Georgia SS8H11.b
The Standard
Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement.
Georgia Standards of Excellence for Social Studies · Evaluate the role of Georgia in the modern civil rights movement.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain what Martin Luther King Jr., John Lewis, SNCC, and SCLC contributed to the movement. They describe the Albany Movement and March on Washington, then connect people, groups, strategies, and results.
What Mastery Looks Like
- A student can identify each person, group, and event from a source or description and explain its role accurately. The student compares strategies, uses evidence, and explains how Georgia people and actions shaped national change.
Common Misconceptions
- Students may treat King as the sole leader or know Lewis only as a member of Congress. They often confuse SNCC with SCLC, call Albany simply a failure, or assume the March on Washington happened in Georgia.
How to Assess It
- Exit ticket: For King, Lewis, SNCC, SCLC, Albany, and the March on Washington, write a five-word role beside each. Then explain one connection in two sentences.
Lesson moves
Ways to Teach It
Build a floor timeline with six labeled cards, then add evidence strips showing how each person, group, and event influenced later action.
Write: How did John Lewis’s SNCC work and Martin Luther King Jr.’s SCLC work use different strategies toward the same goal?
Play a role-match relay: teams match clue cards to King, Lewis, SNCC, SCLC, Albany, or Washington, then justify each match.
Use an Atlanta map to locate civil rights landmarks, then connect one site to a person, group, or event studied.
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- SS8H11
Evaluate the role of Georgia in the modern civil rights movement.
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