movements Across the World: Martin Luther King Jr. and Joshua Abraham Heschel

Table of Contents

• Introduction........................................................................................................................2

• Lesson Module Day 1

o Lesson 1: Experiencing Segregation......................................................................3

o Lesson 2: Rosa Parks and the Montgomery Bus Boycott.......................................6

o Lesson 3: Martin Luther King Jr’s Speech/Work...................................................9

o Lesson 4: Holocaust Survivor Pen Pal.................................................................12

o Lesson 5: Picturing Freedom - The March from Selma to Montgomery..............15

• Appendix I: Library of Congress Resources.................................................................19

• Appendix II: Bibliography and Webliography.............................................................34

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INTRODUCTION

Book Backdrop Title: Civil Rights Movements Across the World: Martin Luther King Jr. and Joshua Abraham Heschel Focus Book Citation: Michelson, R. (2008). As good as anybody. New York: Knopf Books for Young Readers. Focus Book Summary: This book begins by exploring Martin Luther King Jr.’s experiences with discrimination as a child. Encouraged by his father, King was drawn into the civil rights movement as an adult. In a parallel story from the past, Rabbi Abraham Joshua experiences the same type of discrimination for being a Jew during the Nazi Regime in Poland. Both of the civil rights leaders are bright, motivated to seek justice, and are able to work together for the common good despite their cultural and spiritual differences. The two men work together to protest the segregation of African Americans in the march from Selma to Montgomery. Book Setting: This story takes place during the Civil Rights movement in America and follows the life of Martin Luther King Jr. It compares his life to the live of Rabbi Abraham Joshua Heschel, a Polish Jew who fled the Holocaust to come to America. NCSS Notable Tradebook Theme: Social Interactions/Relationships Historical Periods: Great Depression and WWII Post War United States Grade Range: Grades 5-6

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LESSON MODULE

Five Lesson Primary Source-Based Book Backdrop Lesson Plans

LESSON 1 Title: Experiencing Segregation Learning Goals: Knowledge

• Students will learn about a few of the ways that African Americans were discriminated against and segregated from white people before/during the Civil Rights Movement.

• Students will understand the terms “segregation” and “discrimination” and begin looking at primary resources related to these topics.

Skills

• Students will participate in a role-play based on segregation that African Americans experienced before civil rights laws.

• Students will discuss their thoughts and opinions about the way that African Americans were treated following their segregation-experience role-play.

• Students will be using their own feelings from the role-play as a basis for discussing African Americans’ desire for civil rights.

Dispositions

• Students will develop empathy toward African Americans of this era. • Students will develop an understanding of why African Americans chose to protest for

civil rights.

Links to National Standards http://www.socialstudies.org/standards/strands Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy.

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People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. General Instructional Materials

• Red and blue wearable pins • “White” and “Colored” signs • Restaurant props: plates and cups • Student journals • Writing utensils

LOC Primary Source Materials

• Appendix #1 - Photograph: “White Trade Only,” sign on a restaurant, 1938 • Appendix #2 - Photograph: Bus station with “White Waiting Room” sign, 1943 • Appendix #3 - Photograph: Railroad station with “Colored” signs, 1938 • Appendix #4 - Photograph: Bus station with “Colored” sign, 1940

Lesson Procedures Introduction

1. Write the terms “segregation” and “discrimination” on the board. Ask the students if they know what these terms mean. Let a few students answer what they think these terms mean or where they have heard them used before. Explain to the students that they will be role-playing a scenario today that may help them better understand these terms.

2. Assign students the roles at random (by drawing from two different colored pins from a can). They will wear these pins so that the teacher can identify their role. Explain to the students wearing the blue pins, that they will be playing the role of white people from the pre-civil rights movement era. Students will red pins will be playing the role of African Americans from this time period.

3. Prepare the students in advance that this is just for pretend. Though it truly happened to people during this historical time, we will just be pretending it is happening now to help us get a better idea of what that time period was like.

