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Teaching A People's History of the March on Washington.

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Title: Teaching A People's History of the March on Washington.
Authors: LOVAAS, JESSICA (AUTHOR), SANCHEZ, ADAM (AUTHOR)
Source: Rethinking Schools. Spring2021, Vol. 35 Issue 3, p46-53. 8p. 1 Color Photograph, 3 Black and White Photographs.
Subject Terms: *School integration, Segregation of African Americans, Civil Rights Act of 1964, Human rights movements
Geographic Terms: Washington (D.C.)
Abstract: Moving from the Stage to the Streets Given the textbook treatment of the March on Washington and the Civil Rights Movement more generally, it was no surprise that when we asked our students at Harvest Collegiate High School, a public school in New York City, "Where did the Civil Rights Movement take place?" Rather than a singular and celebratory focus on the Civil Rights Act of 1964 as the rallying cry and outcome of the march, we wanted to focus on the local struggles that made the march possible: the challenges and victories organizers from around the country faced in the years leading up to the march. One of the best parts about studying the March on Washington from the perspective of the marchers is it allows teachers and students to investigate their local history, as people came to the March from all over the country. FEATURES An estimated 250,000 people, from all across the country, attended the March on Washington for Jobs and Freedom on Aug. 28, 1963. [Extracted from the article]
Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching A People's History of the March on Washington.
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  Data: <searchLink fieldCode="JN" term="%22Rethinking+Schools%22">Rethinking Schools</searchLink>. Spring2021, Vol. 35 Issue 3, p46-53. 8p. 1 Color Photograph, 3 Black and White Photographs.
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  Data: *<searchLink fieldCode="DE" term="%22School+integration%22">School integration</searchLink><br /><searchLink fieldCode="DE" term="%22Segregation+of+African+Americans%22">Segregation of African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights+Act+of+1964%22">Civil Rights Act of 1964</searchLink><br /><searchLink fieldCode="DE" term="%22Human+rights+movements%22">Human rights movements</searchLink>
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  Data: Moving from the Stage to the Streets Given the textbook treatment of the March on Washington and the Civil Rights Movement more generally, it was no surprise that when we asked our students at Harvest Collegiate High School, a public school in New York City, "Where did the Civil Rights Movement take place?" Rather than a singular and celebratory focus on the Civil Rights Act of 1964 as the rallying cry and outcome of the march, we wanted to focus on the local struggles that made the march possible: the challenges and victories organizers from around the country faced in the years leading up to the march. One of the best parts about studying the March on Washington from the perspective of the marchers is it allows teachers and students to investigate their local history, as people came to the March from all over the country. FEATURES An estimated 250,000 people, from all across the country, attended the March on Washington for Jobs and Freedom on Aug. 28, 1963. [Extracted from the article]
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  Data: <i>Copyright of Rethinking Schools is the property of Rethinking Schools and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Segregation of African Americans
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