LIBRARY OF CONGRESS
PATHWAYS ADVENTURES:
Using Historical Documents to Develop Early Literacy
Katelyn Ploessl
Ashley Hyberger
Brittany Ballard
Lauren Hanzelka
Emily Young
College of Education
University of Northern Iowa
Book Backdrop Title:
Sweet Land of Liberty by Deborah Hopkinson
Table of Contents
Introduction ...................................................................................................................................2
Lesson Module
● Lesson 1- Understanding Unequal Rights and How These Were Overcome..............3-5
● Lesson 2-Marian Anderson’s Ride to the Lincoln Memorial........................................6-8
● Lesson 3-Letters for Equality......................................................................................9-11
● Lesson 4- History of the Lincoln Memorial..............................................................12-13
● Lesson 5- From Lincoln’s Eyes.................................................................................14-16
Appendix I: Library of Congress Resources........................................................................17-21
Appendix II: Bibliography and Webliography....................................................................22-24
1
INTRODUCTION
Book Backdrop Title:
Sweet Land of Liberty by Deborah Hopkinson
Focus Book Citation:
Hopkinson, D. (2007) Sweet Land of Liberty. Atlanta, GA: Peachtree.
Focus Book Summary:
Oscar Chapman was not happy that Marian Anderson was not allowed to sing at Constitution
Hall because she was African American. Oscar worked hard to get Marian the right to sing at the
Lincoln Memorial and he hoped this would help to make a statement about equal rights for all
Americans. Marian sang at the Lincoln Memorial on Easter Sunday in 1939, thanks to Oscar
Chapman’s dedication for getting equal rights for all Americans.
Book Setting:
The story begins in a school house after the Civil War. Then it takes place at the Lincoln
Memorial in Washington, DC on Easter Sunday 1939 when Marian Anderson sings.
NCSS Notable Trade Book Theme: History/ Life & Culture in the Americas
Historical Period:
Civil Rights Movement
Grade Range:
4th grade
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LESSON MODULE
Five Lesson Primary Source-Based Book Backdrop Lesson Plans
Lesson #1
Title: Understanding unequal rights and how these were overcome
Learning Goals:
Knowledge:
● Students will be introduced to Oscar Chapman, Walter White, and Marian Anderson
through the book Sweet Land of Liberty.
● Students will understand how one person can make a powerful change.
● Students will begin to understand segregation.
● Students will understand that all people are equal and should have equal rights.
Skills:
● Students will listen to music and see that people of all races can sing.
● Students will explore different types of primary resources related to Marian Anderson.
Dispositions:
● Students will develop an understanding of segregation and will have an empathetic
understanding of how African Americans felt when they had unequal rights.
● Students will begin to develop the ability to look at and evaluate events from different
perspectives.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
People, Places, and Environment: Social studies programs should include experiences that
provide for the study of people, places, and environments.
Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
General Instructional Materials:
● Copy of Sweet Land of Liberty
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● Paper
● Pencils
● Access to music clip of Marian Anderson singing:
http://www.youtube.com/watch?v=mAONYTMf2pk
● Marian’s program from singing at the Lincoln Memorial:
http://www.library.upenn.edu/exhibits/rbm/anderson/linimage.html
LOC Primary Source Materials:
● Appendix #1: Image of Marian singing
● Appendix #2: Image of Marian singing
Lesson Procedures:
Introduction:
1. Begin by asking students to think about the terms segregation and unequal rights.
2. Have students share their ideas of these 2 terms with the class and record their ideas on the
board.
3. Talk about the different ideas that students have about segregation and unequal rights and
define these terms to clarify for students.
● Segregation: setting something or someone apart from other people or things
● Unequal Rights: Not being able to do what others can do
4. Share a music clip of Marian Anderson singing without telling students anything about the
singer or time period of the singing.
5. While listening to the clip, have students write or draw the person that they think is singing,
the time period, and the place where the singing is taking place.
6. Have students share their ideas about the singer.
7. Show a picture of Marian Anderson singing and tell students that she was an African
American who sang at the Lincoln Memorial.
8. Talk about how race and color don’t play a role in how good someone is at something. There
are people of all races and colors that are good at different things.
9. Show the picture of Marian singing to the crowd of 75,000 people and talk about how this was
a huge event.
