PROJECT GLADPasco School District-Pasco, Washington

CIVIL RIGHTS: A LONG JOURNEY(Level 6-8)

IDEA PAGESAdapted from Understanding by Design

I. UNIT THEME – Civil Rights-Cross Cultural Sensitivity Theme Included Many groups have been discriminated against. We will examine the key activists and

their achievements with issues related to the violation of civil rights for African Americans, Native Americans, Mexican Americans, Japanese Americans, and women.

II. FOCUS/MOTIVATION Cognitive Content Dictionary Observation Charts Inquiry Chart Big book Super Historian Awards

III. CLOSURE Student Made Big Book-When I was Young Personal Exploration with Rubric Sharing Individual Poetry Poetry/Songs/Chants (student generated) Portfolios Learning Logs

IV. CONCEPTS –SOCIAL STUDIES (WASHINGTON STANDARDS) Universal Understandings

When different cultures interact, differences are apparent and this often leads to conflict.

Tolerance is the ability to have a fair, objective, and permissive attitude toward opinions and practices that differ from one's own.

Tolerance can be achieved through understanding differences and learning about other cultures.

Tolerance has been achieved by those who were willing to stand up for the rights of others.

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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WASHINGTON STATE STANDARDS SOCIAL STUDIES GRADE LEVEL EXPECTATIONS1.1.1 Understands key ideals and principles of the United States, including those in the

Declaration of Independence, including life liberty and the pursuit of happiness.1.1.2 Evaluates efforts to reduce discrepancies between key ideals and reality in the United

States including: How amendments to the Constitution have sought to extend rights to new groups; and How key ideals and constitutional principles set forth in fundamental documents

relate to public issues. 1.4.1 Understands the effectiveness of different forms of civic involvement.

Analyzes how a position on an issue attempts to balance individual rights and the common good.

4.1.1 Analyzes major historical events and how it is represented on timelines from different cultural perspectives.4.2.1 Understands and analyzes how individuals and movements have shaped U.S. history.4.3.1 Analyzes and interprets historical materials from a variety of perspective in U. S. history.4.3.2 Analyzes multiple causal factors to create positions on major events in U.S. history.4.4.1 Analyzes how a historical event in U.S. history helps us to understand a current issue.5.4.1 Analyzes multiple factors, makes generalization, and interprets primary sources to

formulate a thesis in a paper or presentation.

V. VOCABULARYTier I Tier II Tier IIIJudgeBenchDrinking fountain

SegregationDiscriminationToleranceAbolishHumanityIgnoranceDisabilityDiversityDignityActivistDemonstratorsPicketingOppressionLiberationProsperityReformerDeterminationPerseveranceAssociation

SuffrageNWSA—National Women’s Suffrage AssociationNAACP—National Association for the Advancement of Colored PeopleADA—Americans with Disabilities ActNFWA—National Farm workers Association

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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VI. READING – ORAL LANGUAGE – WRITING SKILLS - (Washington State Standards) Reading Grade Level Expectations

1.1.2e Take notes, paraphrase, summarize, enter data 1.2.1 Understand and apply dictionary skills and other reference skills1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. 1.4.2 Apply fluency to enhance comprehension.2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.2.2.1 Apply understanding of time, order, and/or sequence to aid in comprehension.2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. 2.2.3 Understand and analyze story elementsWriting Grade Level Expectations1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas1.6.2 Use collaborative skills in adapting writing process2.1.1 Applies understanding of multiple and varied audiences to write effectively2.3.1 Uses a variety of forms/genres3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.1.2 Analyzes and selects an effective organizational structure3.2.3 Uses a variety of sentencesCommunication Grade Level Expectations1.2.1 Analyzes relationships within and between visual and auditory information.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.2.2.1 Uses communication skills that demonstrate respect.2.2.2 Applies skills and strategies to contribute responsibly in a group setting.

VII. (ELD STANDARDS) - GRADES 6-8LISTENING AND SPEAKINGBeginning: 1.2 Use physical actions and/or words to respond to simple directions and questions. 2.1 Use words to tell a story from a familiar book with picture support. 2.1 Repeat words which are part of the frozen register (i.e. Pledge of Allegiance). 3.2 Use words or gestures to actively participate in social and academic conversations on familiar

topics.

