Useful Links
Remembering Bloody Sunday On March 7, 1965, millions of Americans sat watching their television sets in horror. Grainy black-and-white news images from Selma, Ala., showed about 600 mostly African-American protesters trying to cross the Edmund Pettus Bridge. They were marching to the state capital, Montgomery, to win voting rights in the Jim Crow South. https://www.learningforjustice.org/magazine/remembering-bloody-sunday President Obama's Address on the 50th Anniversary of Bloody Sunday https://www.learningforjustice.org/classroom-resources/texts/president-obamas-address-on-the-50th-anniversary-of-bloody-sunday |
Selma to Montgomery March
https://kinginstitute.stanford.edu/encyclopedia/selma-montgomery-march
How Selma's 'Bloody Sunday' Became a Turning Point in the Civil Rights Movement
The assault on civil rights marchers in Selma, Alabama helped lead to the Voting Rights Act.
https://www.history.com/news/selma-bloody-sunday-attack-civil-rights-movement
Bloody Sunday: Civil Rights Activists Brutally Attacked in Selma
https://calendar.eji.org/racial-injustice/mar/7
The Women of Selma:The Backbone of a Movement
https://www.naacpldf.org/women-of-selma/
The Selma to Montgomery March Begins
https://aaregistry.org/story/the-selma-to-montgomery-marches-begin/
https://kinginstitute.stanford.edu/encyclopedia/selma-montgomery-march
How Selma's 'Bloody Sunday' Became a Turning Point in the Civil Rights Movement
The assault on civil rights marchers in Selma, Alabama helped lead to the Voting Rights Act.
https://www.history.com/news/selma-bloody-sunday-attack-civil-rights-movement
Bloody Sunday: Civil Rights Activists Brutally Attacked in Selma
https://calendar.eji.org/racial-injustice/mar/7
The Women of Selma:The Backbone of a Movement
https://www.naacpldf.org/women-of-selma/
The Selma to Montgomery March Begins
https://aaregistry.org/story/the-selma-to-montgomery-marches-begin/
Primary Sources
Testimony of John Lewis from a hearing resulting from the March 7, 1965, march from Selma to Montgomery in support of voting rights
https://www.archives.gov/exhibits/eyewitness/html.php?section=2 Civil Rights Movement Documents Selma Alabama and the March to Montgomery 1963-1965 https://www.crmvet.org/docs/selmdocs.htm Teaching Selma: A Civil Rights Struggle Captured in Primary Sources https://blogs.loc.gov/teachers/2015/02/teaching-selma-a-civil-rights-struggle-captured-in-primary-sources/ Images of the March http://crdl.usg.edu/events/selma_montgomery_march/?Welcome |
Lessons
The Impact of Bloody Sunday in Selma
Making Connections: Using Primary Source Documents to Understand Bloody Sunday. All documents and text associated with this activity are printed below, followed by a worksheet for student responses
https://www.docsteach.org/activities/printactivity/the-impact-of-bloody-sunday-in-selma
Civil Rights Movement Unit:
Lesson 4: Marching for Justice - Selma to Montgomery
Learning objectives: Upon completion of this lesson, students should be able to:
1. Identify primary and secondary sources.
2. Discuss the differences and similarities in time perspective concerning a historical eve
https://archives.alabama.gov/teacher/rights/rights4.html
Analyzing a Letter to Congress About Bloody Sunday
In this activity, students will focus on a letter written to Congress about Bloody Sunday in Selma, Alabama. Students will see that, due to television coverage, the author, Mrs. Jackson, was very aware of the events that day even though she was in a different part of the country: Brooklyn, New York. Students will also look at the author's tone and word choice to discern the kinds of images shown on television
Suggested Teaching Instructions: Students will analyze a primary source document referring to Bloody Sunday in Selma, Alabama, in 1965, when people were attacked while marching to support voting rights for African Americans. Students will learn that events from the Civil Rights Movement, including Bloody Sunday, were televised and that this prompted emotion, and in some cases political action, in the television audience.
This activity may be used to introduce the events of Bloody Sunday and reinforce the study of the Civil Rights Movement and the struggle for equal voting rights for African Americans. For grades 7-11. Approximate time needed is 15 minutes.
https://www.docsteach.org/activities/teacher/analyzing-a-letter-to-congress-about-bloody-sunday
Participants at a Civil Rights March from Selma to Montgomery, Alabama, 1965
https://iowaculture.gov/history/education/educator-resources/primary-source-sets/government-democracy-and-laws/participants
Description
The marches were organized by nonviolent activists to demonstrate the desire of African-American citizens to exercise their constitutional right to vote, in defiance of segregation. The marches were part of a broader voting rights movement underway in Selma, Alabama, and throughout the American South.
Source-Dependent Questions
Making Connections: Using Primary Source Documents to Understand Bloody Sunday. All documents and text associated with this activity are printed below, followed by a worksheet for student responses
https://www.docsteach.org/activities/printactivity/the-impact-of-bloody-sunday-in-selma
Civil Rights Movement Unit:
Lesson 4: Marching for Justice - Selma to Montgomery
Learning objectives: Upon completion of this lesson, students should be able to:
1. Identify primary and secondary sources.
2. Discuss the differences and similarities in time perspective concerning a historical eve
https://archives.alabama.gov/teacher/rights/rights4.html
Analyzing a Letter to Congress About Bloody Sunday
In this activity, students will focus on a letter written to Congress about Bloody Sunday in Selma, Alabama. Students will see that, due to television coverage, the author, Mrs. Jackson, was very aware of the events that day even though she was in a different part of the country: Brooklyn, New York. Students will also look at the author's tone and word choice to discern the kinds of images shown on television
Suggested Teaching Instructions: Students will analyze a primary source document referring to Bloody Sunday in Selma, Alabama, in 1965, when people were attacked while marching to support voting rights for African Americans. Students will learn that events from the Civil Rights Movement, including Bloody Sunday, were televised and that this prompted emotion, and in some cases political action, in the television audience.
This activity may be used to introduce the events of Bloody Sunday and reinforce the study of the Civil Rights Movement and the struggle for equal voting rights for African Americans. For grades 7-11. Approximate time needed is 15 minutes.
https://www.docsteach.org/activities/teacher/analyzing-a-letter-to-congress-about-bloody-sunday
Participants at a Civil Rights March from Selma to Montgomery, Alabama, 1965
https://iowaculture.gov/history/education/educator-resources/primary-source-sets/government-democracy-and-laws/participants
Description
The marches were organized by nonviolent activists to demonstrate the desire of African-American citizens to exercise their constitutional right to vote, in defiance of segregation. The marches were part of a broader voting rights movement underway in Selma, Alabama, and throughout the American South.
Source-Dependent Questions
- Look closely at the photo. Why would the people in the march carry American flags?
- Refer back to the Civil Rights Act of 1964. Discuss how these two sources are connected.
- The marches were organized by nonviolent activists to demonstrate the desire of African-American citizens to exercise their constitutional right to vote, in defiance of segregation. What are the benefits of being part of a nonviolent protest? Are there any drawbacks?
- Discuss why activists would march on behalf of human rights, like voting rights