Development:
1. Introduce the book Sweet Land of Liberty. Tell students that this is a book about Marian
Anderson and it tells the story of how she got the opportunity to sing at the Lincoln Memorial.
2. Show students the program from Marian’s performance.
3. Read the book to students, stopping to ask questions to check for student understanding.
4. After reading the book, talk about how Marian got the opportunity to sing at the Lincoln
Memorial.
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5. Discuss what people helped her to get the opportunity to sing at the Lincoln Memorial.
6. Show students the letter that Walter White wrote to the President about Marian’s sing.
7. Talk about the importance of Marian getting the opportunity to sing at the Lincoln Memorial.
Culmination:
1. Ask students to think about the event from Marian’s perspective. Ask students questions to
make them think critically:
● How would she have felt to get invited to sing?
● How do you think she felt about Oscar Chapman?
● Do you think she was nervous?
● While she was singing, how do you think she felt?
2. Have a class discussion about how Marian felt during this event.
Assessment Strategy:
1. Have students pretend that they are either white or African American during the event of
Marian singing at the Lincoln Memorial.
2. Students will write about this event by looking at it through either a white person’s perspective
or through an African American’s perspective.
3. Have students think about how they would feel about having an African American sing, what
feelings they had while listening to Marian sing, and if there would be more equal rights because
of this event.
4. Give students an opportunity to share their writing with one another in small groups or as a
whole class.
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LESSON 2
Title: Marian Anderson’s Ride to the Lincoln Memorial
Learning Goals:
Knowledge:
● Students will be able to understand Marian Anderson’s place in history of the Civil
Rights Movement in the United States.
● Students will become aware of the segregation issues following the civil war that led up
to the Civil Rights Movement.
Skill:
● Students will engage in a discussion about who helped Marian Anderson be able to get
the opportunity to sing that the Lincoln Memorial.
● Students will listen to the song “My Country, Tis of Thee” and develop a deeper
understanding of what the song means and how it relates to the book, Sweet Land of
Liberty.
Disposition:
● Students will develop an empathetic understanding of and compassion for the
experiences of people during the Civil Rights Movement in the United States.
● Students will begin to develop an ability to evaluate multiple perspectives, think
critically about the past, and historical issues.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
republic.
Individual Development and Identity: Social studies programs should include
experiences that provide for the study of individual development and identity.
Individuals, Groups, and Institutions: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups, and
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institutions.
General Instructional Materials:
● Copy of Sweet Land of Liberty
● Pen
● Pencil
● Computer
● Recording of the song “My County, Tis of Thee” sang by Marian Anderson
● Lyrics of “My Country, Tis of Thee”
● Marian’s Revolution by Sudipta Bardhan-Quallen
LOC Primary Source Materials:
● Appendix #3: Marian Anderson broadcasting a speech at the dedication of a mural
installed in the United States Department of the Interior building, commemorating the
outdoor concert which she gave at the Lincoln Memorial.
● Appendix #4: This image is the Audience at the ceremony held in the auditorium of the
U.S. Department of the Interior at the dedication of a mural painting commemorating a
free public concert given by Marian Anderson on the steps of the Lincoln Memorial on
Easter Sunday, 1939
Lesson Procedures:
Introduction:
1. To begin ask the students what they remember from ready the book Sweet Land of
Liberty.
2. Talk about the people who helped Marian Anderson be able to sing at the Lincoln
memorial. Who had the most impact on helping her have the chance to sing on the
Lincoln Memorial
3. Discuss if there was anything events or other people in the story that were important.
Development:
1. Ask the students of they know what song Marian Anderson sang at the Lincoln
Memorial. If they cannot remember tell them that is “My Country, Tis of Thee”. Then
tell them that we are going to listen to her sing the song and then talk about it.
2. Play the song, and give the students the lyrics.
3. After listening to the song ask the students if there were any lines in the song that were in
the book. Answer: Sweet Land of Liberty and Let Freedom Ring. Discuss what the song
means, and especially the lines that show up in the book and the song.
4. Then give each student a copy of “Marian’s Revolution” by Sudipta Bardhan-Quallen
and tell the students that the paper talks about what she did and how she did it.
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5. Have them read the paper and tell them that afterwards as a class we are going to make a
sequence of events that led up to the Lincoln Memorial Concert on April 9, 1939 as a
class.