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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Advanced Beginning: 1.2 Use phrases to identify main points of simple conversations and stories. 2.1 Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama. 2.1 Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite

stories). 2.3 Use words and/or phrases to participate in a group discussion or activity while beginning to use

appropriate eye contact and volume. 3.1 Demonstrate turn-taking in a conversation and a group discussion. 3.2 Use words and/or phrases to contribute to group discussions, including personal experiences. 3.3 Use words and/or phrases to suggest solutions to a problem.Intermediate: 1.2 Use simple sentences to retell or state main point and supporting details of conversations and

stories. 1.2 Recognize that words may have different meanings in different contexts. 1.3 Use simple sentences with some supporting details to paraphrase. 2.1 Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite

stories). 2.3 Use simple sentences to share information with class, using appropriate eye contact and volume,

and beginning to use appropriate intonation and expression. 3.1 Use simple sentences to initiate and actively participate in social and academic conversations on

unfamiliar topics. 3.1 Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to

nonverbal cues. 3.2 Use simple sentences to explain ideas clearly in-group discussions, helping group move toward

consensus. 3.3 Begin to use established group rules and assume various assigned roles to further progress of a

group. 3.3 Use simple sentences to brainstorm and prioritize solutions to problems.Advanced: 1.2 Use descriptive sentences to retell stories in detail including characters, setting, summary, and plot. 1.2 Use context to determine appropriate meaning of multiple meaning words. 1.3 Use descriptive sentences with some content vocabulary to paraphrase. 2.1 Use appropriate body language and eye contact when delivering oral presentations, with occasional

lapses. 2.2 Use examples and details to support ideas with teacher support. 2.3 Use descriptive sentences to share information with class, using appropriate volume, intonation,

and expression. 3.1 Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to

nonverbal cues. 3.2 Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward

consensus. 3.2 Use descriptive sentences to respond to contributions of other group members and to check for

understanding. 3.2 Articulate and use established group rules and assume various assigned roles to further progress of

a group. 3.3 Use descriptive sentences to brainstorm and prioritize multiple solutions to a problem.

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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Transitional: 1.2 Use descriptive sentences to retell or state main point and supporting details of conversations, oral

presentations and familiar literature and subject area content. 1.2 Use context to determine appropriate meaning of multiple meaning words. 1.3 Use more extensive supporting details and specialized vocabulary across content areas to ask

questions. 1.3 Paraphrase to clarify specialized vocabulary across content areas. 2.1 Use appropriate body language and eye contact when delivering oral presentations. 2.2 Use examples and descriptive details to support ideas. 2.3 Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression. 2.4 Speak clearly and comprehensibly using academic English with occasional errors. 3.1 Respond actively and appropriately both in group work and in informal interactions. 3.1 Identify group task and select appropriate actions. 3.2 Elaborate on the contributions of other group members (nods in agreement, asks questions, offers

additional information). 3.2 Encourage group members to contribute ideas and points of view. 3.3 Contribute and prioritize multiple solutions to problems.READINGBeginning: 1.2.2 Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations,

prior knowledge and context). 2.1.1 Use one or two words to answer questions and participate in a discussion about meaning and

complete a graphic organizer in response to story read aloud. 2.1.1 Use one or two word responses to answer literal comprehension questions before, during, and

after simple text read aloud. 2.1.1 Answer literal comprehension questions about short simple text sentences (i.e., active, positive,

present tense, statements with regular plurals). 2.1.3 Use one or two words to state main idea of text read aloud. 2.1.4 Use one or two words to orally contribute to a shared graphic organizer to represent ideas and

relationships and to activate prior knowledge. Advanced Beginning: 1.2.2 Use word-meaning strategies to determine meaning of unknown words in text (e.g., affixes, root

words, word order, sentence structure, and prior knowledge). 1.3.2 Use words and/or phrases to participate in discussions of short, illustrated stories and show

understanding of vocabulary. Intermediate: 1.2.1 Use dictionary and glossary to find or confirm word meanings and parts of speech. 1.3.1 Use new vocabulary from text in oral or written descriptive sentences. 1.3.2 Use descriptive sentences to discuss words and concepts across content areas.Advanced: 1.2.1 Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech,

synonyms and antonyms. 1.2.2 Use word-meaning strategies to predict and confirm meaning of unknown words in text (e.g.,

affixes, root words, word order, sentence structure, prior knowledge). 1.2.2 Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and

diagrams to clarify word meanings and concepts across content areas. 1.3.1 Use new vocabulary in own oral and written communication. 1.3.2 Identify and define words and concepts across content areas. 1.3.2 Identify words with different meanings in different content areas.

