Lesson 31: March: Book One, Fishbowl Discussion 1

Say these Directions: Take out March: Book One and the “SNCC Statement of Purpose” along with the annotations completed for homework. Review the homework reflections, which focused on making connections between the “SNCC Statement of Purpose” and the sit-in events on pages 79–102 of March. Consider this question for a brief whole-group discussion:

• Ask: 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.

  • The “SNCC Statement of Purpose” emphasizes students taking responsibility for creating change through nonviolence, and Lewis’s group does that by organizing themselves, training for nonviolence, and carrying out sit-ins as a planned form of direct action (March, pp. 79–86, 96–97). The Statement of Purpose stresses human dignity and justice, and the sit-ins challenge segregation by calmly demanding equal service, then refusing to retaliate even when they are threatened or attacked, which keeps the focus on the injustice (March, pp. 92–96, 100–101). The “SNCC Statement of Purpose” also highlights appealing to “conscience” and “moral nature of human existence,” and March shows that through the trainings of the protestors to “disarm our attackers by connecting with their humanity” (p. 82).

Connection to Today’s Learning

• Say: Today, you will use a fishbowl discussion to explain how the “SNCC Statement of Purpose” connects to the events in March. As you speak and listen, use evidence from both texts to identify central ideas, trace how key events develop those ideas, and explain how Lewis’s point of view connects to ideas in the “SNCC Statement of Purpose.”

Preparation for Fishbowl Conversation

Provide students with the Accountable Talk Sentence Stems and Reflect and Respond graphic organizers to help them formulate their thoughts before and during the discussion.

Say these Directions: During our discussion today, we’re going to follow the Fishbowl Conversation routine. This routine helps us build meaning together instead of just sharing separate opinions. Here’s how it works:

• Two groups are assigned—either the inner circle or the outer circle.

• If in the inner circle: Discuss the question prompts for 10 minutes.

• If in the outer circle: Listen silently while the inner circle discusses.

• Take notes on the ideas shared to add to personal thinking and prepare responses.

• Switch roles after 10 minutes.

• The new inner circle will begin discussing the prompts.

• The new outer circle will take notes silently during the discussion.

Say these Directions: For the Fishbowl Conversation, use the Accountable Talk Sentence Stems to help express ideas clearly during the discussion, and the Reflect and Respond Graphic Organizer to organize thoughts before and during the discussion.

Say these Directions: Review the question prompts for the Fishbowl Conversation. Use the modeled response as an example of how to use discussion stems and evidence in the discussion. Prepare to discuss the prompts:

• How do Lewis and the other civil rights protestors realize or fulfill the “SNCC Statement of Purpose” during the many events depicted on pp. 74-102 of March? Make sure to draw connections between the specific events (text and visuals) and the specific ideas captured in the “SNCC Statement of Purpose.”

• How does Lewis's personal testimony and point of view on pp. 74–102 deepen or clarify the ideas expressed in the “SNCC Statement of Purpose”?

• What central ideas are shared between the two texts, and how does March demonstrate those ideas through the text dialogue and graphics?

• How does the inclusion of the photograph of SNCC members praying during a demonstration support the ideas expressed in the “Statement of Purpose,” and what does this suggest about SNCC’s social and political motives in presenting the movement this way?

Part A: Preparing for Discussion (RI.8.2, RI.8.3, RI.8.6, SL.8.1.a, SL.8.2) (10 minutes)

Say these Directions: Prepare for the fishbowl discussion by reviewing your homework connections and preparing textual evidence from both texts to support their ideas.

Display the following discussion prompts.

• How do Lewis and the other civil rights protestors realize or fulfill the “SNCC Statement of Purpose” during the many events depicted on pp. 74-102 of March? Make sure to draw connections between the specific events (text and visuals) and the specific ideas captured in the “SNCC Statement of Purpose.”

