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S – Scrutinize the Fundamental Source(s)
Begin with two primary sources: A photograph from the March on Washington A child’s diary excerpt about attending a protest https://www.brandeis.edu/library/archives/exhibits/diary-civil-rights/index.html Students observe closely, noting what they see, hear, and feel. Teacher prompts: “Who created this? What details stand out? What emotions are captured here?” |
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O – Organize Thoughts
Students complete a Source Analysis Sheet for each document. Organizer questions: Who created it? When? Why? Perspective? Teacher models how to sort evidence into categories (facts, opinions, emotions, background). |
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U – Understand the Context
Teacher provides a mini-lecture on segregation and the Civil Rights Movement. Students activate prior knowledge: “What do you already know about equal rights or protests?” Whole-class brainstorm chart (what we already know vs. new ideas). https://www.canva.com/design/DAG0PGagS8w/VhLh7o1dhgZTs8un7NNADw/edit |
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R – Read Between the Lines
Students annotate the photograph and diary excerpt, highlighting hidden or implied meanings. Teacher prompts: “What might the child be feeling that isn’t written down? Why might MLK’s public words differ from a private diary?” https://www.archives.gov/files/education/lessons/document-analysis/english/understanding-perspective-in-primary-sources.pdf |
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C – Corroborate and Refute
Students compare the diary excerpt with MLK’s “I Have a Dream” speech (audio + text). In small groups, they identify similarities (shared hopes for equality) and differences (personal vs. public perspective). Discussion: “Do these sources support or challenge each other’s message?” (lesson materials where students compare multiple voices from the Civil Rights Movement). https://www.facinghistory.org/resource-librarywww.facinghistory.org/resource-library |
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E – Establish a Plausible Narrative
In pairs, students construct a short explanation: “What role did children play in the Civil Rights Movement?” They must use evidence from at least two sources to support their claim. Teacher scaffolds with sentence starters for diverse learners. (students can build a mini-timeline of children’s contributions, then use it as evidence in their narrative). https://www.readwritethink.org/classroom-resources/student-interactives/timelinewww.readwritethink.org/classroom-resources/student-interactives/timeline |
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S – Summarize Final Thoughts
Students write a reflection paragraph: “Why do young voices matter in social change?” Create a protest sign about a modern issue they care about. Gallery walk: students share signs/paragraphs and record one insight from a peer. Whole-class synthesis discussion: “What can we learn today from the voices of the past?” |
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