Library of Congress
Pathways Adventures:
Using Historical Documents to Develop Early Literacy
Katelyn Rathjen, Sam Machir, Brad Oconnell, Emily Covington, Chris Johnson
College of Education
University of Northern Iowa
Cedar Falls, IA
Book Backdrop Title:
Civil Rights Movements Across the World: Martin Luther King Jr. and Joshua Abraham Heschel
Table of Contents
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Introduction........................................................................................................................2
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Lesson Module Day 1
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Lesson 1: Experiencing Segregation......................................................................3
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Lesson 2: Rosa Parks and the Montgomery Bus Boycott.......................................6
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Lesson 3: Martin Luther King Jr’s Speech/Work...................................................9
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Lesson 4: Holocaust Survivor Pen Pal.................................................................12
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Lesson 5: Picturing Freedom - The March from Selma to Montgomery..............15
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Appendix I: Library of Congress Resources.................................................................19
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Appendix II: Bibliography and Webliography.............................................................34
1 INTRODUCTION
Book Backdrop Title:
Civil Rights Movements Across the World: Martin Luther King Jr. and Joshua Abraham Heschel
Focus Book Citation:
Michelson, R. (2008). As good as anybody. New York: Knopf Books for Young Readers.
Focus Book Summary:
This book begins by exploring Martin Luther King Jr.’s experiences with discrimination as a
child. Encouraged by his father, King was drawn into the civil rights movement as an adult. In a
parallel story from the past, Rabbi Abraham Joshua experiences the same type of discrimination
for being a Jew during the Nazi Regime in Poland. Both of the civil rights leaders are bright,
motivated to seek justice, and are able to work together for the common good despite their
cultural and spiritual differences. The two men work together to protest the segregation of
African Americans in the march from Selma to Montgomery.
Book Setting:
This story takes place during the Civil Rights movement in America and follows the life of
Martin Luther King Jr. It compares his life to the live of Rabbi Abraham Joshua Heschel, a
Polish Jew who fled the Holocaust to come to America.
NCSS Notable Tradebook Theme:
Social Interactions/Relationships
Historical Periods:
Great Depression and WWII
Post War United States
Grade Range:
Grades 5-6
2 LESSON MODULE
Five Lesson Primary Source-Based Book Backdrop Lesson Plans
LESSON 1
Title: Experiencing Segregation
Learning Goals:
Knowledge
•
•
Students will learn about a few of the ways that African Americans were discriminated
against and segregated from white people before/during the Civil Rights Movement.
Students will understand the terms “segregation” and “discrimination” and begin looking
at primary resources related to these topics.
Skills
•
•
•
Students will participate in a role-play based on segregation that African Americans
experienced before civil rights laws.
Students will discuss their thoughts and opinions about the way that African Americans
were treated following their segregation-experience role-play.
Students will be using their own feelings from the role-play as a basis for discussing
African Americans’ desire for civil rights.
Dispositions
•
•
Students will develop empathy toward African Americans of this era.
Students will develop an understanding of why African Americans chose to protest for
civil rights.
Links to National Standards
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
3 People, Places, and Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments.
Civic Ideals and 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
•
•
•
•
•
Red and blue wearable pins
“White” and “Colored” signs
Restaurant props: plates and cups
Student journals
Writing utensils
LOC Primary Source Materials
•
•
•
•
Appendix #1 - Photograph: “White Trade Only,” sign on a restaurant, 1938
Appendix #2 - Photograph: Bus station with “White Waiting Room” sign, 1943
Appendix #3 - Photograph: Railroad station with “Colored” signs, 1938
Appendix #4 - Photograph: Bus station with “Colored” sign, 1940
Lesson Procedures
Introduction
1. Write the terms “segregation” and “discrimination” on the board. Ask the students if they
know what these terms mean. Let a few students answer what they think these terms
mean or where they have heard them used before. Explain to the students that they will
be role-playing a scenario today that may help them better understand these terms.
2. Assign students the roles at random (by drawing from two different colored pins from a
can). They will wear these pins so that the teacher can identify their role. Explain to the
students wearing the blue pins, that they will be playing the role of white people from the
pre-civil rights movement era. Students will red pins will be playing the role of African
Americans from this time period.
3. Prepare the students in advance that this is just for pretend. Though it truly happened to
people during this historical time, we will just be pretending it is happening now to help
us get a better idea of what that time period was like.