Culmination:
1. Have a discussion about why they think the events they chose were the most important.
2. Show the students the picture of Marian Anderson broadcasting a speech at the
dedication of a mural installed in the United States Department of the Interior building,
commemorating the outdoor concert which she gave at the Lincoln Memorial and the
picture of the audience from the dedication. Appendix #3 and #4.
3. Reinforce the idea that Marian Anderson would not have been able to have the
opportunity to sing without the help of other people.
4. Then ask if there are any questions, and tell them that we will continue working with this
book tomorrow.
Assessment Strategy Linked to Lesson Goals
1. Discuss important events and people that were in the story, and how they influenced the
United States history.
2. Listen to the song, “My Country, Tis of Thee”, relate it to the book.
3. Students read the article Marian’s Revolution by Sudipta Bardhan-Quallen.
4. Students develop a graphic organizer of what they think are the five most influential
events that led up to Marian Anderson singing on the Lincoln Memorial.
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LESSON 3:
Title: Letters for Equality
Learning Goals:
Knowledge:
-Students will better understand the effects that inequality had on African Americans
-Students will be able to understand how the tone and attitude of a piece of writing affects
the people who read it.
Skills:
-Students will evaluate a letter written by Eleanor Roosevelt detailing her support for
Marian Anderson.
-Students will write a letter detailing why they believe Marian Anderson should be able
to sing at Constitution Hall.
-Students will write their letter in the correct format.
Dispositions:
-Students will be empathetic to the experiences of African Americans such as Marian
Anderson who, because of their race, were not able to participate in events that they
deserved to be a part of.
-Students will understand the importance of taking a stand to make their voice be heard
when dealing with injustice.
Links to National Standards
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of
power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
republic.
General Instructional Materials:
Sweet Land of Liberty by Deborah Hopkinson
Paper
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Pencils
Large poster of a correctly formatted letter
Letter written by Eleanor Roosevelt to the Daughters of the American Revolution Appendix II
LOC Primary Source Materials:
Letter written by Walter White to Eleanor Roosevelt Appendix II
Photograph of Eleanor Roosevelt and Marian Anderson Appendix I- 10
Lesson Procedures:
Introduction:
1. Hook students’ interest by asking them to recall the story Sweet Land of Liberty by Deborah
Hopkinson.
2. Invite the students to participate in a class discussion about the obstacles that Marian
Anderson faced when she tried to share her talent and the people who supported her through
these obstacles.
3. Pass out copies of a letter written by Eleanor Roosevelt detailing her support for Marian
Anderson.
Development:
1. Ask for student volunteers to read sections of the letter.
2. Initiate a class discussion about the type of language Eleanor Roosevelt uses and the tone that
the letter carries.
3. Continue the discussion by asking the students to make connections between the letter and
what they know about Marian Anderson and the Daughters of the American Revolution. If
needed, reread parts of Sweet Land of Liberty to the students to trigger memories of the events.
4. Ask the students to get out a piece of paper and a pencil and begin writing a letter to the
Daughters of the American Revolution about why they believe Marian Anderson should be
allowed to sing at Constitution Hall.
5. Display an example of a correctly formatted letter on the board for students to refer to as they
write. Point out key formatting techniques specific to letters that must be included in the
students’ work.
6. Remind the students to think about the tone that they wish to create while writing their letter.
7. Tell the students that their letter must have at least two reasons why they believe Marian
Anderson should be allowed to sing at Constitution Hall.
8. Give students time to compose their letter individually.
Culmination:
1. Instruct students to trade letters with someone in their table group.
2. Allow time for peer editing and discussion about each other’s letters.
3. Tell the students that you will read their letters and provide feedback before they complete a
final draft.
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4. Collect letters.
5. Show the class a letter written by Walter White to Eleanor Roosevelt thanking her for support
of Marian Anderson and read it aloud.
6. Discuss the meaning of the letter and invite students to ask questions and provide insights.
7. Invite the students to reflect on how the letters they wrote could affect others.
Assessment Strategy Linked to Lesson Goals:
1. Read each of the students’ letters to check for understanding.
2. The information included in the letters will inform the teacher about the level of
understanding each student has about the format of letters and the events surrounding Marian
Anderson being denied to play at Constitution Hall.
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LESSON 4
Title: History of the Lincoln Memorial
Learning Goals:
Knowledge
·
Students will learn the why Marian Anderson sang at the Lincoln Memorial.
