10 Lesson Plan 1 (Input) Activating Prior Knowledge through Visual Analysis Many different groups have sought equal rights or protested government policy through many different methods. In this lesson, students will examine nonviolent protest that involves a physical stance. Duration: 1 class period Materials: Photo on the right, shown as projected image (preferable) or accessed on page 6 of the Student Guide Guiding Question: How have individuals or groups used nonviolent physical actions as a method of protest? Learning Outcomes: Students will be able to ● identify physical stance as a form of nonviolent protest; ● apply what they already know about the Civil Rights Movement to an analysis of an iconic photo. Step 1: Introduce the Guiding Question and Learning Outcomes. Step 2: ● Project the photo or refer students to the photo on page 6 of the Student Guide. ● Provide background information: This photo is from the third attempt to march from Selma, Alabama, to Mont- gomery, Alabama, that began on March 21, 1965, to protest voting discrimination against African Americans. The first attempt was met with violent attacks from state police and local volunteer police. The second attempt was largely symbolic. President Lyndon Johnson sent the almost 2,000 members of the Alabama National Guard to protect marchers on their third and successful attempt. Marchers walked about 12 miles a day and slept in fields. By the time the protesters reached Montgomery, they were 25,000 strong. For more information go to https://www.nps.gov/articles/selmatomongtomerymarch.htm. ● Suggested visual analysis introduction and questions: Many activists, protesters, and change agents have used their physical stance as a method of protest. Looking at this iconic photo, what do you observe? How are the people in this photo using their physical stance as an act of protest? ● Possible responses: They’ve interlocked arms. They are moving forward. They look determined. ● Students use the Photo Analysis Sheet on page 7 of the Student Guide. Step 3: ● Introduce this quote from Rabbi Heschel: “For many of us the march from Selma to Montgomery was about protest and prayer. Legs are not lips and walking is not kneeling. And yet our legs uttered songs. Even without words, our march was worship. I felt my legs were praying.” ● Ask students to relate the quote to the photo; note that almost all of the marchers are clergy. ● Possible responses: The marchers saw this protest as their duty. They knew their physical action was more impor- tant than speaking or writing. There were many religious people of different faiths marching. Step 4: ● Introduce the Essential Question for the CIVIC Inquiry Kit: “Has the United States of America lived up to the promise and potential of its history and status?” ● Ask students what criteria they would use to answer this question. ● Possible responses: Poverty levels, safety, equitable treatment, criminal justice system, economic opportu- nity, freedom. ● Ask students to define “equality” and “justice.” ● Introduce the Papa Choux restaurant incident and resulting court case: In this unit, we are going to examine ways in which American people have strived for equality, with a special focus on two women who strived for LGBT equality in 1983. Meet the photo. Quickly scan the photo. What do you notice first? Type of photo (check all that apply): Portrait Landscape Aerial/Satellite Action Architectural Is there a caption? Yes No Observe its parts. List the people, objects, and activities you see. People Objects Activities Write one sentence summarizing this photo. Try to make sense of it. Answer the following questions as best you can. Who took this photo? Where is it from? When is it from? What was happening at the time in history this photo was taken? Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion. Use it as historical evidence. What did you find out from this photo that you might not learn anywhere else? What other documents, photos, or historical evidence are you going to use to help you understand this event or topic? Adapted from the National Archives and Records Administration’s Photo Analysis Worksheet. 7 Photo Analysis Sheet Event Family Panoramic Posed Candid Documentary Selfie Other