Analyzing Speeches of
Civil Rights Movement Leaders
as Primary Sources
Stephanie Sommers & Lori Relich
C & I 348
Fall 2003
I. Topic
We decided to choose the topic of analyzing, interpreting, and reproducing primary documents
from the Civil Rights Era. We hope that this lesson will educate students in several meaningful ways.
First of all, understanding the divergent viewpoints of different leaders within what is commonly
perceived as a singular movement allows students to grasp the complexity and diversity of history.
Furthermore, an examination of the various ways that leaders, of an oppressed social group, sought to
redress their grievances should enlighten students about the past and provide vivid examples of how to
affect social change in one’s community. Consequently, this lesson may inspire and/or motivate students
to attempt to enact positive social change in their present and future lives. Secondly, this lesson is a giant
skill building exercise as it forces students to be thorough listeners and readers. By giving students
experience in manipulating primary sources, this lesson allows them to become more inquisitive in their
study of the past, and more adept at dealing with primary speeches and documents in contemporary times.
Therefore, this lesson dissects a historical social justice movement in order for students to become
accustomed to thinking about and acting on ideas related to governance, power, and oppression.
In our interviews with classroom teachers, it became apparent that the Civil Rights Movement is
often overlooked or vaguely touched upon in the classroom. The issues most commonly taught or
discussed deal with segregation and Brown v. Board of Education, or the impact of MLK. The bus
boycott and sit-ins are taught in some classrooms, depending on the teacher. Even as a community, MLK
Day and Black History month are not celebrated or acknowledged in any particular fashion. It is
unfortunate, especially in smaller towns that lack racial and ethnic diversity, that the topic isn’t further
explored and studied. In the absence of direct interaction with various cultures, it’s important for
teacher’s to expose and educate students about them in some way or another. At Prairie Elementary
School in Urbana, Illinois, minority culture is much more prevalent in the ninety percent African
American student population. Even though Prairie celebrates black history month and holds an all school
assembly for Martin Luther King Day, education on the Civil Rights movement is very minimal. This is
also disappointing in a school in which the dominant race was highly affected by the events of the Civil
Rights Movement.
After researching the Civil Rights Movement, we were able to identify key facts, concepts, and
common generalizations that are made. The facts that we feel are important are that the AfricanAmerican civil rights movement was internally diverse, and there existed a great deal of disagreement,
amongst civil rights leaders and individuals, as to how to solve social problems. The African-American
civil rights movement of the 1960’s resulted in federal laws that forbade discrimination. The concepts
that are vital include power (meaning the ability, or official capacity to exercise control; authority),
oppression, protest, and Civil Rights. Oppression in dealing with the act of being kept down by unjust use
of force or authority. Protest of a formal declaration of disapproval or objection issued by a person or
group, demonstrated by an individual or collective display of disapproval. Civil Rights refer to the rights
belonging to an individual by virtue of citizenship, especially, the rights to due process, equal protection
of the laws, and freedom from discrimination. A common generalization that we noticed was the belief
that the African-American struggle for civil rights was, in large part, an attempt by an oppressed minority
to alter the policies of those in power, or to create power for themselves. Another sweeping statement
was that by using various forms of protest, the leaders of the African-American civil rights movement
were able to foster social change. Through research and study we feel that due to the diverse nature of
opinions surrounding the African-American struggle for civil rights, it is difficult to view that struggle as
a singular, united movement.
II. Instructional Strategy
We decided to utilize primary source documents. The reason we choose this particular
instructional strategy was because we felt it would best dissolve any misunderstandings or generalizations
that students may have regarding the Civil Rights Movement. Students are rarely given the opportunity to
analyze and interpret primary sources. More often than not, their learning experiences stem from
textbooks, which offer a second hand look at an event or occurrence. We feel that allowing students to
read first hand accounts will help to engage them and find the lesson more meaningful. To be able to read
someone’s personal letters, or see their actual words, feelings, thoughts, and emotions in reaction to a
specific incident can be extremely powerful. All of a sudden the event isn’t merely something that
happened a long time ago that no one cares about, it is an important date that truly effected and impacted
an individual’s life in a profound manner.
In our interviews with classroom teachers, overall we were given positive feedback about the
usage of primary source documents in the classroom. Teachers see these sources as a means to access
students’ previous and prior knowledge. They believe that it has helped their students to understand why
what the person is saying/writing about was so important to them. One teacher mainly uses primary
source documentations of court cases with her students. She has found that the documents assist in
bringing the case “to life” and students overall are more engaged, preferring it to reading their textbook.
