This unit on the Civil Rights Movement is designed for 7th grade students. It aims to develop empathy for groups seeking equality and understanding of civil rights issues. Over 4 weeks, students will be divided into groups to research topics like women's rights, African American rights, American Indian rights, and Mexican American rights. They will complete various activities and presentations to learn about discrimination, causes, consequences, and responses during the Civil Rights Movement. Students will be assessed through multimedia projects, collaboration skills, and research planning.

1. Final Project: The Civil Rights Movement Integrated Unit
Corine Wegley
CI 410
Introduction and Overview:
Purpose and Rationale: This unit is designed for 7th grade students to learn about and explore the
Civil Rights Movement in the United States with a goal of developing empathy for different
groups. Civil rights is an ongoing issue that people should be aware about and have an
understanding of the need for equality for all. The Civil Rights Movement is a great way for
students to explore these rights and understand what groups of people went through to strive for
their rights. The goal is that students will empathize with those who are marginalized and to
understand their role in striving to end discrimination. After completing this unit, students will
be able to empathize more with the ongoing struggle for basic freedoms.
Illinois State Standards:
English Language Arts:
STATE GOAL 1: Read with understanding and fluency.
• C. Comprehend a broad range of reading materials.
o 1.C.3c Compare, contrast and evaluate ideas and information from various
sources and genres.
o 1.C.3d Summarize and make generalizations from content and relate them to the
purpose of the material.
STATE GOAL 2: Read and understand literature representative of various societies, eras and
ideas.
• B. Read and interpret a variety of literary works.
o 2.B.3a Respond to literary material from personal, creative and critical points of
view.
STATE GOAL 3: Write to communicate for a variety of purposes.
• A. Use correct grammar, spelling, punctuation, capitalization and structure.
o 3.A.3 Write compositions that contain complete sentences and effective
paragraphs using English conventions.
• B. Compose well-organized and coherent writing for specific purposes and audiences.
o 3.B.3a Produce documents that convey a clear understanding and interpretation
of ideas and information and display focus, organization, elaboration and
coherence.
• C. Communicate ideas in writing to accomplish a variety of purposes.
o 3.C.3b Using available technology, produce compositions and multimedia works
for specified audiences.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
• A. Listen effectively in formal and informal situations.

2. o 4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a
speaker, summarize and paraphrase complex spoken messages) that listening
attentively can improve comprehension.
• B. Speak effectively using language appropriate to the situation and audience.
o 4.B.3a Deliver planned oral presentations, using language and vocabulary
appropriate to the purpose, message and audience; provide details and supporting
information that clarify main ideas; and use visual aids and contemporary
technology as support.
o 4.B.3b Design and produce reports and multi-media compositions that represent
group projects.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
• A. Locate, organize, and use information from various sources to answer questions,
solve problems and communicate ideas.
o 5.A.3a Identify appropriate resources to solve problems or answer questions
through research.
• B. Analyze and evaluate information acquired from various sources.
o 5.B.3a Choose and analyze information sources for individual, academic and
functional purposes.
o 5.B.3b Identify, evaluate and cite primary sources.
• C. Apply acquired information, concepts and ideas to communicate in a variety of
formats.
o 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning
gleaned from multiple sources.
o 5.C.3b Prepare and orally present original work (e.g., poems, monologues,
reports, plays, stories) supported by research.
o 5.C.3c Take notes, conduct interviews, organize and report information in oral,
visual and electronic formats.
Social Science:
STATE GOAL 14: Understand political systems, with an emphasis on the United States.
• C. Understand election processes and responsibilities of citizens.
o 14.C.3 Compare historical issues involving rights, roles and status of individuals
in relation to municipalities, states and the nation.
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
• D. Understand Illinois, United States and world social history.
o 16.D.3 (W) Identify the origins and analyze consequences of events that have
shaped world social history including famines, migrations, plagues, slave trading.
STATE GOAL 17: Understand world geography and the effects of geography on society, with
an emphasis on the United States.
• A. Locate, describe and explain places, regions and features on the Earth.
o 17.A.3b Explain how to make and use geographic representations to provide and

