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SNCC Statement of Purpose

Members of the Student Nonviolent Coordinating Committee (SNCC), 1964. Photo by Afro American Newspapers/Gado/Getty Images

Student Nonviolent Coordinating Committee

Text Type

Primary Source

Words

209

Lexile

830L

Published

04/17/1960

Student Nonviolent Coordinating Committee

STATEMENT OF PURPOSE

1960

Constitution of the Student Nonviolent Coordinating Committee Originally adopted spring 1960, Raleigh, North Carolina

As revised 29 April 1962

We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from the Judaeo-Christian tradition seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society.

Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hopes ends despair. Peace dominates war; faith reconciles doubt. Mutual regard cancels enmity. Justice for all overcomes injustice. The redemptive community supersedes systems of gross social immorality.

Love is the central motif of nonviolence. Love is the force by which God binds man to himself and man to man. Such love goes to the extreme; it remains loving and forgiving even in the midst of hostility. It matches the capacity of evil to inflict suffering with an even more enduring capacity to absorb evil, all the while persisting in love.

By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actual possibilities.

Lesson 30 Sequence

Using Context Clues

Say these Directions: Look at the sentences from March displayed on the board. Work through the meaning of each sentence by unpacking the language and ideas.

"Violence does beget violence, but the opposite is just as true. Fury spends itself pretty quickly when there's no fury facing it." (pp. 100–101)

Guide students through unpacking the two sentences.

Model Fluent Reading: Model reading aloud the sentences fluently.

Ask: While reading, what did I do to make sure my reading was fluent?

Class Echo-Read: Reread the sentences aloud. This time, have students read aloud with you.

Ask: Did you read the sentences fluently? Why or why not?

Unpack Sentence 1: “Violence does beget violence, but the opposite is just as true.”

Ask: What does beget mean? How can we figure it out from context?
- Beget means “to cause” or “to lead to.” The sentence suggests violence creates more violence, so the word must mean something like “produces” or “brings about.”
Ask: What pattern is the author describing first? What contrast does but signal?
- First, Lewis describes a chain reaction: violence leads to more violence. The word but signals a contrast, meaning the opposite can also happen.
Ask: What would be the opposite of violence begetting violence?
- Nonviolence can lead to less violence, or calm responses can stop the cycle from continuing.

Unpack Sentence 2: “Fury spends itself pretty quickly when there's no fury facing it."

Ask: What does fury mean?
- Fury means intense anger or rage.
Ask: What does it mean for fury to ‘spend itself’? What condition makes this happen?
- It means the anger runs out or loses power. This happens when no one responds with anger back, so the fury has nothing to “feed” on.

Verify Definition:

Prompt students to use a dictionary or other reference materials to verify their inferred definition. Confirm or revise the inferred meaning together.

Say: Check your inferred definition using a dictionary or other reference material.

Synthesize:

Ask: How do these two sentences work together as one idea?
- Together, they explain a cause-and-effect pattern: violence and anger can grow when people respond in kind, but they can fade when people refuse to match them.
Ask: What is the author's larger point about how violence and nonviolence work?
- Lewis suggests nonviolence is not weakness, it is a strategy that interrupts the cycle. When protestors stay disciplined, they reduce escalation and keep the focus on injustice instead of retaliation.

Teacher Tip
Invite students to add beget and fury to their Personal Dictionaries. After each word, have them write the definition of that word.

Connection to Today’s Learning

Say: Today, we will continue to analyze this section of March to explain how events build during the Nashville sit-ins and how Lewis connects disciplined nonviolence to liberation. As we read closely, we will use more context clues to determine new word meanings and track how Lewis’s cause-and-effect structure is developed across panels and captions.

Part A: Close Reading of Nashville Sit-Ins (RI.8.4, RI.8.5) (15 minutes)

Students reread pages 90-97 in March to analyze the Nashville Sit-Ins.

Say these Directions: Work with a partner to reread pages 90–97. Discuss these questions together.

