Essential Question: How can a "picture walk" tell a story about historical events?
Ask students to call out any names they know (especially African Americans) who changed history in Alabama and the world.
Most likely, students will name Martin Luther King and Rosa Parks.
Accept any names from students and record the names in the "K" section on a K-W-L chart or board.
The teacher should tell students that many other ordinary citizens emerged as leaders. Show them a picture of a crowd. Tell them that many people were so influenced by a leader, situation or problem that they became activists, advocates, and leaders themselves.
Give handouts of photographs or show photographs on the interactive whiteboard.
Allow students to turn and talk about the photographs. Using inference and drawing conclusions, students should give their point of view. What is happening in the pictures and why? Where and when did the event take place? What clues in the background help to tell the setting? What can expressions and gestures tell about the event? Why are the pictures in black and white? Why was the photographer important to this event? Note to teacher: Students should understand that there were no cell phone cameras and very little media coverage during those times. Photographer Peppler worked for the Southern Courier, a newspaper that more often covered the civil rights protests in Montgomery.
Assign photographs to students and have them work in cooperative groups for an adequate amount of time. Use the attached photographs with the Peppler Collection; the pictures can be printed, or students can view them on a technology device.
Tell students to jot down notes about each picture assigned. Students should work together to create "thought bubbles" on the pictures. Students are to tell what the person is saying or thinking. Students should also jot down what they would like to know or any questions they may have about the pictures. The teacher, as a facilitator, should listen and record any questions students may have in the "W" section on the K-W-L Chart.
Introduce the name Rev. Richard C. Boone and tell students he is the Civil Rights Leader in many of the pictures.
Handouts of a biographical sketch, from the article by Dr. Howard Robinson (attached by permission) or view YouTube biographical sketch if there is internet access, https://youtu.be/9dfaM8-4_iw
Use the chunking method to read the passage. Students should stop after each paragraph and reflect by writing in journals or journal sheet provided by the teacher.
Have students revisit their photographs and the "thought bubbles". Students may change their predictions/inferences. Give students an adequate amount of time to change their "thought bubbles" or leave them if they are satisfied with their creation.
Students record "what they have learned" in their journals, while the teacher records those same facts on the "L" section of the K-W-L chart.