Development

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1. Set the scene for the students: Let them know the setting – a segregated restaurant in 1952, just before most civil rights laws had been passed. Set the students up on the “stage” – have some people sitting at tables (separated by race, as it would have been) and other entering the restaurant periodically. Have the students try to remain in character and while acting as they would if it happened to them in real life. (The students can be given character traits such as ‘shy,’ ‘outspoken,’ ‘sympathetic,’ or ‘avoids conflict’ to vary the role-play.) Set up signs saying, “White” and “Colored” as the imaginary restaurant bathrooms or drinking fountains.

2. Begin the role-play, playing as the restaurant owner/waitress/etc. as the students play as the customers. Go through the routine of serving customers while giving better treatment to the students playing “white people.” Serve all of the students playing white customers sooner before the African American customers (even though they have been waiting longer). Make students playing African American customers give up their seats to white customers, all while using a rude attitude toward the African American group. If students want to “use” the bathroom or drinking fountain, be sure that they use the “correct” side.

3. Stop the role-play and discuss with students (playing both races) how they felt during the role-play. What were they thinking about when the teacher treated certain people in certain ways (giving an example)? Ask the students what they thought or felt about the “white” and “colored” bathrooms.

Culmination

1. Explain to the students how the terms “segregation” and “discrimination” fit into the scenario. Explain that during this time in history, many African Americans were discriminated against because of their race. They were kept segregated, or separated, from white people because many white people believed them to be inferior. Describe other ways that African Americans were discriminated against during this time period. Tell the students that this is why many African Americans and supporters of other races protested in favor of civil rights laws to be passed, which we will learn more about in future lessons. This fight for equality was called the Civil Rights Movement.

2. As this is being explained, show students images of segregation during this time period (See Appendix #1, 2, 3, 4). Allow the students to share their thoughts or questions about the photos.

Assessment Strategy Linked to Lesson Goals

1. Have the students journal about their thoughts and feelings from the role-play. What would they have done if that happened to them, or they saw it happening, in real life? If they have ever seen something similar to this happen in real life, allow them to journal about it as well. What happened? How was it similar to what we have been learning about from history? What did they do? How did it make them feel?

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LESSON 2 Title: Rosa Parks and the Montgomery Bus Boycott Learning Goals: Knowledge

• Student will learn about Rosa Parks and her part in the fight for civil rights. • Students will learn about the importance of the Montgomery Bus Boycott • Students will define the word boycott.

Skills

• Students will participate in the writing of the script for the role-playing of the Montgomery Bus Boycott

• Students will participate in the role-playing of the script they have created • Students will contribute in the completion of the KWL chart over the Montgomery Bus

Boycott

Dispositions

• Students will develop empathy and understandings of why African Americans fought for civil rights.

Links to National Standards http://www.socialstudies.org/standards/strands Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environment: Social studies programs should include experiences that provide for the study of people, places, and environments. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideas and Practices: Social studies programs should include experiences that provide for

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the study of the ideals, principles, and practices of citizenship in a democratic republic General Instructional Materials

• Rosa By: Nikki Giovanni • Elmo • Paper • Pencils • Student-selected props for the dramatization


• Appendix #5: Image “Woman fingerprinted. Mrs. Rosa Parks, Negro seamstress, whose refusal to move to the back of a bus touched off the bus boycott in Montgomery, Ala.,” (1956)

• Appendix #6: Image "5,000 at Meeting Outline Boycott; Bullet Clips Bus." Montgomery, Alabama, Bus Boycott. Montgomery Advertiser, December 6, 1955.

Lesson Procedures: Introduction

1. Using the Elmo and a hand made KWL chart ask student what they already know about Rosa Parks and the Montgomery Bus Boycott. Allow everyone that want to share, share their thoughts. Write their thoughts in the “Know” section.

2. Next ask students what they want to know about the topic. Write down their thoughts in the “Want to know” column.

Development

1. Introduce the book Rosa to the class. Read the book to the class. 2. Have a discussion with the class about what the book taught the students. Write down the

students’ thoughts in the “Learn” section of the chart. 3. Say: “This book was all about the Montgomery Bus Boycott. Can anyone define or

describe what it means to boycott?” 4. Let students answer. After students, “Yes, boycott is defined as the withdrawal from

commercial or social relations, as a protest. Which in this case they were not using the services of the city busses.

