“SELMA” Resource Guide
A guide for encouraging discussions and projects around the movie
“SELMA” – from Paramount Pictures and director Ava DuVernay –
for After School Matters Instructors to use in their programs
Spring 2015
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Glossary
Discrimination
[dih-skrim-uh-ney-shuhn]
(noun)
Unfair treatment of someone based on their membership in a group defined by race, ethnicity, sex, sexual
orientation or other factors
De facto discrimination
[dee fak-toh dih-skrim-uh-ney-shuhn]
(noun)
Unfair treatment of someone that is a matter of custom but not based in law
De jure discrimination
[dee joor-ee dih-skrim-uh-ney-shuhn]
(noun)
Unfair treatment of someone that is based on laws
Integration
[in-ti-gray-shuuhn]
(noun)
A situation in which different groups—such as those defined by race, ethnicity, sex, sexual orientation or other
factors—live together and use the same facilities
Nonviolence
[non-vahy-uh-luhns]
(noun)
A theory and practice that emphasizes love of all beings and a refusal to respond to violence with violence
Retaliation
[ri-tal-ee-ey-shuhn]
(noun)
An action taken as revenge or reprisal
Segregation
[seg-ri-gey-shuhn]
(noun)
The separation of a specific racial, religious or other group from the general body of society
Unconstitutional
[uhn-kon-sti-too-shuh-nl]
(adjective)
Inconsistent with the provisions in a country’s constitution
Source: http://www.tolerance.org/sites/default/files/kits/A_Time_for_Justice_Teachers_Guide.pdf
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Discussion Questions (see page 6 for more options)
1. Ghandi called nonviolent action “the greatest and most active force in the world.” What do you think
about nonviolence as a strategy to make change? Is it still relevant today? In what situations? What are
current examples of nonviolent campaigns that are succeeding?
2. How did the media figure into the Selma campaign?
3. What are the most important civil rights issues facing our community today? What was a time that you
stood up to injustice? How did it feel? Was it successful?
4. How do the deaths of Michael Brown and Eric Garner relate to the Civil Rights Movement, if at all? What
role would a nonviolent campaign play in a movement for police accountability and community safety?
Source: http://www.scribd.com/doc/251779265/SELMA-Discussion-Guide#scribd
5.
6.
7.
8.
9.
Why were people willing to risk their safety to participate in the civil rights movement?
How did everyday people help bring about change?
What inequalities continue to exist?
What work remains to be done in the effort to create a just and equitable society?
What role can I play in making our society more just?
Source: http://www.tolerance.org/sites/default/files/kits/A_Time_for_Justice_Teachers_Guide.pdf
Activities
Six Principles of Nonviolence
http://www.tolerance.org/sites/default/files/kits/A_Time_for_Justice_Teachers_Guide.pdf
1. Nonviolence is not passive, but requires courage.
2. Nonviolence seeks reconciliation, not defeat of an adversary.
3. Nonviolent action is directed at eliminating evil, not destroying an evil-doer.
4. A willingness to accept suffering for the cause, if necessary, but never to inflict it.
5. A rejection of hatred, animosity or violence of the spirit, as well as refusal to commit physical violence.
6. Faith that justice will prevail.
Literacy Tests
Before Congress passed the Voting Rights Act in 1965 and the federal government used its power to prohibit
racial discrimination in voting, African Americans across the South were denied their legal right to vote
guaranteed by the 14th and 15th Amendments. States used literacy tests, poll taxes and intimidation to
systematically disenfranchise black voters. (http://learning.blogs.nytimes.com/2015/01/07/front-page-historyteaching-about-selma-using-original-times-reporting/?_r=0)
Online Test: http://www.selmamovie.com/selmaliteracytest/
Printable Test: http://www.tennessee.gov/tsla/exhibits/blackhistory/pdfs/Voter%20Test%20LA.pdf
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Primary Source: Alabama Voter Registration Form, 1964-1965
Alabama changed the registration system four times in 1964-1965 to keep blacks from registering to vote. There
were as many as 100 versions of the test in circulation at one time, making it impossible to study for it.
http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_march.html
MLK Address at the Conclusion of the Selma to Montgomery March, 3/25/1965
1. Hand out a copy of the address to each teen in program. Tell them to follow along as they listen to Martin
Luther King Jr. give his famous speech and try to picture the rich imagery from his words in their head.

