Civil Rights Learning Centers




  1. As a group, listen to the music and read the lyrics.
  2. Pause between songs to share your thinking with your group.
  3. Then, capture your thoughts and ideas in your notebook.
  4. Use the questions to help guide your thinking.


  • Describe what you hear. What did you notice first?
  • Who was this song written for? What is its significance? Why was it written?
  • Whose point of view is this song written from? Why do you think this?
  • What audience is this song intended for? Why do you think this?
  • What is the feeling or mood the composer/singer is trying to convey? What makes you think that?
  • What part made you have a strong reaction? Why?
  • What words or phrases are repeated in this song? What is the significance of the repetition?

Extend your thinking by choosing one of the following activities?

  • Draw a picture of what you’re envisioning as you listen to this song.
  • Connect this song to other songs your know. Write about similarities, differences and ideas.
  • Write how this song fits or does not fit with what you know about the time period.





  1. As a group, analyze the photographs by asking questions.
  2. Capture and grow your ideas by writing in your notebook and talking with others at your center.

*Readers analyze photographs by asking three main questions:

1. What was the photograph trying to capture?

  • What is going on in the picture?
  • What do you notice int he background? Foreground?
  • Why do you think the photograph was taken?
  • Who do you think was the audience for this image?

2. What does this show about the time period? Location? Culture?

  • If there are people, what are they wearing?
  • Describe the setting. Is it man-made? Is it natural?
  • Is this image like anything else you’ve seen or read about in history? What does it remind you of?
  • Is there anything in this scene you can compare to your own life?
  • Where you able to generate any new ideas about living in this time period from this photograph?

3. What are the most powerful and least powerful parts of this image, and what do they mean?

  • What did you notice first?
  • Notice how the people/objects are shown in the photograph. How are they arranged? Why do you think the photographer chose to arrange them in this way?
  • Is there something you would have added or deleted to this image if you were the photographer? Explain your reasoning.
  • What can you learn from examining this image? How does it connect to what you have already learned about this time period?

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