ALEX Classroom Resource

  

Protest Signs

  Classroom Resource Information  

Title:

Protest Signs

URL:

https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_signs.pdf

Content Source:

Smithsonian
Type: Learning Activity

Overview:

In this learning activity, students examine protest signs from the Civil Rights Movement. Students then create their own expressive chalk art or poster.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: K
Living and Working Together in Family and Community
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Create a visual representation of their immediate family that demonstrates each member's role within the family.
  • Perform assigned classroom job. Recite a classroom rule when prompted by the teacher.
  • Demonstrate proper care for their belongings and the belongings of others.
Teacher Vocabulary:
  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role
Knowledge:
Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills:
Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.
Understanding:
Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.2- Describe how to take care of personal belongings and respect the property of others; how to follow rules and recognize consequences of breaking rules; how to take responsibility for assigned duties.


Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
Insight Unpacked Content
Strand: Economics, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Identify themselves as a citizen of their community.
  • Describe the use of rules and laws in the community and the state.
  • Identify the purpose of paying taxes and how this contributes to the betterment of the community.
  • Demonstrate the ability to vote and make choices through mock elections in the classroom.
Teacher Vocabulary:
  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions
Knowledge:
Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions
Skills:
Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.
Understanding:
Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.2- Demonstrate an understanding of rules and why rules are important; identify an understanding of rules within the classroom; explain why voting is a way of making choices and decisions.


Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
  • Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954.
  • Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality.
Teacher Vocabulary:
  • analyze
  • interpret
  • discrimination
  • prejudice
  • protest (violent and non-violent)
  • boycott
  • sit-in
  • segregation
  • integration
  • Jim Crow
  • suffrage
  • rights
  • NAACP
Knowledge:
Students know:
  • Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
  • How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
  • African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing).
Skills:
Students are able to:
  • Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
  • Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Understanding:
Students understand that:
  • Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
  • The doctrine of separate but equal called for specific things.
  • These events also had a significant impact on the nation.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement.
SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.


Tags: civil rights, protest
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  This resource provided by:  
Author: Ginger Boyd