In addition to our direct experiences in our professional development courses, several academic
readings have supported the utilization of incorporating primary sources into the social studies
curriculum. In Levstik and Barton’s Doing History, a classroom teacher advocates using primary sources
in social studies. She also points out that using primary sources fosters inquiry because many
perspectives and interpretations can form from analyzing a direct artifact (116-117). Morris, MorganFleming, and Janisch bring attention to the fact that using primary sources help students learn research
strategies. Primary source investigation exercises teach children how to “examine evidence, select
quotations, develop ideas…identify concepts, generate questions, locate and evaluate evidence.” They
further emphasize that using primary sources help students make direct comparisons of systems and
events of a certain time to the time in which they are living. Singleton and Giese say that if students use
primary sources, they are more likely to, “engage in asking questions, think critically, make reasoned
inferences, and develop reasoned explanations and interpretations of events and issues in the past and
present.” Their journal publication also highlights the increasing number of resources and methods that
teachers have for accessing primary sources to utilize in the classroom. A key resource is the now
electronic online database of the Library of Congress, which has over one hundred million primary
documents online for teachers and students to easily access.
The literacy link we have chosen to employ is writing and oral speaking. After students are given
the opportunity to analyze and interpret a specific primary document, we want them to be able to
internalize the main ideas presented and reproduce the document in their own words. We think that
having students create a “rap” will captivate student interest and motivate them to work diligently. The
Civil Rights Movement is largely based upon freedom of self-expression, and this activity will enable
students to do just that. Students will have the chance to present their raps to their classmates. In a way,
each pair will be educating and teaching the rest of the class about the primary document they analyzed in
a fashion that is appealing to adolescents. Students undoubtedly learn something well when they are
responsible for teaching it to others. This activity ensures student comprehension of their documents,
along with the benefit of further expanding all students’ knowledge base through observance of
presentations.
III. Unit Sketch
This lesson would be taught near the end of a unit on 20th Century Civil Rights. Students will
already have been exposed to a good degree of secondary material concerning the Women’s Movement,
African-American Movement, Native-American Movement, Migrant Workers Movement, and the Gay
and Lesbian Movement. This lesson marks the beginning of the unit’s focus on primary sources in the
study of history. After being exposed to primary sources from a movement that most students are familiar
with, (i.e. the African-American struggle for civil rights), the unit will then attempt to engage students
with primary source material from some of the less well known movements mentioned above. Lastly, the
unit will discuss the consequences of the various civil rights movements, in terms of federal legislation.
Concept Map to Illustrate Unit Sketch
20th Century
Civil Rights Movement Unit
Introductory of secondary
materi al background knowledge
on vari ous i nvolved groups
Documentary
Vi deos
Textbooks
African
American
Gay &
Lesbian
Native
American
Women
In depth inquiry
analysis of primary
sources to further
involve and engage
students in
struggles and
advances of each
group
New spapers
Speeches
Art
Vari ous
Arti facts
Musi c
Clothi ng
g
Consequences, results, outcomes, and changes
Federal
Legislation
movement tow ard
acceptance of diversi ty
letters
IV. Activity
Subject: U.S. History
Unit: Civil Rights Movement(s)
Lesson: Struggle for African-American Civil Rights in the 1960’s
Purpose:
Essential driving question for today’s lesson: What were some of the differences of opinion that
helped shape the movement for African-American civil rights in the 1960’s?
Enduring Understandings & Prerequisite Skills/Knowledge: Students should have experience in
dealing with primary sources in order to conduct historical research. Moreover, students should possess
basic knowledge related to the African-American civil rights movement concerning organizations like the
NAACP, the Southern Christian Leadership Coalition, the Student National Coordinating Committee
(formerly Student Non-Violent Coordinating Committee), the Black Panther Party for Self-Defense and
the Nation of Islam and the individuals that led each of these groups. Lastly, students should be familiar
with literary concepts related to the tone and the main ideas of a piece of writing.
Key Concepts & Lesson Objectives:

The student will be able to recall (brainstorm), in writing, the information that they know, don’t
know and would like to know about African-American civil rights leaders from the 1960’s.
(Knowledge)

The student will be able to dissect various primary source documents in order to determine the
presence of aspects such as the main idea, and the tone of those documents. (Analysis)

The student will be able to create an original speech/song/rap that represents a re-interpretation of
an actual historical speech. (Synthesis)

The student will be able to evaluate his/her contribution to classroom activities, as well as
determining what information he/she gained from the day’s lesson. (Evaluation)
Goal: The student will be able to appreciate the various viewpoints of a given group of civil rights
leaders.