3. enhance spatial information including maps, graphs, charts, models, aerial
photographs, satellite images.
o C. Understand relationships between geographic factors and society.
o 17.C.3a Explain how human activity is affected by geographic factors.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
• C. Understand how social systems form and develop over time.
o 18.C.3a Describe ways in which a diverse U.S. population has developed and
maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the
Constitution and the Bill of Rights).
o 18.C.3b Explain how diverse groups have contributed to U.S. social systems
over time.
Fine Arts:
STATE GOAL 26: Through creating and performing, understand how works of art are
produced.
• B. Apply skills and knowledge necessary to create and perform in one or more of the
arts.
o 26.B.3b Drama: Demonstrate storytelling, improvising and memorizing
scripted material supported by simple aural and visual effects and personal
background knowledge needed to create and perform in drama/theatre.
o 26.B.3c Music: Sing or play with expression and accuracy a variety of music
representing diverse cultures and styles.
o 26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-
dimensional works and time arts (e.g., film, animation, video) that are realistic,
abstract, functional and decorative.
Essential Outcomes: At the end of this unit, students will be able to:
• Explain what the Civil Rights Movement is and its history.
• Identify the cause and effect relationship of the Civil Rights Movement in the United
States.
• Draw conclusions about the consequences, outcomes and impacts of the Civil Rights
Movement.
• Explain what the responses and solutions were of the Civil Rights Movement.
• Explain to and teach their classmates about their specific topic within the Civil Rights
Movement.
• Research a topic and communicate their findings.
• Use a variety of learning techniques and multimedia activities to facilitate learning.
• Explore their learning needs through a variety of experiences and opportunities.
Concept Map:

4. About the Unit: The class will be divided into 8 groups of 3. Two groups will be assigned to
each subtopic, but they will work on the topic in their separate group of three; women’s rights,
African American rights, American Indian rights, Mexican American rights. Each group of three
will choose three activities from each of the four categories. Students will explore each subtopic
over the course of five days for one class period per day. The total unit will last for 4 weeks,
with one additional week for the introductory activity. At the end of the unit, each group will
present what they have learned to the class. The purpose of having two groups for each topic is
that groups will differ in their activity choices. Students will engage in a variety of multimedia
activities to facilitate learning. Students will engage in group collaboration with opportunities
for socialization as well as independent tasks to tackle on their own, with group support as
needed. Students will be able to explore their learning needs through a variety of learning
experiences and modes of learning.
Activities for the Unit:

5. Introductory Activity: Students will be introduced to the unit by being introduced to diversity
and the issue of civil rights for all. After being placed into groups, students will read a fiction
book relating to their topic area and about a character about their age experiencing it.
• For Women’s Rights:
o Maria Takes a Stand: The Battle for Women’s Rights by Norma Jean Lutz
• For African American Rights:
o A Tugging String: a Novel about Growing up during the Civil Rights Era by
David Greenberg
o Mississippi Bridge by Mildred D. Taylor (in addition, if time – only 62 pages)
• For American Indian Rights:
o Code Talker by Joseph Bruchac (a longer book than the others. If necessary,
students can be asked to skip some of the middle chapters, as long as the first 3
and last 2 are read)
• For Mexican American Rights:
o Lupita Manana by Patricia Beatty, or
o How the Garcia Girls Lost Their Accent by Julia Alvarez (longer, more
challenging book)
Students will engage in group discussion periodically while reading this book. Students may
have one week to complete their book, and may discuss it during class time during the week
before the unit activities begin.
About the Civil War Movement – Activities Include:
• Create a timeline of the events of the Civil Rights Movement. Each group member will
participate and collaborate.
• Research about the discrimination of your topic and, as a group, create a list of the
discrimination they experienced. Then each group member will write a report about the
discrimination they experienced (about 2-3 pages long).
• Create a poster about the Civil Rights Movement. Include: why it occurred, who it
effected, and when it occurred. Each group member will be responsible for part of the
poster.
• Create a newspaper article reporting on a significant event related to your topic
(legislation, protests, etc.).
• Create a biography for a group/person that contributed significantly to your topic during
the Civil Rights Movement. Include pictures, captions, relevant information,
contributions, etc. Each group member will create their own, although it may be on the
same group/person.
• As a group, go on a Google Earth tour of significant places or landmarks where events
for your topic leading to the Civil Rights Movement took place. Description of the event
that occurred at that landmark will be described in a pop-up box on Google Earth.
Causes of the Civil Rights Movement – Activities Include:
• Create a poster outlining the causes of the Civil Rights Movement, including what led up
to it. Include facts and research. Each group member will be responsible for part of the
poster.

