Paired Texts > The Sit-In Movement
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
The impetus for and impact of the Voting Rights Act of 1965 are discussed in this informational text.Pair “The Voting Rights Act of 1965” with “The Sit-In Movement” and ask students to discuss white citizens who didn’t approve of the Civil Rights Movement – how did they attempt to maintain the restrictions on African-Americans’ rights? What similarities are present between the two texts?
Danish resistance during the Holocaust is explored in the context of global efforts to thwart the Nazis during World War II.Pair “Courage in Denmark: Resistance to Nazis in WWII” with “The Sit-In Movement” and ask students to compare how the individuals from the two texts resisted the unfair treatment of themselves and others through nonviolent means. Ask students if they consider Denmark’s resistance as a form of protest. Why or why not?
The informational text "Rosa Parks and the Montgomery Bus Boycott" explores one moment of resistance that inspired countless others and resulted in breakthrough changes in the United States.Pair “The Sit-In Movement” with “Rosa Parks and the Montgomery Bus Boycott” and ask students to compare the similar content of the two texts. How did civil rights activists use peaceful protests to achieve change? Why is it important to maintain peace when fighting for social change?
The bombing of the 16th Street Church in Birmingham, Alabama during the 1960s was both a tragic and pivotal event of the Civil Rights movement.Pair “The Sit in Movement” with “The 16th Street Baptist Church Bombing” and ask students to discuss the impact of non-violent protests during the Civil Rights Movement. Why did non-violent protests lead to change?
This informational text outlines Dr. King's accomplishments and leadership in America.Pair “The Sit-In Movement” with “Dr. Martin Luther King Jr., Changing America” and ask student to discuss this peaceful form of protest. How did Dr. King inspire or instruct this form of non-violent protest? How did people react to this? What was this form of protest looking to achieve?
"Empowering the Black Power Movement" is an informational text that discusses how the Black Power movement emerged as a major political force for African American empowerment in the 1960s and 1970s.Pair “Empowering the Black Power Movement” with “The Sit-In Movement” and ask students to discuss the differences between these two civil rights movements. What are the goals of the movements? How are those goals achieved? Is one movement more effective than the other at achieving its goals?
In this "Letter from Frederick Douglass to Harriet Tubman," Douglass praises Tubman for her work in the abolitionist movement as a biography about her life is being prepared.Pair “The Sit-In Movement” with “Letter from Frederick Douglass to Harriet Tubman” and ask students to explore different forms of protest and resistance in the two texts: violent vs. peaceful and private vs. public. Are some forms of protest more successful than others? Why or why not?
In "A Participant's First-Hand Account of the Boston Tea Party," George Hewes explains what led to the famous event, and a first-hand account of what happened.Pair “A Participant’s First-Hand Account of the Boston Tea Party” with “The Sit-In Movement” and asks students to compare and contrast how the two groups of protestors responded to injustice. Have students discuss how the situations that led to the protests were similar or different.
The informational text "Martin Luther King, Jr." explores the life of King and his contributions to fighting inequality through nonviolent means.Pair “The Sit-In Movement” with “Martin Luther King, Jr.” to provide students with additional information regarding the nonviolent protests that King encouraged. How do the various forms of nonviolent protests depicted in the two texts compare? Do you think some forms of nonviolent protest are more effective than others?
In the informational text "Cesar Chavez: The Life Behind A Legacy Of Farm Labor Rights," Maureen Pao discusses the influential farm labor activist Cesar Chavez and important moments in his life.Pair “The Sit-In Movement” with “Cesar Chavez: The Life Behind A Legacy Of Farm Labor Rights” and ask students to discuss the nonviolent protest tactics used in the civil rights movement and labor rights movement. How did Cesar Chavez borrow passive protest ideas from the Martin Luther King, Jr. and the civil rights movement? How did refusing to engage in violence during the civil rights movement and the labor rights movement require strength and bravery?
In "Meet The Fearless Cook Who Secretly Fed — And Funded — The Civil Rights Movement," Maria Godoy discusses Georgia Gilmore, a woman who helped feed and fund protesters during the Montgomery Bus Boycott.Pair “The Sit-In Movement” with “Meet The Fearless Cook Who Secretly Fed — And Funded — The Civil Rights Movement” and ask students to discuss the various ways people contributed to the Civil Rights Movement. How do both texts explore peaceful tactics to accomplish social change? How did Georgia Gilmore’s cooking help fund peaceful protesting?
In "Transcript of Full Joseph McNeil Interview," Joseph McNeil describes his involvement in the Civil Rights movement, most notably, his participation in the Greensboro Woolworth's sit-in.Pair “The Sit-In Movement” with “Transcript of Full Joseph McNeil Interview” to provide background on the sit-in movement and its impact on the Civil Rights movement. Ask students to determine the role sit-ins played in supporting the fight against injustice and segregation.
Bernard Lafayette remembers his late friend, John Lewis, and his efforts during the Civil Rights Movement.Pair “The Sit-In Movement” with “The First Time John Lewis and I Integrated the Buses” to provide students with more information about the sit-in movement and other student-led nonviolent protests. Ask students to discuss the similar experiences of the nonviolent protesters in each text. How does “The Sit-In Movement” add to students’ understanding of the work of students and teenagers during the Civil Rights Movement? What insight does each text provide about the use of nonviolence?