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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Transitional: 1.2.1 Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings,

pronunciations, syllabication, synonyms, antonyms, and parts of speech of words. 1.2.2 Explain how some words have different meanings in different content areas (e.g., area in math

and geography). 1.3.1 Integrate new vocabulary from text into written and oral communication across content areas. 1.3.2 Explain how some words have different meanings in different content areas (e.g., area in math

and geography). WRITINGSTRATEGIES AND APPLICATIONSBeginning:Penmanship and Organization and Focus Organize and record information from selected literature and content areas by displaying it on pictures,

lists, charts, and tables.Organization and Focus Create simple sentences or phrases with some assistance. Write a brief narrative by using a few simple sentences that include the setting and some details. Use the writing process to write brief narratives and stories with a few standard grammatical forms. Write simple compositions, such as descriptions and comparison and contrasts, which have a main idea

and some detail.Early Intermediate:Organization and Focus Write simple sentences of brief responses to selected literature to show factual understanding of the

text. Use common verbs, nouns, and high-frequency modifiers in writing simple sentences. Create a draft of a paragraph by following an outline. Write an increasing number of words and simple sentences appropriate for language arts and other

content areas (e.g., math, science, history social science). Write expository compositions, such as descriptions, comparison and contrast, and problem and

solution, that include a main idea and some details in simple sentences. Collect information from various sources (e.g., dictionary, library books, research materials) and take

notes on a given topic.Organization and Focus, Evaluation and Revision Proceed through the writing process to write short paragraphs that contain supporting details about a

given topic. There maybe some inconsistent use of standard grammatical forms.Organization and Focus, Research and Technology Complete simple informational documents related to career development(e.g., bank forms and job

applications).Intermediate:Organization and Focus Narrate a sequence of events and communicate their significance to the audience. Write brief expository compositions (e.g., description, comparison and contrast, cause and effect, and

problem and solution) that include a thesis and some points of support. Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and

facts. Write responses to selected literature that exhibit understanding of the text, using detailed sentences

and transitions. Use more complex vocabulary and sentences appropriate for language arts and other content areas

(e.g., math, science, history social science).

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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Write documents related to career development (e.g., business letter, job application). Use complex sentences in writing brief fictional biographies and short stories that include a sequence

of events and supporting details.Organization and Focus, Research and Technology Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple

essays, with consistent use of standard grammatical forms. (Some rules may not be followed.) Investigate and research a topic in a content area and develop a brief essay or report that includes

source citations.Early Advanced:Organization and Focus Write in different genres (e.g., short stories and narratives), including coherent plot development,

characterization, and setting. Develop a clear thesis and support it by using analogies, quotations, and facts appropriately. Write responses to selected literature that develop interpretations, exhibit careful reading, and cite

specific parts of the text. Use appropriate language variations and genres in writing for language arts and other content areas. Write pieces related to career development (e.g., business letter, job application, letter of inquiry).Organization and Focus, Evaluation and Revision Write persuasive and expository compositions that include a clear thesis, describe organized points of

support, and address a counterargument. Write detailed fictional biographies or autobiographies.Organization and Focus, Research and Technology, Evaluation and Revision Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and

focused essays with consistent use of standard grammatical forms.Organization and Focus, Research and Technology Write an essay or report that balances information, has original ideas, and gives credit to sources in a

bibliography. Use appropriate tone and voice for the purpose, audience, and subject matter.Advanced:Organization and Focus Produce writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in

narrative, expository, persuasive, and/or descriptive writing. Use appropriate language variations and genres in writing for language arts and other content areas.Organization and Focus, Evaluation and Revision Write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts

of the text. Develop a clear thesis and use various rhetorical devices (e.g., analogies, quotations, facts, statistics,

and comparison) to support it.Organization and Focus, Research and Technology Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and

focused essays by using standard grammatical forms. Write documents (e.g., fictional biographies, autobiographies, short stories, and narratives) that include

coherent plot development, characterization, setting, and a variety of literary strategies(e.g., dialogue, suspense).

Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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English-Language ConventionsBeginning:Punctuation Edit one’s own work and correct the punctuation. Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling Identify basic vocabulary, mechanics, and sentence structures in a piece of writing. Revise one’s writing for proper use of final punctuation, capitalization, and correct spelling. Early Intermediate:Punctuation, Capitalization, and Spelling Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling). Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling Revise writing, with teacher’s assistance, to clarify meaning and improve the mechanics and

organization. Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms. Intermediate:Sentence Structure, Grammar, and Spelling Revise writing for appropriate word choice and organization with variation in grammatical forms and

spelling. Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling Edit and correct basic grammatical structures and usage of the conventions of writing. Early Advanced:Capitalization, Punctuation, and Spelling Create coherent paragraphs through effective transitions. Edit writing for grammatical structures and the mechanics of writing.Sentence Structure, Grammar, and Spelling Revise writing for appropriate word choice, organization, consistent point of view, and transitions,

with some variation in grammatical forms and spelling.Advanced:Sentence Structure and Grammar Revise writing for appropriate word choice and organization, consistent point of view, and transitions,

using approximately standard grammatical forms and spelling. Grammar Create coherent paragraphs through effective transitions and parallel constructions. Capitalization, Punctuation, and Spelling Edit writing for the mechanics to approximate standard grammatical forms.

VIII. MATH/SCIENCE/SOCIAL STUDIES SKILLS Observing, comparing, communicating, organizing information Information and research skills Use of maps and globes Critical thinking Interpreting and using charts and graphs Use of math word problems relevant to prediction & measurement (as related to timeline) Reading of primary and secondary sources

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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IX. RESOURCES AND MATERIALS

Non-Fiction To Be a Slave, Julius Lester Who Belongs Here? An American Story, Margy Burns Knight A is For Abigail, An Almanac of Amazing American Women, Lynne Cheney Martin’s Big Words, The Life of Dr. Martin Luther King, Jr., Doreen Rappaport Who Was Harriet Tubman? Yona Zeldis McDonough Let’s Talk About Race, Julius Lester Amazing Race, Mary Hoffman The Day Martin Luther King Jr., Was Shot, A Photo History of the Civil Rights

Movement, Jim Haskins Hispanic Heritage, The Story of Latino Civil Rights Fighting for Justice, Dr Jose E.

Limon Freedom Walkers, The Story of the Montgomery Bus Boycott, Russell Freedman Martin Luther King, Jr. A Photographic Story of A Life, Amy Pastan Richard Wright and the Library, William Miller Knowing Your Civil Rights, Christin Ditchfield Through My Eyes, Ruby Bridges Promises To Keep, How Jackie Robinson Changed America, Sharon Robinson Demanding Justice, A Story About Mary Ann Shadd Cary, Jeri Chase Ferris Portraits of African-American Heroes, Tonya Bolden Harvesting Hope, The Story of Cesar Chavez, Kathleen Krull Susan B. Anthony, Lucile Davis Free At Last, The Story of Martin Luther King Jr., Angela Bull

Literature Goin’ Someplace Special by Patricia McKissak Poetry For Young People, Langston Hughes I Can Make A Difference, Marian Wright Edelman So Far From The Sea, Eve Bunting The Watsons Go To Birmingham, Christopher Paul Curtis Show Way, Jacqueline Woodson First Day in Grapes, L. King Perez The Bracelet, Yoshiko Uchida-Janna Yardley

Web Sites http://civilliberty.about.com/od/equalrights/

Equal_Rights_Civil_Rights_of_Women_and_Minorities.htm) http://www.infoplease.com/spot/civilrightstimeline1.html http://www.cnn.com/EVENTS/1997/mlk/links.html http://www.crmvet.org/

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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http://www.voicesofcivilrights.org/ http://www.britannica.com/EBchecked/topic/119368/Civil-Rights-Movement http://www.jimcrowhistory.org/ http://www.loc.gov/exhibits/brown/brown-segregation.html http://chnm.gmu.edu/courses/122/hill/marshall.htm

Teaching Resources A History of US (10 Volume Series), Joy Hakim, Oxford University Press

Civil Rights Level 6-8 WAPasco School District, Washington: Maria Sandoval, Alicia Barber, Molly Winsel, Valerie Espinoza, Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr - Project GLAD February 2009

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UNIT PLANNING PAGESAdapted from Understanding by Design

I. FOCUS/MOTIVATION Inquiry Chart Realia Cognitive Content Dictionary (CCD) with signal word Three Personal Standards Super Historian Awards: important activists Observation Charts Big Book (Teacher generated) When I Was Young Personal Interaction

II. INPUT Graphic Organizer Input Chart—Timeline of important events Pictorial Input Chart—Thurgood Marshall Graphic Organizer—World is like a jigsaw puzzle Narrative Input—Goin’ Someplace Special Read Aloud-expository text

III. GUIDED ORAL PRACTICE Picture File Cards Poetry, Raps, Songs, Chants Poems (read aloud w/TPR, pictures, sketches, and highlighting) Picture File Cards—observe, classify, categorize, label Exploration Report T-graph for Social Skills/Team Points Team Tasks Sentence Patterning Chart: activists Primary Language Groups Process Grid Expert Groups-activists

