March on Washington

Grade Level

1st Grade

Duration

30 minutes

Unit

Voices of Change: March on Washington
Lesson 2 of 5

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Learning Objectives

Aligned with Common Core State Standards (CCSS):

• CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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"I Can..." Statements

• I can ask questions about what I see in pictures.
• I can talk about why the March on Washington was important.
• I can name some different groups of people who took part in the March.

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Success Criteria

• I can share one fact about the March on Washington.
• I can point out what different people in the pictures are doing.
• I can listen and take turns when sharing with my classmates.

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Materials Needed

• Large printed or projected photos of the March on Washington (diverse groups, families, children, signs)
• Simple printed text cards with short sentences about the March in dyslexia-friendly font (e.g., OpenDyslexic)
• Chart paper and markers
• Whiteboard and dry erase markers
• Sticky notes
• Visual cue cards for turn-taking and listening

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Lesson Outline

1. Introduction & Engagement (5 minutes)

• Begin with a brief, age-appropriate explanation:
  “Today we will learn about a big event called the March on Washington. Many people came together to ask for fairness and jobs. It was a very important day in history.”
• Show a colorful image of the March with many people holding signs.
• Ask students: “What do you see in this picture?” (Encourage descriptive words)

Differentiation:

• For students needing extra support, provide picture cues of people holding signs, marching, smiling faces.
• For advanced learners, invite them to share why people might be marching.

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2. Picture Analysis Activity (10 minutes)

• Project 3 different photos from the March, each showing diverse participants (different ages, races, families).
• Give each student a dyslexia-friendly card with simple sentences about what is happening in each photo. Example:
  • “This is a family going to the March.”
  • “These people are holding signs to ask for jobs.”
• As a class, read each card aloud together.
• Ask questions for engagement: “Who do you see? What are they doing?”
• Have students place a sticky note on the photo to show their favorite part or what they find interesting.

Differentiation:

• Use peer partners to help read cards aloud for students struggling with reading.
• Provide sentence starters for sharing aloud, such as “I see…,” “I like…,” “They are…”

Extension:

• Advanced learners can dictate or write a simple sentence about why they think the March was important.

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3. Group Discussion and Charting (8 minutes)

• Lead a short conversation about why people marched together. Use simple terms like fairness and helping others have jobs.
• On chart paper, create a list titled “Who was at the March?”
• Write down students’ responses. Examples: families, children, workers, people with signs.
• Emphasize that many different voices helped make change happen.

Differentiation:

• Offer picture cards representing each group to help non-verbal or less verbal students participate.
• Use a talking stick or picture cues to encourage turn-taking.

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4. Wrap-Up and Reflection (5 minutes)

• Ask students to share one thing they learned using sentence starters: “I learned that…” or “I saw…”
• Review the “I Can…” statements with the class.
• Praise participation and note everyone’s contribution to understanding.

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Assessment

• Informal observation of participation during picture analysis and discussion.
• Check for ability to identify people in the images and verbalize ideas simply.
• Review sticky note responses for comprehension.

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Differentiation Strategies

• Visual Supports: Use lots of images, color-coded signs, and dyslexia-friendly fonts.
• Peer Support: Pair less confident readers with a buddy for reading and sharing.
• Sentence Starters and Word Banks: Help ELL and students with language delays express ideas.
• Movement Breaks: Encourage standing up to “march” in place for kinesthetic learners.

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Extension Activities

• Create a simple "March on Washington" role-play where students use signs with words/pictures they helped create in class to "march" around the room.
• Encourage advanced students to draw their own picture of the March, showing people working together.

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This lesson plan balances storytelling, visual literacy, and social interaction, all within a 30-minute frame. It thoughtfully integrates Common Core standards, age-appropriate content, and multiple engagement strategies to ensure every student experiences and values the historical significance of the March on Washington.