Ask: How do the visuals (colors, graphics, panels) on pp. 90–93 establish the chain of events of the first Nashville sit-in?
- The panels move step-by-step from preparation to action: Lewis puts on his scarf, the caption shifts to the past with a time stamp, and the wide panel shows a long line outside the store in the snow (p. 90), which is the beginning of the protest. Then the visuals show the protest plan, with little text, in order from entering the store to purchasing an item to sitting at the counter and waiting; the reader can follow exactly how the sit-in begins (pp. 91–92). The images and dialogue show that the workers refuse service to the protestors and close the lunch counter. The dark, high-contrast “COUNTER CLOSED” p. 90 emphasizes the store’s response and marks a turning point in the protest (p. 93) in that the protestors don’t leave but sit in the dark.
Ask: How does the “eerie” quiet of the first sit-in compare to the celebration afterward? Why might Lewis use the word eerie in this context?
- During the sit-in, the panels show students sitting in silence or the “eerie quiet” and the dark for hours, which makes the moment feel tense and uncertain (p. 94). Afterward, the church scene is crowded and energetic, with people talking and celebrating what happened (p. 95), comparing it to “New Year’s Eve.” Lewis uses eerie because the quiet is not peaceful. It feels strange and heavy, like everyone is waiting for something bad to happen.
Ask: How does the pacing of events change over pp. 96–97? Why might Lewis change the pace at which he explains the events that follow the first sit-in?
- The pacing speeds up with quick time jumps and short captions: The next sit-in happens days later, then “two days later” they march again, and “that night” Lawson meets with leaders (pp. 96–97). Lewis changes the pace to show momentum as more people join, the sit-ins repeat, and more people start to “notice” the protests (p. 96). The fast pace also shows that decisions have to be made quickly as pressure grows, like Lawson talking about how the store owners need a “moratorium” (p. 97).
Ask: How do the department stores respond after several sit-ins, and what does moratorium mean in this context?
- The stores keep shutting down the counters instead of serving the students, and later the store owners ask for a moratorium on the sit-ins (pp. 96–97). In this context, moratorium means a temporary pause or stop so the owners can “buy time” to respond or negotiate by “putting together a proposal” (p. 97).

Pulse Check (RI.8.5)

Which choice best explains how Lewis structures pp. 90–97 to show how the first sit-in leads to larger action?

He lists facts in a single timeline so the reader focuses only on dates and numbers.
- Incorrect: Lewis uses some time markers, but he does not rely on a single timeline. He also uses panels, captions, and pacing shifts to show change.
He explains the sit-in mostly through long speeches so the reader understands the arguments in detail.
- Incorrect: The structure is mostly visual and event-based, not long speeches. The reader learns through scenes and quick captions.
He describes the celebration first, then returns to the sit-in to show it was not important at the time.
- Incorrect: The sit-in is central. The text shows it first (with step-by-step visuals) and then shows the celebration and growth that follow.
He moves from a close, step-by-step view of the first sit-in to faster time jumps that show quick growth and new planning.
- Correct: The pages start with a detailed sequence of the first sit-in, then speed up with transitions like “two days later” and “that night” to show momentum and organization.

Part B: Give One, Get One Discussion (RI.8.3, RI.8.4, RI.8.6) (15 minutes)

Give One, Get One

Provide students with the Give One, Get One graphic organizer.

Say these Directions: Use the graphic organizer provided for this activity. Reread pages 98–102 independently. Respond to the questions in the organizer on your own. Participate in the Give One, Get One routine by sharing one idea with a partner and receiving one idea in return.

Ask: How does Lewis's response that he feels “free” and “liberated” (p. 102) compare to the textual and visual depictions of the February 27, 1960, sit-in?
- On February 27, the text and panels show danger, intimidation, and physical violence, as the protestors are attacked and “beaten” (pg. 101). Yet on p. 102, Lewis says he “felt free” and “liberated,” which shows that even while facing fear, violence, and arrests, he experiences an inner freedom because he refuses to be controlled by segregation or by the “mob” (pp. 101–102).
Ask: Lewis first mentions liberation on p. 78 when learning about the philosophy and discipline of nonviolence. How do the events on pp. 98–102 further develop Lewis's point of view about liberation and “the way out”?
- The events show that “the way out” is disciplined nonviolence, even when violence is expected. After leaders warn that police may not protect them and a mob attacks, Lewis and the others still choose to sit in and practice the discipline of nonviolence (pp. 98–101). When Lewis says he was “not afraid” and felt “liberated,” the memoir suggests liberation comes from acting against injustice and segregation with dignity and commitment (p. 102). Because the protestors do not retaliate and do not use “fury,” they are the ones who rise above the angry “mob,” thus feeling “liberated” (pp. 100–102).