5. Have students discuss their reactions to Park’s actions. Ask students how they might have responded to the bus driver.

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6. Next show the picture of Rosa parks getting fingerprinted for her refusal to move on the bus (see Appendix #5).

7. Ask students: How would you feel if you were Rosa Parks in this picture? 8. Now show the photocopy of the newspaper article (see Appendix #6). 9. Have students observe the article with taking note of the images. Ask students: “From

looking at this article and images does it look like a big group of people participated in this boycott?”

10. “So it is safe to say this was a big event and Rosa Parks made a big impact from the courage she showed by sticking up for what she believed in.”

Culmination

1. “Now that we know what the Montgomery Bus Boycott was and how it started, I want us to work together as a class to come up with a short play about this historical incident.”

2. Have the class come up with dialogue to reenact Rosa Parks's refusal to move from her seat. I will prompt the students when needed to help create the dialogue.

3. Once the script is written students role-play the dialogue they created. 4. In order to assign each role find out which students want to participate in role-playing.

Then, I will randomly assign each student that wanted to participate in a role. 5. Students will then set up the classroom how they planned in order to perform their play. 6. Once set up students will perform the script. 7. Once they performed the play students will go back to their seats and I will then give

them their assignment.


1. Students will write a journal entry pretending to be a passenger on the bus the day Rosa Parks was arrested. Students can decide to write from any person's perspective that would be on the bus, for example, the bus driver, Rosa Parks, any passenger, or the police. In the journal entry students will explain what they saw, their thoughts and beliefs of the arrestment of Parks.

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LESSON 3 Title: I Have a Dream Learning Goals: Knowledge

• Students will learn about Martin Luther King Jr. and his impact on the civil rights movements.

• Students will learn about the “I have a dream” speech Martin Luther King Jr. give

Skills

• Students will write their own “I have a dream” speech • Students will use Voicethread and put their speeches on line. • Students will complete a writing assignment on what their “I have a dream speech” was

about and then relate their own speech to Martin Luther King Jr’s speech

Dispositions

• Students will develop an understanding of how hard it was for African Americans to get their freedom

Links to National Standards http://www.socialstudies.org/standards/strands Time, Continuity and Change - Social Studies program should include experiences that provide for the study of the past and its legacy. People, Places, and Environments - Social studies programs should include experiences that provide for the study of people, places, and environments. Individuals, Groups, and Institutions - Social studies programs should include experiences that provide for the study of individual development and identity. Power, Authority, and Governance - Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals and Practices - Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

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General Instructional Materials

• I Have a Dream : by Nelson • Paper • Computers • Elmo


• Appendix #7: Image “Martin Luther King Jr., half-length portrait, facing right, gesturing while delivering speech at Girard College, Philadelphia,” 1965

• Appendix #8: Image “Dr. Martin Luther King Jr., head-and-shoulder portrait, facing an informal news conference in Selma, Alabama,” 1965


1. Review segregation from the past two lessons a. Ask students what segregation is? b. What Rosa Parks did in terms of segregation?

Show pictures of Martin Luther King Jr. and asks students who this is and what he did in the civil rights movement.

Development

1. Ask students what they know about Martin Luther King? 2. Ask for a volunteer to write everything on the board. 3. Ask students what they would like to know about Martin Luther King. 4. Have volunteer write everything we want to know about Martin Luther King on the board

as well. 5. Then split students into groups depending on all the questions we want to know and have

them research the questions. 6. Give students a little time to research their questions and develop answers. 7. Bring class back together, and have the groups report their findings. 8. After answering all the questions read the book I have a dream, while also showing the

students the photographs of Martin Luther King Jr (see Appendix #7, 8). 9. After reading, ask students what Martin Luther King Jr’s dream was. 10. Ask students what are some of their dreams.

Culmination

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1. Have students partner up and together have students write their own “I have a dream” speech but call it “We have a dream.”

