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Title/GradeLevelRosaParksTakinga
Stand
African-AmericansTakingaStand4th-5thGrade
Note:Thisisasampleofwhatcanbedoneovertwoweeks.Pleaseusethetextsofyourchoiceandfeelfreetoaddactivities,
questions,protocols,graphicorganizers,etc.
TeachersareencouragedtointroducestudentstomultiplehistoricAfricanAmericanfigurespastandpresentthathavetakena
stand.
EssentialQuestion(s) HowhasanAfricanAmericanLeadertakenastandforsocialjusticeintheUnitedStates?
CCSSStandard(s): CCSS.ELA-Literacy.W.4.2/5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.2.b/W.5.2.bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic CCSS.ELA-Literacy.L.4.1/L5.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CCSS.ELA-Literacy.SL.4.1.a/SL.5.1.aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion CCSS.ELA-Literacy.RI.4.3/5.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5th)
MELDObjective(s) Using theconversationskill clarify, fortify,andnegotiate, studentswillbuildoneachothers ideasandask forclarificationas
neededabouttopicsandtexts.
Materials/Resources Article:CivilRightsonaCityBus,personalthesaurusorothervocabularydevelopmentstrategies,chartpaper,markers,
resourcepackets,highlighters,Video-“RiseUp,ESPN”https://youtu.be/q9xz3mZnIWQ CulminatingTask Studentswillwriteanessayorcreateamulti-mediapresentationdescribinganAfricanAmericanLeaderwho
hastakenastandforSocialJustice.Thestudents’conclusionparagraphwillexpresshowtheywilltakeastand
forSocialJusticeintheircommunity.
Week1AcademicVocabularySuggestions:(VocabularywordscanbetaughteachdayofthelessonusingtheAEMPPersonalThesaurus,PersonalDictionary,FrayerModel,orothergraphicorganizersormethods.Takeastand
Protest
Reserved
Equality
Defiance
Intensify
Refused
Inspiration
Boycott
Courage
Violate
Segregation
CivilRightsMovement
JimCrowLaws
Day1Motivation:Video/Discussionhttp://www.breitbart.com/video/2016/02/18/watch-espn-promotes-black-lives-matter-to-honor-african-americans-taking-stands/Whatdidyounoticein
thevideo?
Whatformsofprotest
wereshowninthe
video?
Passoutpicturesfromvideoforstudentstodiscuss.
Question:
Howdoesthepicture
demonstratetakinga
stand?
Day2VocabularyReview:
Withapartner,students
willgiveexamplesofkey
vocabulary.
i.e.
Apersonshowscourage
when….
UndertheJimCrowlaws,
peopleofcolorcouldn’t…
1stRead:Teacherguidesstudents
inthereadingofthe
article.Insmallgroups,
studentsanswer
questionsaboutkey
detailsfromthestory
andchartthem.
Day32ndRead:
Individuallystudents
willclosereadthe
articlecitingevidence
fromthetexthow
RosaParkstooka
standandshowed
courage.
Usingtheprotocol,
GiveOneGetOne,
studentswillshare
theirevidencewith
classmatesaddingto
theirowngraphic
organizer.
http://achieve.lausd.n
et/cms/lib08/CA01000
043/Centricity/Domai
n/217/DISCUSSIONPR
OTOCOLS.pdf
Teacherwilldebriefthe
wholegroupcharting
commonfindings.
Day4VideoResource:
Bet You Didn't Know: Rosa Parks http://www.history.com/topics/black-history/rosa-parks/videos/bet-you-didnt-know-rosa-parks Students will listen and chart additional information supporting how Rosa Parks took a stand. Givestudentsanothercopyofthegraphicorganizertoadddetailsfromthevideo.
Day5Question(s)?Howcanyoutakeastandagainstaprobleminyourschool,home,orcommunity?Allowstudentstothink
inkpairsharewith
multiplepartnersusing
musicalshareswiththe
songfromthevideoor
songofstudent/teacher
choice.
MusicalShares:When
themusicplays,
studentswalkaround
untilitstops.Oncethe
musicstops,students
partnerupwiththe
closestpersonand
shares.Identifywhich
partnergoesfirstby
height,alphabetical
order,etc.Allowenough
timeforeachpartnerto
share.Whenthemusic
starts,studentswalk
Canyouthinkofa
timewhenyouhadto
takeastandatschool
orathome?
Allowstudentsto
sharewithapartner.
UsePickaSticktocall
onstudentstoshare
out.Chartanswerson
TChart.
VocabularyDevelopment:Select3-5wordsperdayUsingthepersonal
thesaurusandthe
personaldictionary,
teacherwillguide
studentsinvocabulary
developmentlessonsto
pre-teachorreviewkey
vocabularyterms.
Who,what,when,
where,andwhygraphic
organizer
Whoisthestoryabout?
Describethecharacter.
Whatarethemain
eventsinthestory?
Wheredoesthestory
takeplaceandwhatis
thesignificanceofthe
setting?
Whendoesthestory
takeplace?
Whyistheinformation
inthearticleimportant
toustoday?
SampleQuestion(s)Whatwerethatactions
thatRosaParkstookto
takeastandforJustice?
Whatwordswouldyou
usetodescribeRosa
Parks’actionsandwhy?
Citeevidencefromthe
text!
Prompt/ResponseSentenceStarters:RosaParks
demonstrated
couragewhen…
Canyougivean
example
fromthetext?
Giveanexampleto
supportclaim?
Allowstudentstohighlightinformationthatwasnewfromthevideo.SampleQuestion(s)
Howisthearticleand
videoalikeandhoware
theydifferent?
