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\nWe Shall Overcome: March on Washington\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nUnlike most children, Edith Lee-Payne of Detroit went to the March on Washington with her mother to celebrate her 12th birthday. Pupils walk the march with her by analyzing a closeup image of her that has come to represent the pivotal...\n
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\nThe March on Washington Logistics Then and Now\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nI have a dream ... that all pupils will be able to organize a march of their own after learning about how Bayard Rustin organized the 1963 March on Washington for civil rights. Young reformers work collaboratively examining informational...\n
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\n\"March\n\n
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\nMarch on Washington: A Time for Change\n

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\nYoung historians conclude their study of the events that lead up to and the planning for the March on Washington. After examining videos and primary source documents, they consider the civil rights objectives that still need to be...\n
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\nThe Historic Women’s Suffrage March on Washington\n

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\nMarch 3, 1913, thousands of women marched on Washington D.C. to demand the right to vote. Learn about the organizers and leaders of the protest with a short video that details how the protest reignited the fight for voting rights and...\n
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\nThe March on Washington\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nHow does marching get a point across to the government? Teach pupils about civics, human rights, and freedom of speech using the resource about the March on Washington. After reading, learners complete multiple-choice and short-answer...\n
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\nEconomic Causes of the March on Washington\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nMoney can't buy happiness, but it can put food on the table and pay the bills. The first of a five-lesson unit teaches pupils about the unemployment rate in 1963 and its relationship with the March on Washington. They learn how to create...\n
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\nAdding to the Picture: The 1963 March on Washington\n

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\nWho do your scholars imagine when they think about the civil rights movement? If only a few faces come to mind, this lesson will expand their concepts of the movement's leaders. Learners examine an image of the 1963 March on Washington,...\n
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\n\"March\n\n
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\nMarch on Washington\n

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\nIn this reading comprehension worksheet, students read a paragraph about the March on Washington and then respond to 8 multiple choice and fill in the blank questions.\n
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\nThe March on Washington and Its Impact\n

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\nHigh schoolers read Martin Luther King, Jr's speech that he gave in Washington. They identify the social conditions that led to the civil rights movement. They discuss the significance of the March on Washington.\n
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\nThe Goals of the March on Washington\n

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\nWho else had a dream other than Martin Luther King, Jr.? Pupils explore civil rights leaders in a fourth lesson out of a series of five about people who paved the way to freedom for African Americans. The inquiry-based unit has your...\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 20\n

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\nThe March on Washington takes center stage in the discussion of chapter 15 of The Autobiography of Malcolm X; however, class members are presented with an entirely different view of the march from the ones they have previously studied....\n
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\n\"Dream\n\n
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\nDream Under Development\n

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\nAs part of their study of the 1963 March on Washington, class members do a side-by-side comparison of the original text of Martin Luther King's \"I Have a Dream Speech\" with a transcript of the speech he delivered. The take away from the...\n
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\n Martine Luther King Jr. and John Lewis: Speeches at the March on Washington, August 1963\n

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\nNinth graders study the Civil Rights Movement.  In this American History lesson, 9th graders analyze the speeches of major civil rights leaders.  Students compare and contrast the meanings of these speeches. \n
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\nFreedom’s Ring: King’s “I Have a Dream” Speech\n

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\nMartin Luther King Jr.'s \"I Have a Dream\" speech was the clarion call for the modern Civil Rights Movement. Using the immortal words of King, an animated screen allows pupils to hear his words delivered to the March on Washington in...\n
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\nCivil Rights at 50\n

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\nThe 50th anniversary of the 1963 March on Washington, President Johnson's signing of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Immigration and Nationality Act of 1965 provide the backdrop for a series of lesson...\n
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\nHeart of the Matter\n

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\nMost people have heard of Dr. Martin Luther King, Jr. and his famous \"I Have a Dream\" speech, but few have heard of Philip Randolph and Bayard Rustin. Who were these guys and what did they have to do with this famous landmark event in...\n
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\nTo March or Not to March?\n

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\nStudents read historical artifacts about the March on Washington for Jobs and Freedom and analyze the choices made during the time. In this March on Washington instructional activity, students read Martin's Big Words and the 'Step Back...\n
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\nBeyond Birmingham, Summer 1963\n

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\nThe assassination of Medgar Evers. The integration of the University of Alabama. The March on Washington. The \"I Have a Dream\" speech. Created by the Alabama History Education Initiative, this resource examines how the events...\n
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\nCivil Rights: US History\n

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\nTo gain an understanding of the Civil Rights Movement of the 1960s, class members investigate the Jim Crow Laws, the Emancipation Proclamation, the 13th, 14th, and 15th Amendments of the US Constitution, and the 1898 Supreme Court case,...\n
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\nDr. Martin Luther King Jr.’s Poor People’s Campaign\n

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\nTwo short PBS videos introduce young scholars to Dr. Martin Luther King Jr.'s 1968 Poor People's Campaign, his support for the Memphis sanitation worker's strike, and the plans for the march on Washington, D.C., to fight poverty. Viewers...\n
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\nBlack History Month: Key Events\n

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\nShowcase the key events in black history that lead to and resulted from a shift in civil rights and moral consciousness. Beginning with the induction of the Tuskegee Airmen in 1945 and marking every major event through the retirement of...\n
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\nJohn Lewis: Non-Violent Activism\n

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\nAfter comparing and contrasting non-violent and violent social movements, your young historians will take a closer look at the work and influence of John Lewis on the civil rights movement. They will then choose a current social...\n
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\nThe Freedom to Make a Change\n

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\nAs part of a study of the First Amendment, young historians research instances when individuals or groups used the First Amendment to change the United State's laws or policies. Teams are each assigned a different case study. With the...\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 19\n

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\nClass members return to a discussion of The Autobiography of Malcolm X, discussing how Haley foreshadows the growing distrust and downturns in the influence of the Nation of Islam.\n
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