The Faces of Civil Rights
Lesson Synopsis:
Gallery Walk and 4 C’s Graphic Organizer with Primary Source Photographs Analysis and
Secondary Source Analysis
Pre-learning:
o This lesson is taught after students are half way through the unit. They have had the
See It Say Its (vocabulary terms) and Snapshot Bios (key people). The students have
done the 4 C’s graphic organizer numerous times in prior units.
Classroom set up:
o All desks and chairs are pushed together in the middle of the room leaving all the space
around the walls of the room for students to freely walk (no chairs are set out for
students to sit in).
Lesson Activity and Instructions to students:
o As you come in, get out your notebook and quietly stand on the side of the room.
o This is an activity where there will be times of total quiet and times of quiet discussion.
It is important to listen for instruction as we will be moving around the room numerous
times doing different tasks.
o Quietly, get in groups of no more than two or three.
o Next, without talking, you will walk around the room once. As you walk by the desks,
look at each picture that is set out.
o Now, walk by a second time and as a group, pick a picture that interests you.
o Pick a designated place on a white board and place your picture in the center with a
magnet.
o Using Graphic Organizer 5: Historical Source Analysis, in your notebook (pg. 38), list on
the board the 4 C’s headings: Content, Connections, Communications, and Conclusions.
o Quietly analyze and discuss your picture with your partners. Put the answers to the 4
C’s questions by each of the 4 C’s headings.
o Now, without any talking or discussion, walk to the picture on your left. You will have
one minute to look at each picture and read what each group has written. Then, each
person in your group can write their own thoughts or reactions to what they see in the
photograph. I will prompt you when it is time to move to the next photograph, and the
next, until you return to the photograph you originally started with.
o Now turn your picture over and read together the secondary source material that was
written about your photograph. Write on the board what further information you have
learned. Put a circle or square around what you have written so that it is easily seen by
the other groups.
o Now, as I prompt you, walk to the left, taking 30 seconds at each picture to read the
information students discovered when they read the secondary source material (it may
surprise you).
o Now that you have returned to your picture, fill out Graphic Organizer 5 on page 37 of
your notebook using the information written on the board by the photograph you were
analyzing.
Homework:
o With the further information that you have received from the secondary source
material, fill out page 39 in your notebook: Reanalysis of Your Primary Source Photo.
Follow-up:
o The next day is spent in a class discussion and debriefing on what students saw, read,
and discussed. The elmo/overhead is used to show other photographs that were not
selected and add discussion about those photos and stories behind them.
*Note for teachers: My classroom has white boards covering most of the walls. This lesson can
be done just as well with butcher paper and markers.
Objectives:
Students will initiate and participate
effectively in collaborative discussions
building on others ideas and expressing
their own clearly.
Students will analyze primary and
secondary sources connecting insights
gained through collaborative discussions
and through reading other students
thoughts and views of the primary sources.
Students will integrate information from
both primary and secondary sources to
understand events that occurred during the
Civil Rights Movement of the 1960’s.
Lesson Activities:
Group analysis and discussion
Gallery Walks
Individual analysis
Graphic organizers
Mike Tillery
Jamie DeVault
Lakeside High School
Lake Elsinore Unified School District