IV. READING/WRITINGA. Total Class Word card review on pictorial input charts Cooperative strip paragraph with responding, revising, and editing Poetry frame and flip chant Narrative Story Map Found Poetry Poetry Frames

PLANNING PAGE 2B. Flexible Group: Small Group Practice

Team tasks—small group: anything modeled by the teacher Expert Groups—Tsuyako Kitashima, Dennis Banks, Susan B. Anthony, and

Cesar Chavez Flexible Groups

o Emergent readerso Clunkers and Links—at or above with SQ3Ro ELD Group Frameo Skills

ELD Review Narrative/Input Focused Reading Labeling of charts Big Books Ear-to-ear reading

C. Individual Portfolio/Learning Logs/Journals Home School Connection Personal Exploration Poetry Interactive Journals Individual Tasks-anything practiced in teams

D. Writer’s Workshop Mini Lessons Write Author’s Chair Conferencing Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Guided Art Lessons Reader’s Theater

VI. CLOSURE/EVALUATION Team Presentations with Rubric When I Was Young Big Book (student generated) Reading Student Generated Important Big Books Sharing Individual Poetry Songs (student generated) Personal Exploration Home/School Connection Portfolio Assessment: Teacher and Self-assessment Learning Logs Teacher and student generated tests/quizzes

DEMONSTRATION Sample Daily Lesson PlanDAY 1: DIVERSITY AND TIME FOCUS/MOTIVATION

Inquiry Chart- L1 Inquiry Chart

Big Book- Personal Interaction- Have you ever been subjected to discrimination?

PortfoliosINPUT

Graphic Organizer: World Diversity- L1 Groups – 10/2 Lecture- ELD Review- Learning Logs

GUIDED ORAL PRACTICE Chant/Poem-Civil Rights Sound Off T-Graph-Cooperation Picture File Cards

- Free exploration- Classify/categorize (list, group, label)- Exploration Report

INPUT Graphic Organizer: Civil Rights Timeline

- 10/2 Lecture with Primary Language Groups- ELD Review- Learning Log- Paraprofessional- L1 Groups

GUIDED ORAL PRACTICE Chant/Poem: Activists Here, Activists There

READING/WRITING Writer’s Workshop

- Mini Lesson- Write- Author’s Chair

Flexible Reading groups

Three Personal Standards-Historian Awards Cognitive Content Dictionary with Signal Word Observation Charts

SAMPLE DAILY LESSON PLANPAGE 2

CLOSURE Interactive Journal Process Inquiry Chart Home/School Connection

DAY 2: ACTIVISM: THE ROAD TO CHANGE

FOCUS/MOTIVATION Three Personal Standards/Awards Cognitive Content Dictionary with Signal Word Process Home/School Connection Read Aloud Review with word cards

-World Diversity-Civil Rights Timeline

INPUT Pictorial: Thurgood Marshall

- 10/2 Lecture with Primary Language Groups- ELD Review- Learning Log- Paraprofessional- L1 Groups

GUIDED ORAL PRACTICE Chants-highlight, sketch, picture file cards

INPUT Narrative: Goin’ Someplace Special

Read Aloud READING AND WRITING

Flexible Group Reading: skill/leveled groups Expert Group

o Process T-Grapho Team Taskso Team Share

Writer’s Workshopo Mini Lessono Writeo Author’s Chair

SAMPLE DAILY LESSON PLANPAGE 3

CLOSURE Interactive Journal Home/School Connection Process Inquiry Chart

DAY 3: Standing Up for What’s Right

FOCUS AND MOTIVATION Three Personal Standards/Awards Cognitive Content Dictionary with signal word Process Home/School Connection Read Aloud Chants Review T. Marshall Pictorial with word cards and picture file cards Review Narrative with word cards and conversation bubbles Poetry/Chants-highlight, sketch and picture file cards Story Map with Narrative

GUIDED ORAL PRACTICE Chant - Activists Here, Activists There Sentence Patterning Chart

-Reading Game-Trading Game -Flip Chant

Chants-When the People Stand for What’s RightREADING/WRITING

Personal Interaction- Do you stand up for what is right? Explain. Poetry Frame Expert Groups

