Black and white photo of a person placing down a sign that says "Waiting Room for White Only"
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Words & Pictures,

A Time of Change

You’re going to read about kids who changed their town in the 1950s and 1960s. Here are five facts you should know first.

From the February 2021 Issue
Lexiles: 510L
Guided Reading Levels: L
DRA Level: 20-24
Vocabulary: laws, segregation, protests, speeches, sit-ins
Topic: Social Studies,
Common Core Standards
  • RI.2.1 Key details RI.2.4 Vocabulary RI.2.5 Nonfiction text features RI.2.9 Compare two texts on a similar topic RI.2.10 Read grade 2- appropriate informational text SL.2 Participate in conversations about grade 2 texts
TEKS Standards
  • Social Studies
    4) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures who have influenced the community, state, and nation; and (C) explain how people and events have influenced local community history. (13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.

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1) People were kept separate.

AP Images

 

Sixty years ago, our country was different than it is today. In many places, Black people and white people were kept separate by unfair laws.

Black kids and white kids could not go to the same schools. They could not use the same water fountains. Some restaurants did not let Black people eat there. This was called segregation.

2) Many people wanted to change the laws.

FLIP SCHULKE/CORBIS VIA GETTY IMAGES

 

Dr. Martin Luther King Jr. was a leader who worked to change the unfair laws. Thousands of people worked with him.

3) People who wanted change had peaceful marches.

ROBERT W. KELLEY/THE LIFE PICTURE COLLECTION VIA GETTY IMAGES

 

In 1963, thousands of people went to a march in Washington, D.C.

People came together. They walked. They held signs. They showed that they thought the laws were wrong.

4) They also had sit-ins.

Many restaurants were for white people only. Some people wanted everyone to be able to eat in them.

Sit-ins were a way to change the restaurants. People sat in restaurants and asked to be served. They didn’t leave until they were served.

Many adults did sit-ins. But kids did sit-ins too.

5) People did not give up.

ALPHA HISTORICA/ALAMY STOCK PHOTO

 

Dr. King and others show they want the laws to change.

Many people did not want the unfair laws to be changed. They were angry with people who were trying to change them. Did Dr. King and the people working with him let that stop them? No!

Slideshows (1)
Activities (3)
Skills Activities
Slideshows (1)
Activities (3) Download All Quizzes and Activities
Skills Activities

About the Article

Social Studies Focus

U.S. history; Black history; Civil rights; Dr. Martin Luther King Jr.

Step-by-Step Lesson Plan
Download the Lesson Plan

BUILDING BACKGROUND KNOWLEDGE 

  • This article gives kids background knowledge that will help them better understand this issue’s Big Read story, “Can Kids Change the World?” on page 6. 

1. BEFORE READING

Activate Schema (3 minutes)
  • Ask children if they have heard of Dr. Martin Luther King Jr. Listen to their answers. Tell them you are going to read about him and the time in which he lived. 

Preview Vocabulary (5-10 minutes)

  • Play the online vocabulary slideshow. This article’s featured words are laws, segregation, protests, speeches, and sit-ins.

2.  READ THE ARTICLE (10 MINUTES)

  • This article works well with the whole class. You can call on different students to read each numbered section aloud. The numbers make the text easy to navigate.
  • As you read, stop to analyze the photos. What do students notice about the photo on the top of page 5? (There are so many people there.) Point out the Washington Monument in the photo. Share that this is one of the most famous symbols for our country, and it is in our country’s capital, Washington, D.C.
  • Explain that many times people go on big marches in Washington, D.C., because that is where the president lives and it is an important city in our country. 

3.  AFTER READING

ELA Focus: Comprehension (5-10 minutes)

  • Assess students’ comprehension of the article with the quiz.

Enrich the Learning: Paired Text

  • After reading this short article, students will have background knowledge for the longer nonfiction article “Can Kids Change the World?” on page 6.
  • Kids use the Two Different Texts printable to compare “A Time for Change” with the longer “Can Kids Change the World?”

Text-to-Speech