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Colonists and Native AmericansVirginiaWWII planesCivil Rights Movement
A Guide to Primary Resources for U.S. History
The Civil Rights Movement Back to History Unit

(b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

Alabama Senate Joint Resolution No. 28, 03/19/65
Alabama Department of Archives and History: "Using Primary Sources in the Classroom"

Description: This resource is an image of the Alabama Senate Joint Resolution of March, 1965, which was prompted by the Selma-Montgomery voting rights march then currently in progress. (For a brief but useful online discussion of the Selma-Montgomery March, see the Alabama Department of Archives and History site "Marching for Justice - Selma to Montgomery"). The Joint Resolution offers students a candid view of the opinions and reasoning of white segregationists in power in Alabama at that time. Students can examine the ways in which the Resolution's authors lay blame for the march on "outside agitators," as well as the authors' insistence that the purpose of the march is actually to "foment local disorder and strife among our citizens." Also worthy of discussion are the tactics behind the authors' recommendation that "every loyal citizen of the State, of every race, color, creed or persuasion...stay at home or...as far removed from the line of march and demonstrations as possible."



Teaching Tips:

"Do Now" Suggestion
  • The Resolution contains the following excerpt: "Every loyal citizen of the State, of every race, color, creed or persuasion...stay at home or...as far removed from the line of march and demonstrations as possible." The teacher can ask students to react to these words, particularly focusing on how the excerpt relates to Americans' civil rights. Can students recall any similar controversies in more recent history, which challenged our civil rights?
Suggestion for Using this Resource as Part of a Lesson
  • The Resolution provides students with a chance to examine the perspective of a historical group, with whom they probably (hopefully) will not agree. With such a primary source, the students might come to a better understanding of the document if the teacher implements a strategy of "Questioning the Author." As the class reads the Resolution together, the teacher can pause at certain intervals to pose discussion questions. As an example, the teacher might stop after the line, ""Every loyal citizen of the State, of every race, color, creed or persuasion...stay at home or...as far removed from the line of march and demonstrations as possible," and ask, "Do you think this request infringes on the rights of Americans expressed in the Constitution?" It is important that students can read primary sources with the ability to be historically empathetic, but also not be afraid to question the source's content. After reading the Resolution, students can examine the photographs from the Selma to Montgomery voting rights protest march (another resource for this SOL) and the teacher can initiate a discussion around the question, "Who appears to be more guilty in disturbing the peace?" or "To whom do you think the Senate Resolution should have directed their orders if they were concerned first and foremost about maintaining peace?"

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