2. Have students work together on writing a speech. 3. After students have completed the speech have students partner up with another group

and have them edit their speeches. 4. After students have their speeches reviewed have them get on Voicethread and the pair of

students will put their speech on Voicethreads.


1. Students will be evaluated on their speech that they turn in as well as a paper they will write on how their speech relates to the speech that Martin Luther King gave.

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LESSON 4 Title: Holocaust Survivor Pen Pal Learning Goals: Knowledge

• Students will learn about important events and leaders throughout the Holocaust. • Students will learn about what life was like for children during the Holocaust.

Skills

• Students will read real life journals from holocaust survivors. • Students will write a letter to a Holocaust survivor in response to the letter they have

chosen.

Dispositions

• Students will gain an understanding about what it was like to live during the Holocaust.

Links to National Standards http://www.socialstudies.org/standards/strands Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. General Instructional Materials

• Collection of Holocaust survivor journals: http://www.graceproducts.com/fmnc/main.htm • Computers

o YouTube Video: http://www.youtube.com/watch?v=aS98MAN3Xtg

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• Whiteboard • Writing Utensils • Paper


• Appendix #9 - Image: Boy in street • Appendix #10 - Image: Harsh living conditions • Appendix #11 - Image: Men laying on cots inside building, 1945


1. After reading the book As Good As Anybody discuss how the Holocaust is related to the civil rights movement.

2. Students will start to develop ideas or facts about the Holocaust throughout this discussion.

3. First start by asking the students what they know or think they know about the Holocaust. Have students write down all their ideas on a piece of paper. Students should work individually.

4. Then have students to share their responses in groups of 3-4 students. The groups should come up with a master list of all the ideas they know or think they know about the Holocaust.

5. Once students have created a master list, designate a recorder for each group. Have the recorder write all ideas on the whiteboard.

Development

1. Have students watch YouTube video of the Holocaust Documentary: http://www.youtube.com/watch?v=aS98MAN3Xtg

2. Once students have viewed the YouTube video, revisit the ideas written on the whiteboard.

3. Share collected pictures from the Library of Congress that show what life was like for people living during the Holocaust. (See Appendix #9, 10, 11)

4. Star the information that was presented in the video. 5. Visit the computer lab or if you have computer access in the classroom have students

explore the biographies on this website: http://www.graceproducts.com/fmnc/main.htm 6. Each student should read at least 3 different biographies on the website.

Culmination

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1. The students should then choose one biography and write a letter to that child Holocaust survivor, telling how the biography affected him/her.

2. Inform students that their letters should contain important facts and other information of the specific time period that they learned about through the video or Library of Congress photo collection.

3. Students then introduce their particular Holocaust pen pal to the class and read the response letter.

4. After students share their response letters, revisit the ideas about what the students know or think they know about the Holocaust on the whiteboard.

5. Have a group discussion about interesting facts that they have learned throughout the lesson.


1. Students will be evaluated on how closely the contents of their letters correspond to the historical events and other important information described in the Holocaust children survivor biographies.

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LESSON 5 Title: Picturing Freedom - The March from Selma to Montgomery Learning Goals: Knowledge

• Students will understand how Martin Luther King played a role in the March from Selma to Montgomery.

• Students will understand how photojournalists and the media played a role during the Civil Rights Movement.

Skills

• Students will be able to engage in discussion on how photography captured the spirit of the Civil Rights Movement.

• Students will be able to accurately represent the perspectives of the marchers through a creative writing assignment with postcards.

• Students will be able to accurately describe the events that happened during March from Selma to Montgomery.

Dispositions

• Students will develop empathy and understanding towards the marchers in the March from Selma to Montgomery.