Teacher Tip
Remind students that they were introduced to the vocabulary word liberated in Lesson 24 when Lewis first meets Jim Lawson and hears him speak about nonviolence.

Reflection (RI.8.3, RI.8.4)

Reflect on your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March using the Reflection routine.

How confident are you in your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March?

Provide students with a copy of the document: “SNCC Statement of Purpose.” Prompt students to read the “SNCC Statement of Purpose.” Instruct students to take notes in their Journal on the following prompt to prepare for the Academic Discussion in the next lesson:

As you read the “SNCC Statement of Purpose,” annotate the text for the following:

How do Lewis and the other protestors fulfill or realize the “SNCC Statement of Purpose” during the sit-in events depicted on pp. 79–102 of March? Write two to three connections you make between the “SNCC Statement of Purpose” and the sit-in events.

Teacher Tip
Consider providing vocabulary definitions for key words from the “SNCC Statement of Purpose” for this homework assignment if necessary for student support.

Using Context Clues

Say these Directions: Look at the sentences from March displayed on the board. Work through the meaning of each sentence by unpacking the language and ideas.

"Violence does beget violence, but the opposite is just as true. Fury spends itself pretty quickly when there's no fury facing it." (pp. 100–101)

Guide students through unpacking the two sentences.

Model Fluent Reading: Model reading aloud the sentences fluently.

Ask: While reading, what did I do to make sure my reading was fluent?

Class Echo-Read: Reread the sentences aloud. This time, have students read aloud with you.

Ask: Did you read the sentences fluently? Why or why not?

Unpack Sentence 1: “Violence does beget violence, but the opposite is just as true.”

Ask: What does beget mean? How can we figure it out from context?
- Beget means “to cause” or “to lead to.” The sentence suggests violence creates more violence, so the word must mean something like “produces” or “brings about.”
Ask: What pattern is the author describing first? What contrast does but signal?
- First, Lewis describes a chain reaction: violence leads to more violence. The word but signals a contrast, meaning the opposite can also happen.
Ask: What would be the opposite of violence begetting violence?
- Nonviolence can lead to less violence, or calm responses can stop the cycle from continuing.

Unpack Sentence 2: “Fury spends itself pretty quickly when there's no fury facing it."

Ask: What does fury mean?
- Fury means intense anger or rage.
Ask: What does it mean for fury to ‘spend itself’? What condition makes this happen?
- It means the anger runs out or loses power. This happens when no one responds with anger back, so the fury has nothing to “feed” on.

Verify Definition:

Prompt students to use a dictionary or other reference materials to verify their inferred definition. Confirm or revise the inferred meaning together.

Say: Check your inferred definition using a dictionary or other reference material.

Synthesize:

Ask: How do these two sentences work together as one idea?
- Together, they explain a cause-and-effect pattern: violence and anger can grow when people respond in kind, but they can fade when people refuse to match them.
Ask: What is the author's larger point about how violence and nonviolence work?
- Lewis suggests nonviolence is not weakness, it is a strategy that interrupts the cycle. When protestors stay disciplined, they reduce escalation and keep the focus on injustice instead of retaliation.

Teacher Tip
Invite students to add beget and fury to their Personal Dictionaries. After each word, have them write the definition of that word.

Connection to Today’s Learning

Say: Today, we will continue to analyze this section of March to explain how events build during the Nashville sit-ins and how Lewis connects disciplined nonviolence to liberation. As we read closely, we will use more context clues to determine new word meanings and track how Lewis’s cause-and-effect structure is developed across panels and captions.

Part A: Close Reading of Nashville Sit-Ins (RI.8.4, RI.8.5) (15 minutes)

Students reread pages 90-97 in March to analyze the Nashville Sit-Ins.

Say these Directions: Work with a partner to reread pages 90–97. Discuss these questions together.