Links to Standards:
NCSS Themes w/indicators
Power, Authority, and Governance
NCSS VI: The student will be able to examine the ways that leaders of certain civil rights groups
addressed social problems and sought to correct them within the context of a law based, democratic
society. (This lesson addresses critical ideas about who possessed power in American society during the
1960’s and what could be done, on the part of oppressed groups, to eradicate what was viewed as misuse
of authority on the part of those who governed.)
Illinois State Learning Standards:
STATE GOAL 1: Read with understanding and fluency.
1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific
content areas (e.g., scientific, political, literary, mathematical).
1.A.3b Analyze the meaning of words and phrases in their context.
STATE GOAL 3: Write to communicate for a variety of purposes.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the
purpose, message and audience; provide details and supporting information that clarify main
ideas; and use visual aids and contemporary technology as support.
4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g.,
sentence outlining, note cards).
STATE GOAL 5: Use the language arts to acquire, assess and communicate information
5.B.3b Identify, evaluate and cite primary sources.
STATE GOAL 14: Understand political systems, with an emphasis on the United States.
14.A.3 Describe how responsibilities are shared and limited by the United States and Illinois
Constitutions and significant court decisions.
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to
municipalities, states and the nation.
14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois
and United States public policy (e.g., general public opinion, special interest groups, formal
parties, media).
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois,
the United States and other nations.
16.A.3c Identify the differences between historical fact and interpretation.
16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments
and Supreme Court decisions.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
18.B.3a Analyze how individuals and groups interact with and within institutions (e.g.,
educational, military).
18.A.3b Explain how social institutions contribute to the development and transmission of culture.
18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common
beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).
18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.
Lesson Modifications or Adaptations:
Enlarging the handouts or giving students copies of the overheads can modify this lesson. All
handouts contain the activity instructions in writing in order to accommodate any ESL students who may
have trouble comprehending the spoken word. Furthermore, all activity instructions not written directly
on a handout will be displayed on the overhead. All materials should be modified according to students’
Individualized Education Plans, (IEP). If students are very uncomfortable with presenting their speech
recreations in front if the class, they should not be forced to. Perhaps their peers could volunteer to read it
for them or the instructor could do so, as well.
Materials:
Teacher Literature:
Levstik, L.S. & Barton, K. (2001). Doing History. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Morris, R.V., Morgan-Fleming, B., & Janisch, C. (2001). The diary of Calvin Fletcher-using primary
sources in the elementary classroom. The Social Studies, 92(4),151-153.
Potter, L. OurDocuments.gov. Social Education, 66(7). 390-399.
Singleton, L.R. & Giese, J. R. (1999). Using online primary sources with students. The Social Studies,
90(4), 148-152.
Staff of the Education Branch, National Archives. Written Document Analysis
Worksheet. Primary Sources, The 1960s. 82.
Children’s Literature
http://www.ourdocuments.gov
http://memory.loc.gov/ammem/ndlpedu/index.html
http://education.wichita.edu/m3/models/content_area/socst_primary_source.htm
Supplemental Children’s Literature Resources:
Cwiklik, R. Stokely Carmichael. Millbrook Press, 1993.
Johnson, J. J. Stokely Carmichael. Silver Burdett Press, 1990.
King, M. L., Jr. I Have a Dream. Scholastic, 1997.
Stine, M. Malcolm X. Random House, 1993.
Washington, B. T. Up from Slavery. Signet Classics, 2000.
Weisbrot, R. Marching Toward Freedom. Chelsea House Publishers, 1994.
Other
Question of the Day and Lesson Objectives Overhead
Primary Source Questions Handout
Malcolm X, Martin Luther King Jr., Stokely Carmichael or other CRM leader Speeches Handouts
Self-Evaluation Questions Overhead
Lesson Format
Activity # 1/Pre-Organizer
Upon entering the classroom, students will be instructed to create their own KWL chart. Students will be
told to focus on questions related to their prior knowledge, their present ignorance and their future
curiosity concerning African-American civil rights leaders. After each individual has had time to
complete a chart, the class will brainstorm a group chart on the overhead, combining answers from the
various individual charts already mentioned. After the class creates a chart based on their collective prior
knowledge, the teacher places the day’s objectives and “big question” on the overhead.
Time: 10 minutes
Activity # 2/Speech Analysis
Students will be divided into groups containing two people each, (some groups may require three people
depending on class size). The teacher should determine which students should be grouped together,
paying special attention to ensure that there is grouping of students with various levels of intellectual
acumen and learning styles. After the class has been divided into groups, the instructor will distribute to
each group a handout containing questions that each group member is to answer. The students will be
instructed to answer the questions on the handout based on one of four speeches that they are to read in
their groups. Three ideal speeches to use: I Have a Dream, by Martin Luther King Jr.; The Ballot or the
Bullet, by Malcolm X; Black Power, by Stokely Carmichael. It should be mentioned that some of the
speeches that students will read are excerpts and not the original speech in entirety.