Links to National Standards http://www.socialstudies.org/standards/strands Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Individuals, Development, and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

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Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. General Instructional Materials

• Background knowledge sheet, “Selma to Montgomery March” - http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_InfoSheet.pdf - One for each student

• Lyndon B. Johnson’s address, “We Shall Overcome.” Each student will be provided with a copy of the speech: http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm - One for each student

• 4” by 6” Note card - one for each student • Writing utensils • Art Supplies (Markers, crayons, glue, newspapers, magazines, Internet images)


• Appendix #12 - Image: Selma-to-Montgomery March for Voting Rights, 1965 • Appendix #13 - Civil rights march from Selma to Montgomery, Alabama, 1965 • Appendix #14 - Aerial view of marchers crossing bridge during the march from Selma to

Montgomery, Alabama, 1965


1. To introduce the students to Martin Luther King Jr.’s March from Selma to Montgomery, we will read a document titled “Selma to Montgomery March” to build background knowledge on the event. Each student will have their own copy of this document to read: http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_InfoSheet.pdf

2. After you build background knowledge, show the students the image from the Library of Congress, titled “Selma-to-Montgomery March for Voting Rights in 1965.” (See Appendix #12)

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3. Have a brief classroom discussion to show how the photographer used this photograph to convey the spirit and importance of the March from Selma to Montgomery. Ask guided questions, such as:

a. What do the marchers look like they are feeling in this picture? b. What aspects about the physical environment to you notice? How do these

features contribute towards the mood of the picture? c. What emotions would the marchers have been feeling? How do their body

language and facial features convey these feelings? d. What smells would they have smelled? What sounds would they have been

hearing? e. What might the marchers have been thinking? f. If you were a marcher, how would you feel? What would you be thinking?

Development

1. To gain more insight into the March from Selma to Montgomery, have the students trace the trail on Google Maps. Get directions from 410 Martin Luther King St., Selma, Alabama, to Edmund Pettus Bridge, Selma Alabama, to Alabama State Capitol in Montgomery, Alabama.

2. Use street view to get a picture of what the roads may have looked like. While the roads are larger and look different now, encourage the students to describe what the marchers may have seen and experienced along the way.

3. Have the students analyze other pictures from the LOC in the same format as the discussion in the Introduction. (See Appendix #13)

Culmination

1. Have the students view the final photograph; the image of the marchers gathered at the Alabama State Capitol in Montgomery, Alabama. (See Appendix #14)

2. Have them read President Lyndon B. Johnson’s address about the march, titled “We Shall Overcome.” Each student will be provided with a copy of the speech: http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm

3. To conclude the lesson, have a class discussion on how the marchers would have felt once they finally reached their destination.


1. Show the students the LOC image that was discussed at the beginning of the lesson. 2. Each student will be writing a postcard from the perspective of a participant in the march.

This postcard should contain an image on one side and a message on the other.

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3. Tell the students to imagine that he or she is one of the marchers in the photograph and that they will be writing a postcard in first person to a friend, family member, or some other recipient.

4. Give each student a 4” X 6” note card. On one side, instruct them to write a short message about what it was like being a member of the march. On the other side, they will create images for their postcards. These images can be hand drawn, cut from magazines or newspapers, or printed from the Internet.

5. Make sure that you clarify that these images should be related to the March from Selma to Montgomery.

6. When all postcards are finished, you can have students lay them out and have a gallery walk of the finished products.

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APPENDIX I: Library of Congress Resources

1. Image Sign on a restaurant, “We Cater to White Trade Only” (1938) http://www.loc.gov/pictures/item/fsa1997017528/PP/

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2. Image Bus station with “White Waiting Room” sign (1943) http://www.loc.gov/pictures/item/owi2001035876/PP/

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3. Image Railroad station with “Colored Men” and “Colored Waiting Room” signs (1938) http://www.loc.gov/pictures/item/fsa1997003449/PP/

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4. Image Bus station with “Colored Waiting Room” sign (1940) http://www.loc.gov/pictures/item/fsa1998006256/PP/

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5. Image “Woman fingerprinted. Mrs. Rosa Parks, Negro seamstress, whose refusal to move to the back of a bus touched off the bus boycott in Montgomery, Ala.,” (1956) http://www.loc.gov/rr/program/bib/rosaparks/rosaparks.html

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6. Newspaper "5,000 at Meeting Outline Boycott; Bullet Clips Bus." Montgomery, Alabama, Bus Boycott. Montgomery Advertiser, December 6, 1955. http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html

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7. Image “Martin Luther King Jr., half-length portrait, facing right, gesturing while delivering speech at Girard College, Philadelphia (1965) http://www.loc.gov/pictures/item/94505368/