6. • Create a timeline of events leading up to the Civil Rights Movement. Each group
member will participate and collaborate.
• Create a skit with your group about the events leading up to/causing the Civil Rights
Movement for your topic. (For example: events that directly led to the Civil Rights
Movement for your topic). Each group member will participate. The skit should be at
least 5 minutes long and include accurate information and characters.
• Create a cause-and-effect graphic organizer about the Civil Rights Movement. This can
include photographs and text boxes. The group will collaborate together.
• Create a collage or creative artistic collection of words reflecting the discrimination that
your topic felt that led them to participate in the Civil Rights Movement. Words can
reflect the feelings your topic may have felt, the unfairness of the discrimination, why
your topic felt the need to strive for their civil rights, etc. Each group member will create
their own. Words must be legible and visible, as well as appropriate and well thought-
out. Leave as little blank space on the page as possible.
Consequences of the Civil Rights Movement – Activities Include:
• Create a poster outlining how the Civil Rights Movement affected the people in your
topic. Each group member should be responsible for part of the poster.
• Create a collage of images and words relevant to the consequences of the Civil Rights
Movement. They can incorporate the negative stereotypes and feelings of those
discriminated against, and/or the positive feelings associated with the gains made by the
Civil Rights Movement. Then, each group member will write a one-page paper
explaining your collage.
• Create a 1-2 page protest strategy that could have been used for your topic during the
Civil Rights Movement. This should include a rationale for why you are protesting, who
will be involved, what you are protesting, what protest strategy you will be using, and
your rationale for using this strategy. Things to consider: physical vs. verbal strategies,
violent vs. nonviolent, boycotting vs. protesting, stationary vs. marching, etc. Each group
member should be in charge of at least one portion of the strategy.
• Create a diary of a person in your topic that is your age going through the discrimination,
protests, events, etc., of the Civil Rights Movement. Each group member should create
their own character and create at least 6 diary entries of at least 1 page each.
• Create a PowerPoint about the consequences of the Civil Rights Movement. Each group
member should participate. The PowerPoint can include songs that reflect your group’s
attitudes toward the Civil Rights Movement, pictures that reflect your topic in the Civil
Rights Movement, etc. The PowerPoint should be at least 10 slides long with at least 3
sentences on each slide.
• As a group, team up to rewrite the words of a song of your choice. Replace the words
with lyrics that reflect and describe the consequences of the Civil Rights Movement.
Each student will create a portion of the song. Lyrics may also reflect the feelings of the
groups on the consequences. This can be performed for your peers and teachers in
person, or recorded!