·
Students will learn about events that occurred on the Lincoln Memorial.
·
Students will learn about the people who spoke at the Lincoln Memorial.
·
Students will learn the importance of the Lincoln Memorial and why it was built.
Skills
·
Students will be able to apply The Lincoln Memorial by Hal Marcovitz to events that
occurred there.
·
Students will be able identify true events that occurred at the monument.
·
Students will be able create a poster of why the memorial should be built or an
advertisement of an event at the memorial.
Dispositions
·
Students will develop advertisement posters of events.
·
Students will be able to demonstrate how people can overcome differences through hard
work.
Links to National Standards
http://www.socialstudies.org/standards/strands
Culture: Social Studies programs should include how cultures change over time and the study of
diversity.
Time, Continuity and Change: Social Studies programs should include experiences with the past
and how lives have changed over time.
Individuals, Groups, and Institutions: Social Studies programs should include opportunities to
work individually, in groups, and with institutions.
General Instructional Materials:
·
Sweet Land of Liberty
·
Marcovitz, H. (2003). The Lincoln Memorial. Philadelphia, PA: Mason Crest.
·
Paper
·
Writing Utensil
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LOC Primary Source Materials:
·
Appendix #7- Image/Diagram: Aerial view of the Lincoln Memorial
·
Appendix #8- Image/Diagram: Close up of statue of Abraham Lincoln
Lesson Procedures:
Introduction:
1. Begin by having the words “freedom” and “monument” on the board. Have students discuss
in their groups what the words mean to them and what they mean to Americans.
2. After the discussions seem to have ended (around 5 minutes), have some groups share what
they have discussed.
3. Explain The Lincoln Memorial is found in Washington D.C, in honor of President Abraham
Lincoln. The monument is located near Arlington, where many of the soldiers from the Civil
War were buried. The monument honors Lincoln’s work for the Union and the country. Also, the
memorial is a symbol for the accomplishments Lincoln had in ending slavery. The Lincoln
Memorial has had many famous events occur, such as Marian Anderson singing. Also, Martin
Luther King Jr.’s “I Have a Dream” speech occurred at the Lincoln Memorial.
4. Ask students how freedom and monument might be important to the Lincoln Memorial, and
to the individuals who had events at the memorial.
Development
1. Further discuss why the monument was built, and the hard work that people put into obtaining
a national monument.
2. Students will then discuss other people that have had events at the Lincoln Memorial.
Culmination
1. Then have students create a poster of why the memorial should be built or an advertisement
of an event at the memorial.
2. The students will be following a rubric to design their posters.
3. Students can work in groups to design their posters or individually.
4. Students will share their posters with the class.
Assessment Strategy Linked to Lesson Goals
1. Students will draw and explain or write about how the times have changed, as a culture and
what the terms freedom and monument have to do with the Lincoln Memorial.
2. Encourage students to use their knowledge of the Lincoln Memorial and past events, to help
them explain how the times have changed.
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LESSON 5
Title: From Lincoln’s Eyes
Learning Goals:
Knowledge
● Students will learn about the history of the Lincoln Memorial and what important events
took place at the memorial.
● Students will begin to understand what the Lincoln Memorial represents and it’s
importance to our society.
Skills
● Students will be able to use technology in order explore the Lincoln Memorial digitally.
● Students will analyze primary sources, including images from the Lincoln Memorial.
● Students will work cooperatively in partners or groups when exploring the Lincoln
Memorial and sharing what they learned.
● Students will demonstrate creativity and imagination in writing when taking the
perspective of the Lincoln Memorial.
● Students will apply the knowledge they have learned about Abraham Lincoln and
demonstrate understanding of his views and beliefs.
Dispositions
● Students will demonstrate the ability to take perspective.
● Students will demonstrate the ability to think critically about the past.
● Students will begin to understand the role and importance of technology as a historical
tool.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change
Knowledge and understanding of the past enable us to analyze the causes and consequences of
events and developments, and to place these in the context of the institutions, values and beliefs
of the periods in which they took place.
Studying the past makes it possible for us to understand the human story across time.
People, Places, and Environments:
During their studies, learners develop an understanding of spatial perspectives, and examine
changes in the relationship between peoples, places and environments.
Individual Development and Identity:
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The study of individual development and identity will help students to describe factors important
to the development of personal identity.