  • I noticed that the Statement of Purpose calls on students to take direct responsibility for creating change, and March shows that through disciplined action: Lawson trains them to stay nonviolent, then they follow a plan during the sit-ins and keep returning even when the counters close (pp. 83–87, 96–97). I believe this is true because the students do not just talk about justice, they practice it, and Lewis explains that violence “begets violence,” so they choose a different way to fight (pp. 100–101) that aligns with the ideas in the SNCC document, like “love transforms hate.”

• How does Lewis's personal testimony and point of view on pp. 74–102 deepen or clarify the ideas expressed in the “SNCC Statement of Purpose”?

  • I discovered that the Statement of Purpose speaks in big ideas about dignity and freedom, but Lewis’s testimony makes the cost and meaning of those ideas feel real. This reminds me of the sit-in scenes where the group is attacked and threatened, yet Lewis says he felt “free” and “liberated” because he connects freedom to choosing nonviolence even under pressure (pp. 98–102). The Statement’s goal of “justice” becomes personal when Lewis shows what that commitment feels like from the inside.

• What central ideas are shared between the two texts, and how does March demonstrate those ideas through the text dialogue and graphics?

  • I think both texts share the idea that real change requires collective, disciplined action rooted in moral purpose and love. I noticed that March demonstrates this visually through repeated panels of students sitting calmly together, through the sharp contrast when a mob attacks, and the pages emphasize chaos against their self-control (pp. 94–96, 100–101). The Statement’s belief in organized student action rooted in nonviolence is shown by the protestors bravely sitting through violence (pp. 96–99) and showing “hope, courage, and peace.”

• How does the inclusion of the photograph of SNCC members praying during a demonstration support the ideas expressed in the “Statement of Purpose,” and what does this suggest about SNCC’s social and political motives in presenting the movement this way?

  • The photograph of SNCC members praying during a demonstration supports the ideas in the “Statement of Purpose” by visually showing the group’s commitment to nonviolence, faith, and justice. In the statement, SNCC explains that nonviolence is rooted in “love,” “faith,” and reconciliation, and the image reinforces those values because the protesters are shown praying peacefully instead of responding with anger or violence. The photograph helps readers see how SNCC wanted its members to act during the Civil Rights Movement. The image also suggests that SNCC had both social and political motives in presenting the movement this way. Socially, the organization wanted to encourage equality and reduce prejudice by promoting peaceful action and unity. Politically, the photograph helps build support for the Civil Rights Movement by portraying SNCC members as disciplined, moral, and committed to justice. By combining the written statement with the visual image, SNCC strengthens its message that nonviolent protest was the best way to create social change.

Part B: Fishbowl Conversation (RI.8.2, RI.8.3, RI.8.6, SL.8.1.a-d, SL.8.2) (20 minutes)

Fishbowl Conversation

Engage students in the Fishbowl Conversation routine. Divide students into the inner circle and outer circle groups. After 10 minutes, have the groups switch places so that all students have the chance to contribute to the discussion. Instruct the outer circle groups to use the Reflect and Respond graphic organizer to take notes during the discussion.

Say these Directions: Join your group and begin the Fishbowl Conversation. If you are in the outer group, use the Reflect and Respond graphic organizer to take notes during the discussion.

Quick Write

Say these Directions: Complete a Quick Write by writing a one-to two-sentence response to the question provided.

• Ask: What is one new connection between the “SNCC Statement of Purpose” and the ideas in March that you learned from this lesson's discussion?

  • I noticed that the Statement of Purpose emphasizes nonviolent direct action, and March shows what that looks like in practice when the Nashville students follow a plan, stay calm under hostility, and keep returning to the counters to expose injustice (pp. 90–97). This connection helps me see that nonviolence is not passive; it is organized and purposeful.

Have students read pp. 103–110 of March. Instruct students to take notes in their Journal on the following prompt:

As you read, annotate the text for the following:

• What are all the ways in which Lewis and his fellow protestors/community members are trying to "change America" in this section of text?