Ask: How do the visuals (colors, graphics, panels) on pp. 90–93 establish the chain of events of the first Nashville sit-in?
- The panels move step-by-step from preparation to action: Lewis puts on his scarf, the caption shifts to the past with a time stamp, and the wide panel shows a long line outside the store in the snow (p. 90), which is the beginning of the protest. Then the visuals show the protest plan, with little text, in order from entering the store to purchasing an item to sitting at the counter and waiting; the reader can follow exactly how the sit-in begins (pp. 91–92). The images and dialogue show that the workers refuse service to the protestors and close the lunch counter. The dark, high-contrast “COUNTER CLOSED” p. 90 emphasizes the store’s response and marks a turning point in the protest (p. 93) in that the protestors don’t leave but sit in the dark.
Ask: How does the “eerie” quiet of the first sit-in compare to the celebration afterward? Why might Lewis use the word eerie in this context?
- During the sit-in, the panels show students sitting in silence or the “eerie quiet” and the dark for hours, which makes the moment feel tense and uncertain (p. 94). Afterward, the church scene is crowded and energetic, with people talking and celebrating what happened (p. 95), comparing it to “New Year’s Eve.” Lewis uses eerie because the quiet is not peaceful. It feels strange and heavy, like everyone is waiting for something bad to happen.
Ask: How does the pacing of events change over pp. 96–97? Why might Lewis change the pace at which he explains the events that follow the first sit-in?
- The pacing speeds up with quick time jumps and short captions: The next sit-in happens days later, then “two days later” they march again, and “that night” Lawson meets with leaders (pp. 96–97). Lewis changes the pace to show momentum as more people join, the sit-ins repeat, and more people start to “notice” the protests (p. 96). The fast pace also shows that decisions have to be made quickly as pressure grows, like Lawson talking about how the store owners need a “moratorium” (p. 97).
Ask: How do the department stores respond after several sit-ins, and what does moratorium mean in this context?
- The stores keep shutting down the counters instead of serving the students, and later the store owners ask for a moratorium on the sit-ins (pp. 96–97). In this context, moratorium means a temporary pause or stop so the owners can “buy time” to respond or negotiate by “putting together a proposal” (p. 97).

Situation	Try this
Struggling with: Tracking the Chain of Events	Provide a frame such as, “First, ___ happened, so the students ___. Then the store ____, and as a result ___.”
Struggling with: Explaining Structure and Pacing	Provide a prompt and a frame to respond to the prompt: “Circle the time stamps/transition phrases (e.g., two days later, that night). What do they do?” or “Lewis speeds up the pacing by ____, which helps the reader understand ____.”
Ready for extension: Analyzing Structure and Visuals	Ask students to choose one page from pp. 90–93 and explain how the panel order, captions, and visual emphasis help you track the chain of events in the first sit-in. On pp. 90–93, the panels move from preparation (getting ready and arriving) to the action at the counter and then to the store’s response, and the captions help mark each step. The tight, focused panels at the counter slow the moment down so the reader notices how controlled and deliberate the sit-in is, while the wider panels help show the setting and the growing tension around them.

Pulse Check (RI.8.5)
Which choice best explains how Lewis structures pp. 90–97 to show how the first sit-in leads to larger action? He lists facts in a single timeline so the reader focuses only on dates and numbers. Incorrect: Lewis uses some time markers, but he does not rely on a single timeline. He also uses panels, captions, and pacing shifts to show change. He explains the sit-in mostly through long speeches so the reader understands the arguments in detail. Incorrect: The structure is mostly visual and event-based, not long speeches. The reader learns through scenes and quick captions. He describes the celebration first, then returns to the sit-in to show it was not important at the time. Incorrect: The sit-in is central. The text shows it first (with step-by-step visuals) and then shows the celebration and growth that follow. He moves from a close, step-by-step view of the first sit-in to faster time jumps that show quick growth and new planning. Correct: The pages start with a detailed sequence of the first sit-in, then speed up with transitions like “two days later” and “that night” to show momentum and organization.

Pulse Check (RI.8.5)

Which choice best explains how Lewis structures pp. 90–97 to show how the first sit-in leads to larger action?

He lists facts in a single timeline so the reader focuses only on dates and numbers.
- Incorrect: Lewis uses some time markers, but he does not rely on a single timeline. He also uses panels, captions, and pacing shifts to show change.
He explains the sit-in mostly through long speeches so the reader understands the arguments in detail.
- Incorrect: The structure is mostly visual and event-based, not long speeches. The reader learns through scenes and quick captions.
He describes the celebration first, then returns to the sit-in to show it was not important at the time.
- Incorrect: The sit-in is central. The text shows it first (with step-by-step visuals) and then shows the celebration and growth that follow.
He moves from a close, step-by-step view of the first sit-in to faster time jumps that show quick growth and new planning.
- Correct: The pages start with a detailed sequence of the first sit-in, then speed up with transitions like “two days later” and “that night” to show momentum and organization.