Development
4 1. Set the scene for the students: Let them know the setting – a segregated restaurant in
1952, just before most civil rights laws had been passed. Set the students up on the
“stage” – have some people sitting at tables (separated by race, as it would have been)
and other entering the restaurant periodically. Have the students try to remain in character
and while acting as they would if it happened to them in real life. (The students can be
given character traits such as ‘shy,’ ‘outspoken,’ ‘sympathetic,’ or ‘avoids conflict’ to
vary the role-play.) Set up signs saying, “White” and “Colored” as the imaginary
restaurant bathrooms or drinking fountains.
2. Begin the role-play, playing as the restaurant owner/waitress/etc. as the students play as
the customers. Go through the routine of serving customers while giving better treatment
to the students playing “white people.” Serve all of the students playing white customers
sooner before the African American customers (even though they have been waiting
longer). Make students playing African American customers give up their seats to white
customers, all while using a rude attitude toward the African American group. If students
want to “use” the bathroom or drinking fountain, be sure that they use the “correct” side.
3. Stop the role-play and discuss with students (playing both races) how they felt during the
role-play. What were they thinking about when the teacher treated certain people in
certain ways (giving an example)? Ask the students what they thought or felt about the
“white” and “colored” bathrooms.
Culmination
1. Explain to the students how the terms “segregation” and “discrimination” fit into the
scenario. Explain that during this time in history, many African Americans were
discriminated against because of their race. They were kept segregated, or separated,
from white people because many white people believed them to be inferior. Describe
other ways that African Americans were discriminated against during this time period.
Tell the students that this is why many African Americans and supporters of other races
protested in favor of civil rights laws to be passed, which we will learn more about in
future lessons. This fight for equality was called the Civil Rights Movement.
2. As this is being explained, show students images of segregation during this time period
(See Appendix #1, 2, 3, 4). Allow the students to share their thoughts or questions about
the photos.
Assessment Strategy Linked to Lesson Goals
1. Have the students journal about their thoughts and feelings from the role-play. What
would they have done if that happened to them, or they saw it happening, in real life? If
they have ever seen something similar to this happen in real life, allow them to journal
about it as well. What happened? How was it similar to what we have been learning
about from history? What did they do? How did it make them feel?
5 LESSON 2
Title: Rosa Parks and the Montgomery Bus Boycott
Learning Goals:
Knowledge
•
•
•
Student will learn about Rosa Parks and her part in the fight for civil rights.
Students will learn about the importance of the Montgomery Bus Boycott
Students will define the word boycott.
Skills
•
•
•
Students will participate in the writing of the script for the role-playing of the
Montgomery Bus Boycott
Students will participate in the role-playing of the script they have created
Students will contribute in the completion of the KWL chart over the Montgomery Bus
Boycott
Dispositions
•
Students will develop empathy and understandings of why African Americans fought for
civil rights.
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.
Power, Authority, and 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 Ideas and Practices: Social studies programs should include experiences that provide for
6 the study of the ideals, principles, and practices of citizenship in a democratic republic
General Instructional Materials
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•
•
•
•
Rosa By: Nikki Giovanni
Elmo
Paper
Pencils
Student-selected props for the dramatization
LOC Primary Source Materials
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Appendix #5: Image “Woman fingerprinted. Mrs. Rosa Parks, Negro seamstress, whose
refusal to move to the back of a bus touched off the bus boycott in Montgomery, Ala.,”
(1956)
Appendix #6: Image "5,000 at Meeting Outline Boycott; Bullet Clips Bus." Montgomery,
Alabama, Bus Boycott. Montgomery Advertiser, December 6, 1955.
Lesson Procedures:
Introduction
1. Using the Elmo and a hand made KWL chart ask student what they already know about
Rosa Parks and the Montgomery Bus Boycott. Allow everyone that want to share, share
their thoughts. Write their thoughts in the “Know” section.
2. Next ask students what they want to know about the topic. Write down their thoughts in
the “Want to know” column.
Development
1. Introduce the book Rosa to the class. Read the book to the class.
2. Have a discussion with the class about what the book taught the students. Write down the
students’ thoughts in the “Learn” section of the chart.
3. Say: “This book was all about the Montgomery Bus Boycott. Can anyone define or
describe what it means to boycott?”
4. Let students answer. After students, “Yes, boycott is defined as the withdrawal from
commercial or social relations, as a protest. Which in this case they were not using the
services of the city busses.
5. Have students discuss their reactions to Park’s actions. Ask students how they might have
responded to the bus driver.
7 6. Next show the picture of Rosa parks getting fingerprinted for her refusal to move on the
bus (see Appendix #5).
7. Ask students: How would you feel if you were Rosa Parks in this picture?
8. Now show the photocopy of the newspaper article (see Appendix #6).
9. Have students observe the article with taking note of the images. Ask students: “From
looking at this article and images does it look like a big group of people participated in
this boycott?”
10. “So it is safe to say this was a big event and Rosa Parks made a big impact from the
courage she showed by sticking up for what she believed in.”
Culmination
1. “Now that we know what the Montgomery Bus Boycott was and how it started, I want us
to work together as a class to come up with a short play about this historical incident.”
2. Have the class come up with dialogue to reenact Rosa Parks's refusal to move from her
seat. I will prompt the students when needed to help create the dialogue.
3. Once the script is written students role-play the dialogue they created.
4. In order to assign each role find out which students want to participate in role-playing.
Then, I will randomly assign each student that wanted to participate in a role.
5. Students will then set up the classroom how they planned in order to perform their play.
6. Once set up students will perform the script.
7. Once they performed the play students will go back to their seats and I will then give
them their assignment.
Assessment Strategy Linked to Lesson Goals
1. Students will write a journal entry pretending to be a passenger on the bus the day Rosa
Parks was arrested. Students can decide to write from any person's perspective that would
be on the bus, for example, the bus driver, Rosa Parks, any passenger, or the police. In
the journal entry students will explain what they saw, their thoughts and beliefs of the
arrestment of Parks.
8 LESSON 3
Title: I Have a Dream
Learning Goals:
Knowledge
•
•
Students will learn about Martin Luther King Jr. and his impact on the civil rights
movements.
Students will learn about the “I have a dream” speech Martin Luther King Jr. give
Skills
•
•
•
Students will write their own “I have a dream” speech
Students will use Voicethread and put their speeches on line.
Students will complete a writing assignment on what their “I have a dream speech” was
about and then relate their own speech to Martin Luther King Jr’s speech
Dispositions
•
Students will develop an understanding of how hard it was for African Americans to get
their freedom
Links to National Standards
http://www.socialstudies.org/standards/strands
Time, Continuity and Change - Social Studies program should include experiences that
provide for the study of the past and its legacy.
People, Places, and Environments - 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 individual development and identity.
Power, Authority, and 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 and Practices - Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of citizenship in a democratic republic.
9 General Instructional Materials
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•
•
•
I Have a Dream : by Nelson
Paper
Computers
Elmo
LOC Primary Source Materials
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•
Appendix #7: Image “Martin Luther King Jr., half-length portrait, facing right, gesturing
while delivering speech at Girard College, Philadelphia,” 1965
Appendix #8: Image “Dr. Martin Luther King Jr., head-and-shoulder portrait, facing an
informal news conference in Selma, Alabama,” 1965
Lesson Procedures
Introduction
1. Review segregation from the past two lessons
a. Ask students what segregation is?
b. What Rosa Parks did in terms of segregation?
Show pictures of Martin Luther King Jr. and asks students who this is and what he did in
the civil rights movement.
Development
1.
2.
3.
4.
Ask students what they know about Martin Luther King?
Ask for a volunteer to write everything on the board.
Ask students what they would like to know about Martin Luther King.
Have volunteer write everything we want to know about Martin Luther King on the board
as well.
5. Then split students into groups depending on all the questions we want to know and have
them research the questions.
6. Give students a little time to research their questions and develop answers.
7. Bring class back together, and have the groups report their findings.
8. After answering all the questions read the book I have a dream, while also showing the
students the photographs of Martin Luther King Jr (see Appendix #7, 8).
9. After reading, ask students what Martin Luther King Jr’s dream was.
10. Ask students what are some of their dreams.
Culmination
10 1. Have students partner up and together have students write their own “I have a dream”
speech but call it “We have a dream.”
2. Have students work together on writing a speech.
3. After students have completed the speech have students partner up with another group
and have them edit their speeches.
4. After students have their speeches reviewed have them get on Voicethread and the pair of
students will put their speech on Voicethreads.
Assessment Strategy Linked to Lesson Goals
1. Students will be evaluated on their speech that they turn in as well as a paper they will
write on how their speech relates to the speech that Martin Luther King gave.
11 LESSON 4
Title: Holocaust Survivor Pen Pal
Learning Goals:
Knowledge
•
•
Students will learn about important events and leaders throughout the Holocaust.
Students will learn about what life was like for children during the Holocaust.
Skills
•
•
Students will read real life journals from holocaust survivors.
Students will write a letter to a Holocaust survivor in response to the letter they have
chosen.
Dispositions
•
Students will gain an understanding about what it was like to live during the Holocaust.
Links to National Standards
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
People, Places, and Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments.
Civic Ideals and 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
•
•
Collection of Holocaust survivor journals: http://www.graceproducts.com/fmnc/main.htm
Computers
o YouTube Video: http://www.youtube.com/watch?v=aS98MAN3Xtg
12 •
•
•
Whiteboard
Writing Utensils
Paper
LOC Primary Source Materials
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•
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Appendix #9 - Image: Boy in street
Appendix #10 - Image: Harsh living conditions
Appendix #11 - Image: Men laying on cots inside building, 1945
Lesson Procedures
Introduction
1. After reading the book As Good As Anybody discuss how the Holocaust is related to the
civil rights movement.
2. Students will start to develop ideas or facts about the Holocaust throughout this
discussion.
3. First start by asking the students what they know or think they know about the Holocaust.
Have students write down all their ideas on a piece of paper. Students should work
individually.
4. Then have students to share their responses in groups of 3-4 students. The groups should
come up with a master list of all the ideas they know or think they know about the
Holocaust.
5. Once students have created a master list, designate a recorder for each group. Have the
recorder write all ideas on the whiteboard.
Development
1. Have students watch YouTube video of the Holocaust Documentary:
http://www.youtube.com/watch?v=aS98MAN3Xtg
2. Once students have viewed the YouTube video, revisit the ideas written on the
whiteboard.
3. Share collected pictures from the Library of Congress that show what life was like for
people living during the Holocaust. (See Appendix #9, 10, 11)
4. Star the information that was presented in the video.
5. Visit the computer lab or if you have computer access in the classroom have students
explore the biographies on this website: http://www.graceproducts.com/fmnc/main.htm
6. Each student should read at least 3 different biographies on the website.
Culmination
13 1. The students should then choose one biography and write a letter to that child Holocaust
survivor, telling how the biography affected him/her.
2. Inform students that their letters should contain important facts and other information of
the specific time period that they learned about through the video or Library of Congress
photo collection.
3. Students then introduce their particular Holocaust pen pal to the class and read the
response letter.
4. After students share their response letters, revisit the ideas about what the students know
or think they know about the Holocaust on the whiteboard.
5. Have a group discussion about interesting facts that they have learned throughout the
lesson.
Assessment Strategy Linked to Lesson Goals
1. Students will be evaluated on how closely the contents of their letters correspond to the
historical events and other important information described in the Holocaust children
survivor biographies.
14 LESSON 5
Title: Picturing Freedom - The March from Selma to Montgomery
Learning Goals:
Knowledge
Students will understand how Martin Luther King played a role in the March from Selma
to Montgomery.
Students will understand how photojournalists and the media played a role during the Civil
Rights Movement.
•
•
Skills
•
•
•
Students will be able to engage in discussion on how photography captured the spirit of
the Civil Rights Movement.
Students will be able to accurately represent the perspectives of the marchers through a
creative writing assignment with postcards.
Students will be able to accurately describe the events that happened during March from
Selma to Montgomery.
Dispositions
•
Students will develop empathy and understanding towards the marchers in the March
from Selma to Montgomery.
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 Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments.
Individuals, 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 institutions.
15 Power, Authority, and 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 and 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
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•
•
•
•
Background knowledge sheet, “Selma to Montgomery March” http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_In
foSheet.pdf - One for each student
Lyndon B. Johnson’s address, “We Shall Overcome.” Each student will be provided with
a copy of the speech:
http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm - One for
each student
4” by 6” Note card - one for each student
Writing utensils
Art Supplies (Markers, crayons, glue, newspapers, magazines, Internet images)
LOC Primary Source Materials
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•
•
Appendix #12 - Image: Selma-to-Montgomery March for Voting Rights, 1965
Appendix #13 - Civil rights march from Selma to Montgomery, Alabama, 1965
Appendix #14 - Aerial view of marchers crossing bridge during the march from Selma to
Montgomery, Alabama, 1965
Lesson Procedures
Introduction
1. To introduce the students to Martin Luther King Jr.’s March from Selma to Montgomery,
we will read a document titled “Selma to Montgomery March” to build background
knowledge on the event. Each student will have their own copy of this document to read:
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_In
foSheet.pdf
2. After you build background knowledge, show the students the image from the Library of
Congress, titled “Selma-to-Montgomery March for Voting Rights in 1965.” (See
Appendix #12)
16 3. Have a brief classroom discussion to show how the photographer used this photograph to
convey the spirit and importance of the March from Selma to Montgomery. Ask guided
questions, such as:
a. What do the marchers look like they are feeling in this picture?
b. What aspects about the physical environment to you notice? How do these
features contribute towards the mood of the picture?
c. What emotions would the marchers have been feeling? How do their body
language and facial features convey these feelings?
d. What smells would they have smelled? What sounds would they have been
hearing?
e. What might the marchers have been thinking?
f. If you were a marcher, how would you feel? What would you be thinking?
Development
1. To gain more insight into the March from Selma to Montgomery, have the students trace
the trail on Google Maps. Get directions from 410 Martin Luther King St., Selma,
Alabama, to Edmund Pettus Bridge, Selma Alabama, to Alabama State Capitol in
Montgomery, Alabama.
2. Use street view to get a picture of what the roads may have looked like. While the roads
are larger and look different now, encourage the students to describe what the marchers
may have seen and experienced along the way.
3. Have the students analyze other pictures from the LOC in the same format as the
discussion in the Introduction. (See Appendix #13)
Culmination
1. Have the students view the final photograph; the image of the marchers gathered at the
Alabama State Capitol in Montgomery, Alabama. (See Appendix #14)
2. Have them read President Lyndon B. Johnson’s address about the march, titled “We Shall
Overcome.” Each student will be provided with a copy of the speech:
http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm
3. To conclude the lesson, have a class discussion on how the marchers would have felt
once they finally reached their destination.
Assessment Strategy Linked to Lesson Goals
1. Show the students the LOC image that was discussed at the beginning of the lesson.
2. Each student will be writing a postcard from the perspective of a participant in the march.
This postcard should contain an image on one side and a message on the other.
17 3. Tell the students to imagine that he or she is one of the marchers in the photograph and
that they will be writing a postcard in first person to a friend, family member, or some
other recipient.
4. Give each student a 4” X 6” note card. On one side, instruct them to write a short
message about what it was like being a member of the march. On the other side, they will
create images for their postcards. These images can be hand drawn, cut from magazines
or newspapers, or printed from the Internet.
5. Make sure that you clarify that these images should be related to the March from Selma
to Montgomery.
6. When all postcards are finished, you can have students lay them out and have a gallery
walk of the finished products.
18 APPENDIX I:
Library of Congress Resources
1. Image
Sign on a restaurant, “We Cater to White Trade Only” (1938)
http://www.loc.gov/pictures/item/fsa1997017528/PP/
19 2. Image
Bus station with “White Waiting Room” sign (1943)
http://www.loc.gov/pictures/item/owi2001035876/PP/
20 3. Image
Railroad station with “Colored Men” and “Colored Waiting Room” signs (1938)
http://www.loc.gov/pictures/item/fsa1997003449/PP/
21 4. Image
Bus station with “Colored Waiting Room” sign (1940)
http://www.loc.gov/pictures/item/fsa1998006256/PP/
22 5. Image
“Woman fingerprinted. Mrs. Rosa Parks, Negro seamstress, whose refusal to move to the back of
a bus touched off the bus boycott in Montgomery, Ala.,” (1956)
http://www.loc.gov/rr/program/bib/rosaparks/rosaparks.html
23 6. Newspaper
"5,000 at Meeting Outline Boycott; Bullet Clips Bus." Montgomery, Alabama, Bus Boycott.
Montgomery Advertiser, December 6, 1955.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html
24 25 7. Image
“Martin Luther King Jr., half-length portrait, facing right, gesturing while delivering speech at
Girard College, Philadelphia (1965)
http://www.loc.gov/pictures/item/94505368/
26 8. Image
“Dr. Martin Luther King Jr., head-and-shoulder portrait, facing an informal news conference in
Selma, Alabama
http://www.loc.gov/pictures/item/00651712/
27 9. Image
“Families split up and forced out onto the streets.”
http://www.loc.gov/coll/nucmc/images/Warsaw_Uprising_cropped.jpg
28 10. Image
“These inmates of the Amphing concentration camp in Germany were recently liberated by U.S.
Third Army troops Amphing, Germany”
http://www.loc.gov/pictures/resource/cph.3c28310/
29 11. Image
“Austria, May 1945 - Hungarian Jews after removal from Nazi concentration camps to facilities
provided by US Army 121st Evacuation Hosp.: men lying on cots inside building.”
http://www.loc.gov/pictures/item/2006685875/
30 12. Image
“Selma-to-Montgomery March for Voting Rights in 1965,” (1965)
http://www.loc.gov/rr/print/guide/port-2.html
31 13. Image
“Civil rights march from Selma to Montgomery, Ala.” (1965)
http://www.loc.gov/pictures/item/2002707990/
32 14. Image
“Aerial view of marchers crossing bridge during the march from Selma to Montgomery,
Alabama in 1965” (1956)
http://www.loc.gov/pictures/item/00649668/
33 APPENDIX II:
Bibliography and Webliography
Bibliography of Related Children’s Literature:
Adler, D.A. (2001). Dr. Martin Luther King Jr. New York: Holiday House.
Drucker, M. (2008). Portraits of Jewish American heroes. New York: Dutton Children’s Books.
Giovanni, N. (2005). Rosa. New York: Henry Holt and Company.
Rappaport, D. (2007). Martin's big words: The life of Dr. Martin Luther King, Jr. New York:
Hyperion Books for Children.
Shelton, P. (2010). Child of the civil rights movement. New York: Schwartz & Wade Books.
Turuck, M.C. (2000). The civil rights movement for kids: A history with 21 activities. Chicago,
IL: Chicago Review Press.
Watkins, A.F. (2010). My uncle Martin's big heart. New York: Abrams Books for Young
Readers.
Nelson, Kadir (2012). I have a dream. New York: Schwartz & Wade Books
Webliography of Supporting Online Resources for Students:
Education World: Rosa Parks and the Montgomery Bus Boycott
This website provides an interactive lesson plan on how to teach about the Montgomery Bus
Boycott to your students.
http://www.educationworld.com/a_lesson/01-1/lp221_09.shtml
PBS Kids: Stand Up for Your Rights
This website is an interactive website for students to visit in order to learn about the civil rights.
It provides information in a fun way and it has many interacting games for students to play that
help them gain knowledge of the Civil Rights Movement.
http://pbskids.org/wayback/civilrights/index.html
Education World: From One Child To Another: Letters About the Holocaust
This website provides an interactive lesson plan on how to teach about the Holocaust.
http://www.educationworld.com/a_lesson/00-2/lp2015.shtml
34 Children of the Holocaust
This website provides students with first hand informational journals from children living during
the Holocaust.
http://www.graceproducts.com/fmnc/main.htm
Selma to Montgomery March
This website provides the students with facts about the March from Selma to Montgomery.
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/SelmaMontMarch_InfoSheet
.pdf
We Shall Overcome
This site is a copy of the address that Lyndon B. Johnson gave at the conclusion of the March
from Selma to Montgomery.
http://www.nps.gov/history/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm
Scholastic: Martin Luther King Jr.
On this website, students are able to view a slideshow of picture created by Benedict Fernandez.
The slideshow takes students back to 1968 focusing on Dr. Martin Luther King’s life.
(http://teacher.scholastic.com/scholasticnews/indepth/mlk/news/index.asp?article=home&topic=
0)
Webliography of Supporting Online Resources for Teachers:
Jewish Virtual Library: The Holocaust
This website contains multiple links to information, photographs, and biographies and more
about every facet of the Holocaust and the people involved.
https://www.jewishvirtuallibrary.org/jsource/holo.html
The New Georgia Encyclopedia: Civil Rights Movement
This website provides an overview of the Civil Rights Movement and the events surrounding it
as well as related links to people involved in and events of the movement for more information.
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2716
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