Science, Technology, and Society:
Science, and its practical application, technology, have had a major influence on social and
cultural change, and on the ways people interact with the world.
General Instructional Materials:
Climbing Lincoln’s Steps: The African American Journey by Suzanne Slade
A set of iPads, laptops, or computers for students to share in partners or groups
LOC Primary Source Materials:
Appendix I #5: Lincoln Memorial. Looking out from the top of Lincoln’s statue at Lincoln
Memorial.
Appendix I #6: View of the Lincoln Statue being cleaned by James Hudson, who died at the
Lincoln Memorial 4 July 1993. 4 June 1991. - Lincoln Memorial, West Potomac Park,
Washington, District of Columbia, DC
Lesson Procedures:
Introduction
1. Begin the lesson by having students virtually explore the Lincoln Memorial on the National
Parks website (see Appendix II). Working in partners, give students time to explore the website.
They can also listen to the short video reflections if they wish. After students have had time to
explore, have them share what they found or learned with classmates.
Development
1. Show the students the image of the view from the Lincoln Memorial from the Library of
Congress (see Appendix I #5). Have them imagine being Marian Anderson standing on the steps
of the memorial, looking out to the Washington Memorial, thousands of people surrounding her.
Ask them to describe how the image makes them feel and how they would feel standing in front
of the audience.
2. Next, have students join you on the carpet for a read aloud of the picture book: “Climbing
Lincoln’s Steps: The African American Journey” by Suzanne Slade. While reading, be sure to
include discussion questions. Some questions you may want to include are:
● What do you notice about the people in the audience at Marian’s speech?
● Whose perspective is this image from?
● What did it mean when Marian sang her song on Lincoln’s steps?
● What is going on in this picture?
● How many years later did MLK Jr. give his speech at the Lincoln Memorial?
● Why would some people not like the new laws about equality?
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● Do you recognize any of these people?
● Which president is in this illustration?
Culmination
1. After reading the book, ask students what they think Abraham Lincoln would think of
everything that has happened since his death. Would he be proud? Would he be satisfied with the
progress made and how long it took for civil rights to reach the point it is at currently?
2. Have students return to their seats in order to complete a writing activity independently.
3. Explain to students to imagine that the Lincoln Memorial came to life and could talk. Have the
students brainstorm as a class other events in statute may have witnessed in the past century.
Show students the image of James Hudson, the man cleaning the Lincoln Memorial (see
Appendix I #6). Read the caption to them and ask them what they think.
Assessment Strategies Linked to Lesson Goals
1. Ask them to write about what the giant statue would say about four different events he has
witnessed since 1914. Encourage them to use their creativity! The events do not all have to be
real. Students could write an interview, journal, narrative, or any other form of written
communication. Students will need to address Marian Anderson’s singing event, MLK Jr.’s
event, and two other events the Lincoln Memorial may have witnessed.
2. Students will share their writings, either as a class, or with partners.
3. As an extension, students could create digital presentations of their written projects. Resources
that could be used for presentations include: YouTube, VoiceThread, iMovie, Prezi
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APPENDIX I:
Library of Congress Resources
1. Image:
Marian Anderson, full- length portrait, singing with hands clasped together (1939)
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/naacp/pdf/anderson.pdf
2. Image:
Marian Anderson singing at the Lincoln memorial in front of 75,000 people 91939)
http://myloc.gov/Exhibitions/lincoln/vignettes/MemorializingLincoln/ExhibitObjects/MarianAnd
ersonSings.aspx?Enlarge=true&ImageId=33123530-2940-43b7-86216af251614919%3Aef545d9d-4fac-4048-8adb6f644f670a8a%3A13&PersistentId=1%3A33123530-2940-43b7-86216af251614919%3A2&ReturnUrl=%2FExhibitions%2Flincoln%2Fvignettes%2FMemorializingL
incoln%2FExhibitObjects%2FMarianAndersonSings.aspx
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3. Image
Marian Anderson broadcasting a speech at the dedication of a mural installed in the United
States Department of the Interior building, commemorating the outdoor concert which she gave
at the Lincoln Memorial.
http://www.loc.gov/pictures/resource/fsa.8b08722/
4. Image
This image is the Audience at the ceremony held in the auditorium of the U.S. Department of the
Interior at the dedication of a mural painting commemorating a free public concert given by
Marian Anderson on the steps of the Lincoln Memorial on Easter Sunday, 1939
http://www.loc.gov/pictures/item/owi2001041863/PP/resource/
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5. Image
Lincoln Memorial. Looking out from the top of Lincoln’s statue at Lincoln Memorial.