Whatnewinformation
didyoulearnfromthe
video?Prompt/ResponseSentenceStarters:Thevideoandthe
articlearerelated
because…
Thevideoandthe
articlearedifferentin
that…
InthevideoIlearned
that….
aroundtofindanother
partner.
Randomlychooseafew
studentstoshareout
usingPickaStickor
otherparticipation
protocol.
Activity:
Studentswillcreatea
hashtagwhichtakesa
standagainstor
highlightsanissueinthe
community,home,or
school.
i.e.#nomorebullying#endgangviolence#awaywithracismIndependentResearch:Teachercreatedlettergoeshomeexplainingtheprojectandresearchrequirements.
Week2:WritingProcess
GraphicOrganizer(s):
TeachermodelsandcoconstructsmodelessaywithstudentsonRosaParks.
Prewrite/DraftAcademicVocabulary:Teachermodelshow
touseinformation
gatheredongraphic
organizerstobegin
writingandshows
studentsanexemplar.
Reviewvocabulary
andencourage
studentstousetheir
personalthesaurus
andpersonal
dictionaryintheir
drafts.
ReviseReviseforwordchoice
andtheadditionsof
supportivedetails.
Activity:Allowstudentstoshare
theirpapersinstrategic
smallgroups.Passout
postitsandallow
classmatestoaskprobing
questionsorgive
suggestionstoclassmates
basedonthescoring
rubrictoimprovetheir
writing.
ReviseReviseforAALorMAxL.
Usingthecommonruleslists,revisefortheuseofhomelanguage.
(AEMPwebsite)
http://achieve.lausd.ne
t/Page/191#spn-conte
EditEditforgrammar,usage,
andmechanics.
PublishFinalDraft
(Provideadditionaldaysasneeded)Extensions:Multimedia
presentations
(SeeRubric)
Weeks3and4Studentsresearch
otherprominentfigures
pastandpresentwho
tookastandfollowing
modeledafterthis
lessonasisoradapted
toyourclassroom.
Providestudentsin
classtimetoconduct
researchwhenpossible.
Resources:http://www.essence.com/celebrity/black-athletes-stand-against-racism#1003847
AEMPWrittenWordEssayContest
4th–5thGrade
African-AmericansTakingaStand
ResourcesandHandouts
RosaParksTakesaStand
Classifyatleast3waysthatRosaParkstookastandforsocialjustice.Adddetailsfromyourresources.
Question1(Who) Question2(What)
Question3(When) Oar=Question4(Where)
Whyistheinformationinthearticleimportant?
https://youtu.be/q9xz3mZnIWQ
“We have a history of this. A history with this. A history of rising in the face of crisis, surviving in the heart and soul of struggle. ”
“Sometimes life requires you to take a stand. 60 years ago, Rosa Parks took a stand by taking a seat. She began a movement that propelled change.”
“The power of the news has transcended to hashtags, because black lives do matter. These moments force us — yes, us — to look deeper inside of ourselves, only to discover purpose of sitting down in silent protest to be heard and raising our hands the way we used to raise our fists to be understood. The ‘I Am a Man’ signs replaced by ‘I Can’t Breathe’ t-shirt.”
“Don’t ask why Missouri football decided to stand up against authority. Don’t question James Blake’s right to stand up against racial profiling. Don’t dismiss Misty Copeland’s stand against prejudice. Or he NBA’s stand against gun violence. Our struggle does not stop. It simply continues. Black history does not repeat itself. It evolves. Rise with a sense of being. Rise with a sense of purpose. Rise up like the day. Why continue to sit when you were born to rise?
AndraDay
#
Civil Rights on a City Bus
By ReadWorks
On the first of December 1955, the African American seamstress Rosa Parks helped change the course of history on a city bus. Rosa boarded the bus after a day’s work at a Montgomery, Alabama, department store. She settled towards the middle, past the first several rows, which at that time were reserved for white people. After making a few stops, the bus became full. Then a white man boarded, but there was nowhere for him to sit. The driver ordered Rosa and the rest of the black passengers in her row to stand at the back of the bus and let the white man sit. In an act of defiance that would help intensify the American Civil Rights Movement, Rosa refused to give up her spot.
For violating the laws of segregation, referred to as the “Jim Crow laws” (which were meant to keep white people and black people separate), Rosa was arrested and fined. Her refusal to move was a quiet and simple action, but she took an enormous risk that evening. She also became a hero and an inspiration to people all over the nation who were fighting for racial equality, including Dr. Martin Luther King, Jr., a young minister who would soon become a major civil rights leader. In response to Rosa’s arrest, blacks in the city of Montgomery boycotted the
© 2014 ReadWorks®, Inc. All rights reserved.
public bus system for more than a year. Like her, they had had enough of being treated like second-class citizens. The Monday after Rosa’s arrest, most black commuters walked to where they needed to go—some traveling more than 20 miles.
In her autobiography, Rosa Parks: My Story, Rosa writes of that day on the bus:
Finally, in November of 1956, the U.S. Supreme Court ruled that the Jim Crow laws that kept blacks and whites segregated were unconstitutional. Rosa Parks had challenged the law and shown people far beyond her own town how cruel and unjust segregation could be, and she had won. The boycott ended more than a month later, when the Montgomery buses were integrated, but the resistance to racial prejudice did not stop there. Rosa and the Montgomery Bus Boycott, as it has come to be known, sparked a series of nonviolent mass protests in support of civil rights. One woman’s strength and commitment to change helped fuel a movement. Sometimes that is all it takes.
People always say that I didn't give up my seat because I was tired, but that isn't
true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me as being old
then. I was forty-two. No, the only tired I was, was tired of giving in.
© 2014 ReadWorks®, Inc. All rights reserved.