illustration of different hands. text reads Teaching Our World: Resources That Honor Black Voices

Know the Past: The Fight for Justice

Standards

These resources are aligned to social justice standards developed by Learning For Justice.

 

Diversity 8 DI.3-5.8

I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

 

Diversity 10 DI.3-5.10

I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are.

 

Justice 12 JU.3-5.12

I know when people are treated unfairly, and I can give examples of prejudice words, pictures and rules. 

 

Justice 13 JU.3-5.13

I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.

 

Action 17 AC.3-5.17

I know it’s important for me to stand up for myself and for others, and I know how to get help if I need ideas on how to do this. 

 

Action 19 AC.3-5.19

I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.

 


A list of all social justice standards are available here.

I. Introduction

The stories in “The Fight for Justice” aim to build students’ knowledge about the civil rights movement—and to inspire them to continue working toward justice. In this section, students will learn about brave acts of resistance, such as those of the Little Rock Nine and the lesser known but equally courageous Ayanna Najuma. Students will see how these figures stood up to injustice and helped make our country a fairer place for Black people. Finally, they will learn how the dream of Martin Luther King Jr. is being carried on today by many people—including his young granddaughter.  

II. Assess Prior Knowledge

Ask students to share what they know about Martin Luther King Jr. Then review or explain that he was a leader of the civil rights movement—a time of change that began in the 1950s and 1960s, in which many people took actions to achieve greater equality for Black people in the United States. Follow up with a word-association brainstorm. Put students in small groups to come up with any words or names they know that they associate with the civil rights movement. Make sure one student in each group records what they say. Regroup as a class for students to share what they wrote down.  

III. Introduce Vocabulary

Below you will find terms students will come across as they read the stories in this section, as well as in other discussions about the civil rights movement. Project the list for the class. Ask students to write down the terms whose meanings they would like to find out or understand better. Review terms in advance or as they come up in the stories. (Definitions can be found in our Vocabulary section.) 

  • boycott
  • Brown v. Board of Education
  • civil rights movement
  • Constitution
  • constitutional rights
  • demonstration
  • designated
  • discrimination
  • equality
  • equal rights
  • harassed
  • injustice
  • integrate
  • integration
  • Jim Crow laws
  • lawsuit
  • moral
  • protest
  • register
  • racism
  • segregation
  • sit-in
  • struggle
  • suffrage
  • unconstitutional
  • U.S. Supreme Court

IV. Read the Stories

Invite students to choose one or more of the following stories to read independently or in small groups. Alternatively, you may choose to read the articles aloud to the class.

“The Little Rock Nine”

“Kids Who Fought for Change”

“Showdown at Selma”

“King’s Dream Lives On”

V. Discussion Questions

After reading, select from the following questions to prompt whole-class or small-group discussions. Alternatively, students can respond in writing.

  1. How was life different for Black people than for White people before the civil rights movement?
  2. What did the people you read about do to make changes? If you read more than one story, what was similar about the way people fought for change? What lessons can you learn from these people about making changes?
  3. What characteristics do you think the people you read about showed? How were they role models? Why might it be important to have role models in fighting for justice?
  4. Do you think equality is important? Why or why not?
  5. In the actions you read about, people broke the law to nonviolently protest unfair laws or rules. Do you think it’s OK to break the law in this situation? Explain your answer. Use examples from the stories you read.

VI. Connect and Extend

Invite students to choose a project to dig deeper and connect with their own lives.

  • Select a photo from one of the features. Explain what it shows and make a connection to how it affects the world you live in today. Find or create a current image to help illustrate the connection.

  • These articles introduce you to a handful of civil rights heroes. But there are so many more! Do research to find out about another person who stood up for the rights of Black people, then write your own article about him or her. Be sure to include how this person made the country better for future generations.

  • Based on what you read, what do you think it takes to change an unfair law or rule? Make an instruction booklet, outlining the steps people could take to make an important change.

  • We’ve come a long way since the civil rights movement. Yet there is still work to be done. Write a speech, song, or poem about something you would like to see changed.

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