http://www.loc.gov/pictures/item/thc1995013141/PP/
6. Image
View of the Lincoln Statue being cleaned by James Hudson, who died at the Lincoln Memorial 4
July 1993. 4 June 1991. - Lincoln Memorial, West Potomac Park, Washington, District of
Columbia, DC
http://www.loc.gov/pictures/resource/hhh.dc0472.photos.028988p/
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7. Image
Aerial view of the Lincoln Memorial
This is an aerial view of Arlington National Bridge towards Lincoln Memorial and the National
Mall.
http://www.loc.gov/pictures/resource/highsm.16927/
8. Image
Close up of statue of Abraham Lincoln
This is a close up image of the statue of Abraham Lincoln at the Lincoln Memorial, created by
Daniel Chester French.
http://www.loc.gov/pictures/resource/highsm.16972/
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9. Image
Poster of Marian Anderson
http://www.loc.gov/pictures/item/2003688332/
10. Image
Eleanor Roosevelt and Marian Anderson
Presentation of Spingarn medal to Marian Anderson by Mrs. Franklin D. Roosevelt, 30th Annual
Conference, Richmond, Va.
http://www.loc.gov/pictures/item/96514754/
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APPENDIX II:
Bibliography and Webliography
Bibliography of Related Children’s Literature:
Bridges, R. (1999). Through My Eyes. New York: Scholastic Press.
Freedman, R. (2004). The Voice That Challenged a Nation: Marian Anderson and the Struggle
for Equal Rights. New York: Clarion Books.
Marcovitz, H. (2003). The Lincoln Memorial. Philadelphia, PA: Mason Crest.
Ryan, P. (2002). When Marian Sang. New York: Scholastic Press.
Slade, S. (2010). Climbing Lincoln’s Steps: The African American Journey. China: Albert
Whitman & Company.
Webliography of Supporting Online Resources for Students:
National Park Service-Lincoln Memorial Interactive
An interactive website that allows students to experience panoramic views of the Lincoln
Memorial (even looking out from where Marian sang!) and learn about the national monument
through short video reflections.
http://www.nps.gov/featurecontent/ncr/linc/interactive/deploy/index.htm#/introduction
Remembering Segregation
Gives students a firsthand account of what segregation feels like. It provides a timeline of the
struggles with segregation and tells about Martin Luther King’s life and his impact on African
American rights. Resources for teachers are also provided.
http://remembersegregation.org/
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Webliography of Supporting Online Resources for Teachers:
National Civil Rights Museum
An overview of the National Civil Rights Museum in Tennessee. Resources for students and
teachers are provided
http://www.civilrightsmuseum.org/?page_id=92
Recording of “My Country, Tis of Thee”
A youtube video of Marian Anderson performing the song “My Country, Tis of Thee” at the
Lincoln Memorial.
http://www.youtube.com/watch?v=mAONYTMf2pk
Lyrics of the song “ My country, Tis of Thee”
The lyrics of the song “My Country, Tis of Thee”
http://www.azlyrics.com/lyrics/anidifranco/tisofthee.html
Marian’s Revolution by Sudipta Bardhan-Quallen
A paper that Sudipta Bardhan-Quallen wrote about what Marian Anderson did and how did it it
leading up to her performing at the Lincoln Memorial.
http://assessment.education.uconn.edu/assessment/assets/Conferences/2012CAF/Savoie,%20Foley%20-%20CAF2012%20Handouts.pdf
The Metropolitan Opera- Marian Anderson at the Met: The 50th AnniversaryA website dedicated to Marian Anderson’s life and successful career. With student and teacher
resources, it explores Marian’s life from birth to death using stories, photos, and audio/visual
links.
http://www.metoperafamily.org/_post/education/marian-anderson/html/index.htm
A Letter from Eleanor Roosevelt to the President General of the DAR
This letter describes Eleanor Roosevelt’s personal thoughts about the injustice the Daughters of
the American Revolution are encouraging by not allowing Marian Anderson to sing at
Constitution Hall. She sights it as the reason she must resign from the organization.
http://www.archives.gov/exhibits/american_originals/eleanor.html
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