7. Responses/Solutions to the Civil Rights Movement – Activities Include:
• Write to your local Congress representative to express your views on an issue you came
across in your research that you feel still discriminates against your topic. Each group
member will write his or her own 1-2 page letter.
• Research the legislation that resulted as a consequence of the gains your topic made. In a
Venn diagram or comparison chart, compare the new legislation and the rights it provided
your topic with to the previous legislation and discrimination.
• Create your own legislation for rights that your group believes everyone should be
granted. This should be thorough and well thought-out; about 2 pages long with at least 3
rights explained. Each group member will be responsible for explaining a right. Have
group members sign it to show their support.
• Research about the responses/solutions of the discrimination of your topic and write a
short report (2-3 pages). Each group member is responsible for writing his or her own
report.
• Get together with the other group assigned to your topic. Concerning a piece of
legislation resulting from your topic, one group will be arguing for the legislation while
the other group argues against the legislation. Each group will be given about 30 minutes
to prepare their debates and will come prepared to debate in the next class period. The
debate must take place for at least 15 minutes, and significant and valid points must be
made, with each group member contributing and coming prepared with arguments.
• As a group, team up to rewrite the words of a song of your choice. Replace the words
with lyrics relevant to the responses and solutions that your topic experienced in their
strive for civil rights. Lyrics may also reflect what your group feels about the need for
equal/civil rights for everyone (maybe as the chorus of your song!). This can be
performed for your peers and teachers in person, or recorded!
Culminating Activity: At the conclusion of the unit, students from each group will share their
research, findings, and activities with the class. Each group of students will present and explain
their activities to the class. Students in will demonstrate active listening and respect of their
peers when groups are presenting, asking questions to clarify and providing constructive
feedback when necessary. Since there are two groups assigned to each topic, there should be a
broad range of activities presented and a lot of information presented between the two groups.
As a result of each group presenting on their topic, the class will learn about all the other topics
in addition to their own.
Assessment: The assessment that will be used is alternative assessment. There are three rubrics
that will be used for formal assessment of this unit: the overall multimedia project assessment,
collaborative work skills assessment, and research project planning assessment.

8. Civil Rights Movement Unit: Overall Multimedia Project
Teacher Name: Corine Wegley
Student Name: ____________________________________________________
CATEGORY 4 3 2 1
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, but Delivery not smooth
smooth delivery that holds smooth delivery that holds able to maintain interest of and audience attention
audience attention. audience attention most of the audience most of the often lost.
the time. time.
Sources Source information Source information Source information Very little or no source
collected for all graphics, collected for all graphics, collected for graphics, facts information was
facts and quotes. All facts and quotes. Most and quotes, but not collected.
documented in desired documented in desired documented in desired
format. format. format.
Requirements All requirements are met All requirements are met. One requirement was not More than one
and exceeded. completely met. requirement was not
completely met.
Content Covers topic in-depth with Includes essential Includes essential Content is minimal OR
details and examples. knowledge about the information about the there are several
Subject knowledge is topic. Subject knowledge topic but there are 1-2 factual errors.
excellent. appears to be good. factual errors.
Mechanics No misspellings or Three or fewer Four misspellings and/or More than 4 errors in
grammatical errors. misspellings and/or grammatical errors. spelling or grammar.
mechanical errors.
Originality Product shows a large Product shows some Uses other people's ideas Uses other people's
amount of original original thought. Work (giving them credit), but ideas, but does not
thought. Ideas are creative shows new ideas and there is little evidence of give them credit.
and inventive. insights. original thinking.
Attractiveness Makes excellent use of Makes good use of font, Makes use of font, color, Use of font, color,
font, color, graphics, color, graphics, effects, graphics, effects, etc. but graphics, effects etc.
effects, etc. to enhance the etc. to enhance to occasionally these detract but these often distract
presentation. presentation. from the presentation from the presentation
content. content.

9. Collaborative Work Skills: Civil Rights Movement
Teacher Name: Corine Wegley
Student Name: ____________________________________________________
CATEGORY 4 3 2 1
Quality of Provides work of the Provides high quality Provides work that Provides work that
Work highest quality. work. occasionally needs to usually needs to be
be checked/redone by checked/redone by
other group members others to ensure
to ensure quality. quality.
Contributions Routinely provides Usually provides useful Sometimes provides Rarely provides useful
useful ideas when ideas when useful ideas when ideas when
participating in the participating in the participating in the participating in the
group and in group and in group and in group and in classroom
classroom discussion. classroom discussion. classroom discussion. discussion. May refuse
A definite leader who A strong group A satisfactory group to participate.
contributes a lot of member who tries member who does
effort. hard! what is required.
Time- Routinely uses time Usually uses time well Tends to procrastinate, Rarely gets things done
management well throughout the throughout the but always gets things by the deadlines AND
project to ensure project, but may have done by the deadlines. group has to adjust
things get done on procrastinated on one Group does not have deadlines or work
time. Group does not thing. Group does not to adjust deadlines or responsibilities because
have to adjust have to adjust work responsibilities of this person's
deadlines or work deadlines or work because of this inadequate time
responsibilities responsibilities person's management.
because of this because of this procrastination.
person's person's
procrastination. procrastination.
Focus on the Consistently stays Focuses on the task Focuses on the task Rarely focuses on the
task focused on the task and what needs to be and what needs to be task and what needs to
and what needs to be done most of the time. done some of the be done. Lets others do
done. Very self- Other group members time. Other group the work.
directed. can count on this members must
person. sometimes nag, prod,
and remind to keep
this person on-task.
Preparedness Brings needed Almost always brings Almost always brings Often forgets needed
materials to class and needed materials to needed materials but materials or is rarely
is always ready to class and is ready to sometimes needs to ready to get to work.
work. work. settle down and get to
work
Working with Almost always listens Usually listens to, Often listens to, shares Rarely listens to, shares
Others to, shares with, and shares, with, and with, and supports the with, and supports the
supports the efforts of supports the efforts of efforts of others, but efforts of others. Often
others. Tries to keep others. Does not cause sometimes is not a is not a good team
people working well "waves" in the group. good team member. player.
together.

10. Research Project – Group Planning: Civil Rights Movement
Teacher Name: Corine Wegley
Student Name: ____________________________________________________
CATEGORY 4 3 2 1
Ideas/ Researchers independently Researchers Researchers identify, Researchers identify,
Research identify at least 4 independently with some adult help, with considerable adult
Questions reasonable, insightful, identify at least 4 at least 4 reasonable help, 4 reasonable
creative ideas/questions to reasonable ideas/questions to ideas/questions to
pursue when doing the ideas/questions to pursue when doing the pursue when doing the
research. pursue when doing research. research.
the research.
Plan for Students have developed a Students have Students have Students have no clear
Organizing clear plan for organizing the developed a clear developed a clear plan plan for organizing the
Information information as it is gathered plan for organizing for organizing the information AND/OR
and in the final research the information in information as it is students in the group
product. All students can the final research gathered. All students cannot explain their
independently explain the product. All students can independently organizational plan.
planned organization of the can independently explain most of this
research findings. explain this plan. plan.
Quality of Researchers independently Researchers Researchers, with Researchers, with
Sources locate at least 2 reliable, independently locate some adult help, locate extensive adult help,
interesting information at least 2 reliable at least 2 reliable locate at least 2 reliable
sources for EACH of their information sources information sources for information sources for
ideas or questions. for EACH of their EACH of their ideas or EACH of their ideas or
ideas or questions. questions. questions.
Group Group independently Group independently Group independently Group needs adult help
Timeline develops a reasonable, develops a timeline develops a timeline to develop a timeline
complete timeline describing when describing when most AND/OR several
describing when different most parts of the parts of the work will students in the group
parts of the work work will be done. All be done. Most cannot independently
(e.g.,planning, research, first students in group can students can describe the high points
draft, final draft) will be independently independently describe of the timeline.
done. All students in group describe the high the high points of the
can independently describe points of the timeline.
the high points of the timeline.
timeline.
Delegation of Each student in the group Each student in the Each student in the One or more students in
Responsibility can clearly explain what group can clearly group can, with the group cannot clearly
information is needed by explain what minimal prompting explain what
the group, what information information s/he is from peers, clearly information they are
s/he is responsible for responsible for explain what responsible for locating.
locating, and when the locating. information s/he is
information is needed. responsible for
locating.

11. Resources for Unit (Student Resources):
Websites:
Women’s Movement:
Carlson, Julie. "Lesson Plan - Jane Addams." TeacherLINK @ Utah State University. Web. 30
July 2011. <http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-
famous/JANEADDA.html>.
Information on Jane Hull with a connection to the fight for homeless (background
information section)
"Lessons - Women in World History Curriculum." Women In World History Curriculum. Web.
30 July 2011. <http://www.womeninworldhistory.com/lesson.html>.
Multi-site resource on a host of Women’s movement information
"NOW - Who We Are." National Organization for Women (NOW). Web. 30 July 2011.
<http://www.now.org/history/history.html>.
National Organization for Women (NOW) - history
Mexican American Movement:
Garcia, Monique. "Quinn Signs Law Providing Private Scholarships to Undocumented
Immigrants - Chicagotribune.com." Chicago Tribune: Chicago Breaking News, Sports,
Business, Entertainment, Weather and Traffic - Chicagotribune.com. The Chicago
Tribune, 02 Aug. 2011. Web. 02 Aug. 2011.
<http://www.chicagotribune.com/news/local/ct-met-quinn-dream-
act-0802-20110802,0,6506304.story>.
Chicago Tribune Article on undocumented college students
"Quinn Signs Illinois DREAM Act - Chicago Tribune." Featured Articles from The Chicago
Tribune. The Chicago Tribune, 01 Aug. 2011. Web. 01 Aug. 2011.
<http://articles.chicagotribune.com/2011-08-01/news/chi-quinn-signs-illinois-dream-
act-20110801_1_quinn-signs-pat-quinn-today-undocumented-immigrants>.
Chicago Tribune Article on Quinn signing the Dream Act
"Smithsonian Education - Hispanic Heritage Teaching Resources." Smithsonian Education. Web.
30 July 2011.
<http://www.smithsonianeducation.org/educators/resource_library/hispanic_resources.ht
ml>.

12. Smithsonian collection of Hispanic rights and struggles
"The Universal Declaration of Human Rights." Welcome to the United Nations: It's Your World.
The United Nations. Web. 30 July 2011. <http://www.un.org/en/documents/udhr/>.
Universal declaration of human rights
American Indian Movement:
"Cherokee Letter Protesting the Treaty of New Echota." Africans in America. PBS: Public
Broadcasting Service. Web. 30 July 2011.
<http://www.pbs.org/wgbh/aia/part4/4h3083t.html>.
Cherokee letter related to Indian Removal
"Indian Removal." Africans in America. PBS Online. Web. 30 July 2011.
<http://www.pbs.org/wgbh/aia/part4/4p2959.html>.
Indian Removal site
"Indian Removal Act." Digital History. Web. 30 July 2011.
<http://www.digitalhistory.uh.edu/historyonline/lesson_plans_display.cfm?lessonID=26>.
Chronology of events
"Indian Removal Act of 1830." Studyworld: Study Guides, Research Papers, Book Reports,
Essays. Oakwood Mgt. Web. 30 July 2011.
<http://www.studyworld.com/indian_removal_act_of_1830.htm>.
Historical overview
Mitten, Lisa A. "Native American Home Pages." Lisa Mitten's Native American Links. Global
Thinking. Web. 30 July 2011. <http://www.nativeculturelinks.com/indians.html>.
American Indian Library Association
"Native Americans in the U.S." Education World: The Educator's Best Friend. Education World.
Web. 30 July 2011.
<http://www.educationworld.com/a_lesson/TM/WS_nativeamerican_table.shtml>.
Chart detailing the population of American Indians by year
Taylor, Cindy. "Principal Players in the Indian Removal Act: Who's Who?" Trail of Tears. Web.
30 July 2011. <http://www.catawba.k12.nc.us/techtrac/plus/taylor/who's%20who.htm>.

13. Game of the major players in the Indian Removal Act
"Text of the Indian Removal Act, 1930." The Nomadic Spirit: Tracking Westward Expansion
and the Trail of Tears. The Nomadic Spirit. Web. 30 July 2011.
<http://www.synaptic.bc.ca/ejournal/jackson.htm>.
Text of the Indian Removal Act
"The Universal Declaration of Human Rights." Welcome to the United Nations: It's Your World.
The United Nations. Web. 30 July 2011. <http://www.un.org/en/documents/udhr/>.
Universal declaration of human rights
African American Movement:
"Civil Rights Movement Unit." Alabama Department of Archives and History, 26 Mar. 2010.
Web. 30 July 2011. <http://www.archives.state.al.us/teacher/rights.html>.
Collection of primary source documents from the “riding the bus” to “voting rights”
"Documents Related to Brown v. Board of Education." National Archives and Records
Administration. Web. 30 July 2011. <http://www.archives.gov/education/lessons/brown-
v-board/>.
Primary source documents detailing the integration of schools movement
"Greensboro Sit-Ins: Launch of a Civil Rights Movement : Timeline." News-Record. Web. 30
July 2011. <http://www.sitins.com/timeline.shtml>.
Timeline of events in the Civil Rights Movement dating from 1819
"Jackie Robinson, Civil Rights Advocate." National Archives and Records Administration. Web.
30 July 2011. <http://www.archives.gov/education/lessons/jackie-robinson/>.
Primary resources and National Archive Documents detailing Jackie Robinson’s role in
the quest for civil rights
"We Shall Overcome: Historic Places of the Civil Rights Movement." National Park Service.
Web. 30 July 2011. <http://www.cr.nps.gov/nr/travel/civilrights/>.
Historic Places in the Civil Rights Movement
"We Shall Overcome -- Selma-to-Montgomery March." U.S. National Park Service - Experience
Your America. National Park Service. Web. 30 July 2011. <http://www.nps.gov/nr/travel/
civilrights/al4.htm>.

14. A website describing the Selma March
Literature:
Alvarez, Julia. How the Garcia Girls Lost Their Accent. Algonquin Books, 1991. Print.
Family that leaves the Dominican Republic and moves to New York. A very nice chapter
on the learning of English and going to school in their new country is recommended for reading.
Beatty, Patricia. Lupita Manana. New York, NY: Glencoe/McGraw-Hill, 2002. Print.
Offers students both a view of contemporary immigration issues and an account of
undocumented immigration that is engaging and realistic. The economy of Mexico is quickly
deteriorating and many families are struggling desperately to make ends meet. After her father is
killed in a fishing accident, 14-year-old Lupita and her brother must cross the border from
Mexico and find work to support their family back home. The two come to the U.S. with the
expectation that they will be able to live with their aunt in California. This aspect of the fictional
story is based largely on the reality that many undocumented immigrants come to the U.S. with
the help of family and friends already established in this country. The novel offers a realistic
portrayal of the risks and dangers of illegally crossing the border.
Bruchac, Joseph. Code Talker: a Novel about the Navajo Marines of World War Two. New
York: Speak, 2006. Print.
A fiction novel based on events during World War II, about a Navajo boy who is sent
away from his tribe to a mission school, forced to learn the ways of white people. He is taught
that he should be ashamed of his culture, and his school tries to take the identities of the Navajos
away. His name is changed and he is forced to speak English. Despite this poor treatment, he
ends up rising above it all and helping the U.S. win World War II.
Greenberg, David. A Tugging String: a Novel about Growing up during the Civil Rights Era.
New York, NY: Dutton Children's, 2008. Print.
A fictionalized accounts of the author’s childhood growing up in New York during the
civil rights struggles of the 1950s and 1960s, when African Americans were fighting for their
rights. The boy’s father, during this time, was a lawyer for the NAACP Legal Defense Fund.
Lutz, Norma Jean. Maria Takes a Stand: the Battle for Women's Rights. Uhrichsville, OH:
Barbour Pub., 2004. Print.
Twelve-year-old Maria Schmidt finds a cause to support in 1914 despite all that is going
on with the war: women’s suffrage. This book uses real historical events to tell a fictional story
of a girl who has to overcome personal hardships to support a cause that is larger than herself.
Taylor, Mildred D., and Max Ginsburg. Mississippi Bridge. New York: Puffin, 2000. Print.

15. Set in the 1930’s segregation in Mississippi. Deals with the issue of segregated buses at
that time. There is a bus accident, and the hero is one of the African American men that had
been kicked to the back of the bus.