Time: 20 minutes
Activity # 3/Speech Reconstruction
Once students have read their respective speeches, and answered the questions from their handouts they
will be instructed to begin their reconstruction. Students will create, as pairs, an original speech/rap/song
based on whichever speech they just analyzed in their groups. Students will be instructed that a restating
of the main ideas is what’s critical to the activity, not the creation of a word for word replica of the
primary source. Once students have created their re-interpretations, they will present their creations to the
class. The presentations will take place immediately after the instructor has read aloud each respective
original speech for the class to hear. As each primary source and its subsequent re-interpretation are read
aloud, students will be asked to complete the same handout that they used for activity # 2, for each
primary source document. Students will be given copies of all 4 original speeches as well. Therefore, by
the end of this activity, students should possess a copy of each original speech (that their classmates
subsequently re-interpreted), plus a handout to go along with each speech. To clarify, students will not be
given copies of their peers’ re-interpretations, only copies of the original speeches, and their correlating
handouts (which the students will have to complete based upon listening to the class presentations and
reading those speeches that they weren’t exposed to in groups).
Time: 45 minutes
Activity # 4/Self-Evaluation
Students will be asked to answer a few brief closing questions that will be posted on the overhead. The
students will be asked to answer questions concerning how much they contributed to the group work, as
well as questions involving what content material they learned from the day’s lesson, and whether or not
they enjoyed the lesson.
Time: 10 minutes
Assessment
Formative Assessment: Students are assessed during the lesson based upon individual and group
performances. This assessment takes the form of teacher observation and questioning during the lesson.
Summative:
 Students will receive participation and effort points for completing the KWL chart and written
document analysis worksheet.

Students will be given a participation grade based upon their respective self-evaluations. Unless a
student indicates that he/she did absolutely nothing, the student will receive full credit for
participation.

Student reconstructed speeches will be evaluated based on a rubric.
Additionally, students will be asked the following essay question on their unit test:
Describe the beliefs/opinions of a significant African-American civil rights leader from the 1960’s.
Furthermore, describe how the person’s beliefs that you have chosen to describe differ from the
opinions/beliefs of other leaders at the time.
V. Reflections
We learned a great deal from completing this project. Because there were so many parts and tasks
to this project, it was very helpful to work on this project in groups. It was also valuable because we were
able to get two different perspectives on teaching the Civil Rights Movement from a rural Illinois small
town middle school and a more urban Illinois elementary school. Furthermore, it was very beneficial to
be able to pick the people we wanted to work with. We both have worked together on projects before and
enjoy working together. We both can relate to each other on a level of stress, schedules, and procedures
to get assignments done effectively. We both knew our responsibilities, took them seriously, and worked
very well together. We were also able to divide up the tasks and roles of the group product very easily.
We had a great experience again working with each other.
Stephanie had a much easier time finding information from people at her school about teaching the
Civil Rights Movement. They were willing to give her information and help her find resources to use for
our project, such as the Primary Source Questions Handout. Many people at Lori’s school did not have a
lot of information. The first grade placement that she is in considers the Civil Rights Movement to be
beyond the level of first grade social studies. Other teachers at this school were not very cooperative or
informative, either. Gathering information on the Internet, in books, and from our class was fairly easy.
From the several projects we have had to do in our educational careers, we are very talented at identifying
and collecting resources. We found this to be a significant task, yet not too overwhelming.
In general, we realized that there was a lack of Civil Rights Movement education in many formal
social studies curriculums both when we were going through school as well as currently. We now, more
than ever before, recognize its importance and think it's valuable for students to learn. It explains to
students a lot about the struggles and advances that various groups of minorities have made in American
history. This ties into understanding tolerance of diversity and multiculturalism. We also learned a great
deal about using primary sources. Going beyond the textbook and digging deeper to find real and true
first hand pieces of information makes social studies more real and meaningful to children. It also takes
the interpretations away from the often-biased textbooks and puts the responsibility of forming analyses
and perspectives in the students’ hands. This in turn, fosters the inquiry that we as educators are striving
to incorporate into our curriculums. From the experience of working with these primary sources, we have
learned a lot of new ideas to use when we are working in the future with children. We want to explore
and learn about many important topics that are often neglected in traditional Social Studies curriculums
such as the Civil Rights Movement. We also want to incorporate as many primary sources as possible on
any given topic. This way, students can take the information from secondary sources, such as textbooks,
and add their own ideas, thoughts, and interpretations to events and issues in history. We hope that this
can make Social Studies more meaningful and enriched for our future students.