Lesson 3a - SWBAT describe changes resulting from the efforts of civil rights activists by jigsawing the article assigned for the previous day's homework

Lesson 3b - SWBAT to source photographs, and draw conclusions about the photographs and what the changes may have occured because of the activities of civil rights workers.


CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Historical Research, Evidence and Point of View 

3. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

4. Students use nontext primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. 


Source Pack:

  • article that summarizes Civil Rights Movement
  • tool kit
  • photographs

Warm Up

Lesson 3a -  Students are asked to name one person they would have wanted to be in the Civil Rights Movement and why? Students self-select to share.

Lesson 3b - So who remembers how to interrogate a primary source, such as a photo?

Students remind each other of the procedure to source a photograph. The photo interrogating device is posted for reference, and they source a photo and share their results with the class. 

Poll tax receipt

New Material

Lesson 3a - Discuss with students the instructions for jigsawing the previous night's homework assignment, an article on the U.S. Civil Rights Movement.  Divided into groups of five, students are asked to read a specific section of the article.  They then become experts on that section and are grouped with students who have read each of the other sections. When the groups are formed a second time they share what they have reviewed in their first group with other members to ensure everyone is familiar with the entire article, and the group is able to create a complete summary, which it shares with the class.

Lesson 3b - We will examine several photographs to demonstrate whether societal norms evolved as a result of the efforts of civil rights activists.  For example:

So, does the photo that you evaluated in the warm up show changes resulting from the work of people in the Civil Rights Movement?  What changes?  How do you know?

Let's look at some more photos and let's use the interrogating device and see if we can find other changes that happen as a result of the Movement, and how they help us know just by looking at the picture?

Is the picture a primary source? How do you know?

I continue to remind students that the method of inquiry is source work and make sure they understand and use the term so they are aware of the vocabulary and its importance to historians. 


Lesson 3a - Students work in their groups to complete their portion of the reading, summarizing and checking to ensure they have found the main idea, supporting details. 

Lesson 3b - Students source photographs using their tool kit.

Newspaper article about the passage of the voting rights act.
Creator: U.S. News & World Report
Source: www.memory.loc.gov
Date: August 16, 1965

Jim Crow segregation

Little Rock Nine


Lesson 3a - Student groups present their jigsaw pieces.

Lesson 3b - Each student prepares a tweet that tells why the primary source they evaluated is evidence of change.

Closure and Reflection

Students reflect stating whether we achieved our objective and offer suggestions as to how we can improve.