• By the end of this lesson students will be able to:

    • Describe protest as a means of effecting social, cultural, and economic change
    • Analyze why prominent leaders utilized nonviolent resistance
    • Evaluate the areas of discrimination Gandhi, Nannie Helen Burroughs and Martin Luther King rallied against

Nannie Helen Burroughs, 1879- Founder of the National Trade and Professional School for Women and Girls (1909)
Source: http://www.loc.gov/pictures/item/2002708615/
Date: between 1905 and 1915

Classroom with sign "This room is for the Study of Negro history" at the National Training School for Women and Girls, Washington, D.C.
Source: http://www.loc.gov/pictures/item/95508606/
Date: 1935

Nannie Helen Burroughs

[School buildings, National Training School for Women and Girls, Lincoln Heights, Washington, D.C.]
Source: http://www.loc.gov/pictures/item/93515535/
Date: between 1911 and 1950

Mahatma Gandhi, 1869-1948
Creator: Kanu Gandhi
Source: http://www.loc.gov/pictures/item/2003653539/
Date: 1945?

March on Washington August 1963
Creator: Abbie Rowe
Source: http://www.nps.gov/nr/travel/civilrights/index.htm
Date: August 1963



[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

SOCIETIES CENTER'S WORK TELLS. (1915, Mar 28). The Washington Post (1877-1922). Retrieved from http://search.proquest.com/docview/145397260?accountid=8285

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Followers of Gandhi Breaking Salt Laws
Creator: © Bettmann/CORBIS (Rights Managed)
Source: http://www.corbisimages.com/stock-photo/rights-managed/U126885ACME/followers-of-gandhi-breaking-salt-laws?popup=1
Date: between March 12 and April 5, 1930

Warm Up

Brief Introduction followed by a pretest: Multiple choice questions to assess prior knowledge about civil rights pioneers: Mahatma Gandhi, Nannie Helen Burroughs and Martin Luther King.

New Material

Students will participate in a class discussion about the aforementioned civil rights pioneers and examine the ways in which discrimination impacted their lives. In addition, students will evaluate each leader's response to injustice. The sourcing sheets and history frame that will be utilized throughout this unit are introduced in detail along with an example of one to be completed collectively. The routine for this curricular unit will be established at this time along with the homework expectation which requires each student to identify a protest movement and complete a sourcing sheet. Students will be encouraged to use newspaper articles, photographs, speeches/ sermons, personal papers to complete these daily assignments.

Eyes on the Prize

Nonviolence and Racial Justice, 1957

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Source: http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_nonviolence.html
Date: February 6, 1957


Students will participate in this collective activity with students breaking out into groups to first analyze the photographs and later present their findings to the class. The attached sourcing sheet will serve as a guide.

The Many Faces of Protest: History Frame

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The Many Faces of Protest: KWL Chart

The KWL Chart will provide insight into what new material was learned.

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Closure and Reflection

Review highlighted material along with homework sourcing expectations.

1. What forms of protest were discussed today?

2. Which, if any, were effective?

3. Why?