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8. Image “Dr. Martin Luther King Jr., head-and-shoulder portrait, facing an informal news conference in Selma, Alabama http://www.loc.gov/pictures/item/00651712/

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9. Image “Families split up and forced out onto the streets.” http://www.loc.gov/coll/nucmc/images/Warsaw_Uprising_cropped.jpg

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10. Image “These inmates of the Amphing concentration camp in Germany were recently liberated by U.S. Third Army troops Amphing, Germany” http://www.loc.gov/pictures/resource/cph.3c28310/

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11. Image “Austria, May 1945 - Hungarian Jews after removal from Nazi concentration camps to facilities provided by US Army 121st Evacuation Hosp.: men lying on cots inside building.” http://www.loc.gov/pictures/item/2006685875/

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12. Image “Selma-to-Montgomery March for Voting Rights in 1965,” (1965) http://www.loc.gov/rr/print/guide/port-2.html

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13. Image “Civil rights march from Selma to Montgomery, Ala.” (1965) http://www.loc.gov/pictures/item/2002707990/

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14. Image “Aerial view of marchers crossing bridge during the march from Selma to Montgomery, Alabama in 1965” (1956) http://www.loc.gov/pictures/item/00649668/

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APPENDIX II: Bibliography and Webliography

Bibliography of Related Children’s Literature: Adler, D.A. (2001). Dr. Martin Luther King Jr. New York: Holiday House. Drucker, M. (2008). Portraits of Jewish American heroes. New York: Dutton Children’s Books. Giovanni, N. (2005). Rosa. New York: Henry Holt and Company. Rappaport, D. (2007). Martin's big words: The life of Dr. Martin Luther King, Jr. New York: Hyperion Books for Children. Shelton, P. (2010). Child of the civil rights movement. New York: Schwartz & Wade Books. Turuck, M.C. (2000). The civil rights movement for kids: A history with 21 activities. Chicago, IL: Chicago Review Press. Watkins, A.F. (2010). My uncle Martin's big heart. New York: Abrams Books for Young Readers. Nelson, Kadir (2012). I have a dream. New York: Schwartz & Wade Books Webliography of Supporting Online Resources for Students: Education World: Rosa Parks and the Montgomery Bus Boycott This website provides an interactive lesson plan on how to teach about the Montgomery Bus Boycott to your students. http://www.educationworld.com/a_lesson/01-1/lp221_09.shtml PBS Kids: Stand Up for Your Rights This website is an interactive website for students to visit in order to learn about the civil rights. It provides information in a fun way and it has many interacting games for students to play that help them gain knowledge of the Civil Rights Movement. http://pbskids.org/wayback/civilrights/index.html Education World: From One Child To Another: Letters About the Holocaust This website provides an interactive lesson plan on how to teach about the Holocaust. http://www.educationworld.com/a_lesson/00-2/lp2015.shtml

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Children of the Holocaust This website provides students with first hand informational journals from children living during the Holocaust. http://www.graceproducts.com/fmnc/main.htm Selma to Montgomery March This website provides the students with facts about the March from Selma to Montgomery. http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_InfoSheet.pdf We Shall Overcome This site is a copy of the address that Lyndon B. Johnson gave at the conclusion of the March from Selma to Montgomery. http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm Scholastic: Martin Luther King Jr. On this website, students are able to view a slideshow of picture created by Benedict Fernandez. The slideshow takes students back to 1968 focusing on Dr. Martin Luther King’s life. (http://teacher.scholastic.com/scholasticnews/indepth/mlk/news/index.asp?article=home&topic=0) Webliography of Supporting Online Resources for Teachers: Jewish Virtual Library: The Holocaust This website contains multiple links to information, photographs, and biographies and more about every facet of the Holocaust and the people involved. https://www.jewishvirtuallibrary.org/jsource/holo.html The New Georgia Encyclopedia: Civil Rights Movement This website provides an overview of the Civil Rights Movement and the events surrounding it as well as related links to people involved in and events of the movement for more information. http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2716