Listen to the speech here (beginning at 5:04):
http://collection1.libraries.psu.edu/cdm/singleitem/collection/rabin/id/2397/rec/4

Print copies of the speech here: http://mlkkpp01.stanford.edu/index.php/encyclopedia/documentsentry/doc_address_at_the_conclus
ion_of_selma_march/

Note: The speech is almost 30 minutes in length. If there are time constraints, it may be
helpful to take excerpts from the speech and provide them to your teens, instead of
listening to the entire address.
2. After the speech is over, give teens the following activity:

Your Task:
1. Select your favorite phrase or line as your title…THEN illustrate it!
2. Use color, creativity, design…try to express what that phrase means or why it is so
powerful or important.
3. Use of technology and digital work is encouraged.
4. Be prepared to explain it to your instructor and fellow teens.
Adapted from: http://www.pbs.org/newshour/extra/lessons_plans/the-50th-anniversary-of-the-march-onwashington-lesson-plan-i-have-a-dream-speech-as-a-visionary-text/
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Other Resources
Eyes on the Prize: American Civil Rights Movement 1954-1985—March from Selma to Montgomery, Alabama
Photos, maps, and primary sources related to the March from Selma to Montgomery
http://www.pbs.org/wgbh/amex/eyesontheprize/story/10_march.html
From Selma to Montgomery: An Introduction to the 1965 Marches
Video clips form a variety of sources, including clips directly from ‘Selma’, an interview with the film’s director
Ava DuVernay, and more.
http://www.pbs.org/newshour/extra/lessons_plans/an-introduction-to-the-1965-marches-from-selma-tomontgomery/
Front Page History: Teaching About Selma Using Original New York Times Reporting
http://learning.blogs.nytimes.com/2015/01/07/front-page-history-teaching-about-selma-using-original-timesreporting/?_r=0
The March Continues: Five Essential Practices for Teaching the Civil Rights Movement
http://www.tolerance.org/sites/default/files/general/TTM%20Essentials_0.pdf
The Selma-to-Montgomery Marches: How a 54 Mile Walk Helped a Journey for Civil Rights
http://education.nationalgeographic.com/education/news/selma-montgomery-marches-and-1965-votingrights-act/?ar_a=1
Explore the Trail
Explore 10 different locations on the route from Selma to Montgomery. The site depicts scenes from the film
and also provides an option to see what the location looks like today.
http://www.selmamovie.com/
African American History and Heritage in Illinois
An official site of the Illinois Office of Tourism. The website celebrates the rich history of African Americans in
the state of Illinois, identifies relevant exhibits at local museums, and features important heritage sites in
Chicago. http://soul.enjoyillinois.com/
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More Discussion Questions
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7.
What surprised or confused you about the civil rights movement?
What did you find most striking about the civil rights movement?
What were the goals of the civil rights movement?
What were the strategies of the movement’s participants?
In what ways did the civil rights movement succeed? What made those successes possible?
What remains to be done to create a truly just and equitable society?
What questions do you still have about the civil rights movement?
Source: http://www.tolerance.org/sites/default/files/kits/A_Time_for_Justice_Teachers_Guide.pdf
8. What role can the press play in exposing injustice? Are there news stories that have led you to express
outrage or influenced you to take action?
9. What is the role of the media in exposing injustice and influencing public opinion?
10. Why did activists focus on voter registration in their efforts to dismantle segregation in the South?
11. What obstacles did blacks face as they tried to exercise this basic freedom?
12. What was the role of white activists in a movement that focused on black freedom? What leverage did
they bring? Why did some activists challenge their participation? What do you think about their
involvement?
13. What opportunities are available for people today who want to get involved in social justice project?
14. How can music build community and bolster morale?
15. How do you think singing about activism at a meeting or in a church encouraged people to make a
commitment to march or to register to vote?
16. What different strategies did activists in Selma use to draw national attention to discrimination in voting
rights?
17. How effective were the nonviolent tactics in Selma? How did they help reshape American democracy?
18. What is the role of a mass march in a non-violent movement?
Source: https://www.facinghistory.org/sites/default/files/publications/Eyes_on_the_Prize.pdf
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