Part B: Give One, Get One Discussion (RI.8.3, RI.8.4, RI.8.6) (15 minutes)

Give One, Get One

Provide students with the Give One, Get One graphic organizer.

Ask: How does Lewis's response that he feels “free” and “liberated” (p. 102) compare to the textual and visual depictions of the February 27, 1960, sit-in?
- On February 27, the text and panels show danger, intimidation, and physical violence, as the protestors are attacked and “beaten” (pg. 101). Yet on p. 102, Lewis says he “felt free” and “liberated,” which shows that even while facing fear, violence, and arrests, he experiences an inner freedom because he refuses to be controlled by segregation or by the “mob” (pp. 101–102).
Ask: Lewis first mentions liberation on p. 78 when learning about the philosophy and discipline of nonviolence. How do the events on pp. 98–102 further develop Lewis's point of view about liberation and “the way out”?
- The events show that “the way out” is disciplined nonviolence, even when violence is expected. After leaders warn that police may not protect them and a mob attacks, Lewis and the others still choose to sit in and practice the discipline of nonviolence (pp. 98–101). When Lewis says he was “not afraid” and felt “liberated,” the memoir suggests liberation comes from acting against injustice and segregation with dignity and commitment (p. 102). Because the protestors do not retaliate and do not use “fury,” they are the ones who rise above the angry “mob,” thus feeling “liberated” (pp. 100–102).

Teacher Tip
Remind students that they were introduced to the vocabulary word liberated in Lesson 24 when Lewis first meets Jim Lawson and hears him speak about nonviolence.

Situation	Try this
Struggling with: Building a Comparison	Give a two-part frame that forces both sides of the comparison, such as: “On February 27, the memoir shows ___ (pp. __), but Lewis feels ‘free’/ ‘liberated’ because ___.”
Ready for extension: Author’s Craft and Structure	Ask: How does the memoir move the reader from fear to liberation across pp. 98–102? The memoir builds fear first through warnings about arrests and attacks, then shows the violence up close while the police are “conspicuously absent” (pp. 98–101). On p. 102, Lewis’s words “I felt free” and “like I had crossed over” shift the meaning, showing that the same events that look terrifying also become proof of liberation because he endures them without giving up his purpose and commitment to justice.

Reflection (RI.8.3, RI.8.4)
Reflect on your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March using the Reflection routine. How confident are you in your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March?

Reflection (RI.8.3, RI.8.4)

Reflect on your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March using the Reflection routine.

How confident are you in your ability to explain how Lewis draws connections between the ideas of liberation and nonviolent protest in March?

As you read the “SNCC Statement of Purpose,” annotate the text for the following:

How do Lewis and the other protestors fulfill or realize the “SNCC Statement of Purpose” during the sit-in events depicted on pp. 79–102 of March? Write two to three connections you make between the “SNCC Statement of Purpose” and the sit-in events.

Teacher Tip
Consider providing vocabulary definitions for key words from the “SNCC Statement of Purpose” for this homework assignment if necessary for student support.

Status updates

Think-Pair-Share

Connection to Today’s Learning

Using Context Clues

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Connection to Today’s Learning

Part A: Close Reading of Nashville Sit-Ins (RI.8.4, RI.8.5) (15 minutes)

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Pulse Check (RI.8.5)

Part B: Give One, Get One Discussion (RI.8.3, RI.8.4, RI.8.6) (15 minutes)

Give One, Get One

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Reflection (RI.8.3, RI.8.4)

Quick Write

Lesson 30 Sequence

1. Launch5 min

Think-Pair-Share

Connection to Today’s Learning

2. Literacy Lab10 min

Using Context Clues

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Connection to Today’s Learning

3. Learning in Action30 min

Part A: Close Reading of Nashville Sit-Ins (RI.8.4, RI.8.5) (15 minutes)

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Pulse Check (RI.8.5)

Part B: Give One, Get One Discussion (RI.8.3, RI.8.4, RI.8.6) (15 minutes)

Give One, Get One

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Reflection (RI.8.3, RI.8.4)

4. Look Back5 min

Quick Write

5. Homework

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED