Young Voices, Real Change: Learning from the Children’s March of 1963

English Language Arts

CCSS.ELA-LITERACY.RI.6-8.1 – Cite textual evidence to support analysis of what the text says explicitly and implicitly. 

CCSS.ELA-LITERACY.RI.6-8.6 – Determine an author’s point of view or purpose and analyze how it is conveyed 

CCSS.ELA-LITERACY.RI.6-8.9 – Analyze two or more texts addressing similar themes or topics 

CCSS.ELA-LITERACY.W.6-8.1 – Write arguments to support claims with clear reasons and relevant evidence (Reflection: Is King’s approach still effective today?). 

CCSS.ELA-LITERACY.W.6-8.9 – Draw evidence from informational texts to support analysis and research (Modern “Letter from [Your City]” activity). 

CCSS.ELA-LITERACY.SL.6-8.1 – Engage effectively in collaborative discussions (Group comparison charts and debates). 

Social Studies

D2.Civ.2.6-8 – Explain specific roles played by citizens in influencing government 

D2.Civ.10.6-8 – Explain the relevance of personal interests and perspectives in civic discussions. D2.His.2.6-8 – Classify series of historical events and developments as examples of change and continuity

D2.His.14.6-8 – Explain multiple causes and effects of events and developments (Impact of Birmingham Campaign and King’s letter).

Students will

• Understand the restrictions young people faced due to City Ordinances in Birmingham.
• Understand how the events of the Children’s Movement impacted those City Ordinances.
• Identify an “-ism” they believe exists within their school or community.
• Analyze its impact on young people.
• Design youth-friendly guidelines that encourage positive, nonviolent activism to address the issue.

5 days to complete

• Handouts