-Team Tasks-Team Share

Reading and Writing Mind Map Process Grid Cooperative Strip Paragraph

Read, respond, revise, editCLOSURE

Process Inquiry Chart Home/School Connection

Interactive Journal Read Aloud

SAMPLE DAILY LESSON PLANPAGE 4

Day 4: The Impact of Change

FOCUS AND MOTIVATION Three Personal Standards/Awards Cognitive Content Dictionary with “Stumper Word” (Student Selected Vocabulary) Home/School Connection Re-read Big Book Chant-Civil Rights Leader Bugaloo—Process

GUIDED ORAL PRACTICE Team Tasks

-Oral Team Evaluation/Goal-settingREADING AND WRITING

Cooperative Strip Paragrapho respond/revise/edit

Ear to Ear Reading Flexible Reading Groups

-Clunkers and Links with SQ3R-ELD Group Frame-Story Retell from Narrative

Process oral evaluation Writer’s Workshop

o Mini lessono Writeo Author’s Chair

CLOSURE Interactive Journal Process Inquiry Home/School Connection

DAY 5: We Can Change the World

FOCUS AND MOTIVATION Three Personal Standards/Awards Cognitive Content Dictionary with “Stumper Word” (Student -Selected Vocabulary) Home/School Connection Read Aloud

SAMPLE DAILY LESSON PLANPAGE 5

GUIDED ORAL PRACTICE Chants-I’m a Protester

READING AND WRITING Team Tasks-Written Evaluation Team Presentations Found Poetry Flexible Group

-Emergent Readers Ear to Ear Reading Focused Reading with personal CCD

Writer’s Workshop Minilesson Write/plan Author’s Chair Conferencing Publish

CLOSURE Process Inquiry Evaluate Week Letter home

Historian Award Text (Just add pictures)

House slaves usually lived better than field slaves. They usually had better food and were sometimes given the family’s cast off clothing. Harriet Jacobs reports that her mistress would station herself in the kitchen and wait until the meal was dished and then spit in all the kettles and pans to make sure that slaves would not eat the left overs.

CESAR CHAVEZ (1927-1993)was a Mexican American farm worker, labor leader, and civil rights activist who co-founded the National Farm Workers Association, which later became the United Farm Workers. He is considered a hero for farm laborers because he fought to keep wages higher and improve work safety rules.

WOMENS SUFFRAGE 1918Education has been the stumbling block keeping women from attaining equal status in society, separating them from their male counterparts. It has also been the door to this elusive dream of equality. Before women gained the right and privilege of higher education they were believed to be lower-class citizens, not worthy of voting or owning property, or any number of other “inalienable rights”.

FOURTEENTH AMENDMENTOn July 28, 1868, former slaves became citizens when the Fourteenth Amendment to the United States Constitution was ratified. Known as the "Reconstruction Amendment," it forbids any state to deny to any person "life, liberty or property, without due process of law" or to "deny to any person within its jurisdiction the equal protection of its laws."

THE AFRICAN AMERICAN CIVIL RIGHTS MOVEMENT (1955-1968) refers to the reform movements in the United States aimed at abolishing racial discrimination of blacks; this article covers the phase of the movement between 1954 and 1968, particularly in the South. By 1966, there was the emergence of the Black Power Movement, which was to ensure freedom from White domination.

MARTIN LUTHER KING JR. (1929-1968)Although arrested, bombed and personally abused, King became a symbolic leader for African Americans and a world figure for his nonviolent protests against segregation.

TSUYAKO KITACHIMA “Sox” (1922-2005)Civil Rights AdvocateBorn in California, Kochiyama was interned in a Japanese relocation center during WW II. After her release, she and her family moved to New York City where she took part in civil rights demonstrations. She met Malcolm X in 1963; they worked together to call attention to the struggle of oppressed people.

Text for Postcard Awards

Japanese American internment was the forced removal and internment of approximately 120,000 Japanese and Japanese Americans (62% of whom were United States citizens) from the West Coast of the United States during World War II.

On December 1, 1955, Rosa Parks became famous for refusing to obey bus driver James Blake’s order that she give up her seat to make room for a white passenger. This action of civil disobedience started the Montgomery Bus Boycott, which is one of the largest movements against racial segregation.

Jack Roosevelt "Jackie" Robinson (January31, 1919 – October 24, 1972) became the first African-American major league baseball player of the modern era in 1947.

The Emancipation Proclamation consists of two executive orders issued by United States President Abraham Lincoln during the American Civil War. The first one, issued September 22 1862, declared the freedom of all slaves in any state of the Confederate States of America that did not return to Union control by January 1, 1863

“When I Was Young” Big Book by Shannon Lockard

When I was youngWhen I was young My grandmother said to me…Women marched for the right to vote. It's called women's suffrage you see...The 19th amendment made women's voting legal, finally…That's what she said to me.Page 1

When I was youngWhen I was youngMy grandfather said to me…The government forced us to sell off our homes and move far from the sea.Internment camps housed those who were feared to have Japanese loyalty.That's what he said to me.Page 2

When I was youngWhen I was youngMy grandmother said to me…We picked in the fields but our wages were lower than those of Whites you see.Boycotts and strikes helped us stand for our rights and receive equal pay, indeed.That's what she said to me.Page 3

When I was youngWhen I was youngMy grandfather said to me…Blacks could not eat where the Whites ate treats. Segregation was all we could see.We marched peacefully to achieve a great dream. Equality was to be.That's what he said to me.Page 4

When I was young When I was youngMy grandmother said to me…We were forced to leave the lands which we loved because of unjust treaties.Through many years of injustice and tears we fought for rights to be free.That's what she said to me.Page 5

When we were young

When we were youngOur grandparents shared history…They told terrible tales of prejudice that has plagued this land of the free.Great leaders showed us to peacefully say we would not be treated unfairly.That's what is history.Page 6

Timeline

1619 Ships started bringing slaves from Africa to U.S.1750 Native American Slave Trade ended1849 Massachusetts ruled segregated schools1863 Emancipation Proclamation frees all slaves1866 13th Amendment abolishes slavery1869 Susan B. Anthony & Stanton founded NWSA1870 15th Amendment All Races can vote-not women1896-Plessy vs Ferguson US Supreme Court rules-segregated facilities do not violate the Constitution ‘Separate but Equal’1927 Gong Lum vs. Rice US Supreme Court rules states can segregate Chinese Americans in public schools1946 Mendez vs. Westminster California Supreme Court rules against segregation of Latinos in Orange County1954 Brown vs. Board of Education decided—Thurgood Marshall chief counsel1955 Rosa Parks refuses to give up seat1963 MLK “I Have a Dream” Speech1963 Four little girls killed in Birmingham, AL1967 Thurgood Marshall 1st African American Supreme Court Judge1963 JFK Assassinated1968 MLK Assassinated 1988 Civil Liberties Act—granted a formal apology and compensatory payments to Japanese Americans detained during wartime2009 First African American president—Barak Obama

Civil Rights Timeline: A Long Journey

1619 Ships started bringing slaves from Africa to U.S.

1750 Native American Slave Trade ended

1849 Massachusetts rules in favor of segregated schools

1863 Emancipation Proclamation frees all slaves

1866 13th Amendment abolishes slavery

1869 Susan B. Anthony & Elizabeth Cady Stanton founded NWSA

1870 15th Amendment All Races can vote-not women

1896-Plessy vs. Ferguson US Supreme Court rules-segregated facilities do not violate the Constitution ‘Separate but Equal’

1927 Gong Lum vs. Rice US Supreme Court rules states can segregate Chinese Americans in public schools

1946 Mendez vs. Westminster California Supreme Court rules against segregation of Latinos in Orange Cty.

1954 Brown vs. Board of Education

1955 Rosa Parks refuses to give up seat on bus

1963 MLK I Have a Dream Speech

1963 4 girls killed in church bombing in Birmingham, AL

1963 JFK assassinated

1967 Thurgood Marshall 1st AA Supreme Court Judge 2009

Barack Obama becomes first AA president

1990July 26 American Disability Act

1920 19th AmendmentWomen Can Vote

1968 MLK assassinated

1988 Civil Liberties Act

Achievements 1934 went to work for the National Association for the Advancement of Colored

People (NAACP) Murray vs. Maryland (1936)—University of Maryland had to stop excluding students

based on race. Brown vs. Board of Education (May 17, 1954)—segregation in public schools ruled

unconstitutional 1962 appointed as federal judge by John F. Kennedy 1967 1st African American U.S. Supreme Court Justice

Key Ideals All laws should be obeyed—

even unjust ones, but that one must work to change them

Affirmative Action Integration

Realities Unable to attend

University of Maryland Law School because of segregation

Constitution was not upholding the rights of African Americans

Segregation—Jim Crow Laws

Racial Discrimination

Whites Colored

Interesting Facts “Mr. Civil Rights” Real name was Thoroughgood Rambunctious Youth Born in Baltimore, Maryland Attended Lincoln University in Pennsylvania and Howard University Law School in Washington, D.C. Great-grandson of a slave

Thurgood Marshall Pictorial Input

Thurgood MarshallJuly 2, 1908 – January 24, 1993

Jigsaw World Graphic Organizer

We are all different, but each one of us is as important as the other because we need each other. Like the different pieces of a jigsaw puzzle, we all fit together to make our world.

Chart also includes photographs to support text.

Activists Here, Activists ThereBy Shannon Lockard 2007

Activists here, Activists there

Activists, activists everywhere.

Oppressed activists marching dutifully.

Determined activists boycotting rightfully.

Strong activists standing up honorably.

And persevering activists debating intelligently.

Activists in the streets.

Activists near the capitol.

Activists with signs.

And activists beside protesters.

Activists here, activists there

Activists, Activists everywhere.

Activists! Activists! Activists!

Civil Rights Sound OffBy Shannon Lockard 2007

Fear and hatred paved the way,Unfair treatment and low pay.Oppressed people of all kindsWere unhappy with their lives.

Sound off—OppressionSound off—DiscriminationSound off—one, two, three, four…We need change!

Voting rights and salary Respect and life qualityDependent on color of skinGender, class, and origin

Sound off—InequalitySound off—PrejudiceSound off—one, two, three, four…We need change!

Strong leaders they stood up to fight,Boycotts, marches, for their rights.Protesters held up many signs,Picketing to change both laws and minds.

Sound off—BoycottsSound off—ProtestsSound off—one, two, three, four…We need change!

Throughout history progress was made.Segregation has begun to fade,Women’s suffrage (suf-er-age) was granted,And wages now are not as slanted.

Sound off—FairnessSound off—EqualitySound off—one, two, three, four…We need change!

Fear and hatred still exist.Discrimination still persists.With tolerance and showing respect,We can work to change the rest.

Sound off—RespectSound off—ProgressSound off—one, two, three, four…We need change!

I Know an ActivistBy Lisa Arriaga 2009

I know a bold activistAn influential activistA significant activist,

With passion and dreams,Of all laws obeyed, School integration, Affirmative actionAnd Justice for all.

I know a bold activist.A tolerant activist.A noteworthy activistWho persevered for all.

I know a key activist,A visionary activist,A dignified activist,With purpose and hope.

We all can be activistsWilling to make change,Respecting diversity,With desire for reform.

I’m a Protester (Tune: I’m a Nut)By Shannon Lockard 2007

I’m a protester strong and proud,Marching on the hot, hot ground.I march by day and plan by night,Fighting for my inalienable rights.

I’m a protester! (fist in the air twice)I’m a protester! (fist in the air twice)

From oppression to a free and equal land,We persuaded those with the power in hand.Boycotting ‘til the busses suffered,We changed Jim Crow laws for-ever.

I’m a protester! (fist in the air twice)I’m a protester! (fist in the air twice)

Yes, Ma’am, Civil RightsBy Shannon Lockard 2007

Is this a civil rights movement? Yes, ma’amIs this a civil rights movement? Yes, ma’amHow do you know? Minorities were oppressed.How do you know? Leaders fought for equality.Give some examples. Thurgood, Sox, and Banks.Give some examples. Anthony and Chavez.

Is this a civil rights movement? Yes, ma’amIs this a civil rights movement? Yes, ma’amHow do you know? Jim Crow laws were unconstitutional.How do you know? Brown versus Board of Education.Give some examples. Schools were integrated.Give some examples. African-Americans can sit in the front.

And are you through? Yes, ma’amDid you tell me true? Yes, ma’amWhat did you chant? Civil Rights Movement.What did you chant? Civil Rights Movement.

And are you through? ______________________________________Did you tell me true? ______________________________________What did you chant? ______________________________________What did you chant? ______________________________________

Oh, Mr. Civil RightsTune to “Oh, Mister Sun”By Shannon Lockard, Lisa Arriaga, Lisa Connolly, Judy Dietzen, and John Kerr

Oh, Mr. Rights, Rights,Mr. Civil Rights.Also known as Thurgood Marshall.

Oh, Mr. Rights, Rights,Mr. Civil RightsFought discrimination.

The Jim Crow Laws were unjust you knew.There was unfair segregation of blacks, too.

Oh, Mr. Rights, Rights,Mr. Civil Rights.Believed in Affirmative Action.

Oh, Mr. Rights, Rights,Mr. Civil Rights.Changed laws and stood for justice.

You fought segregation, unjust laws, too,To uphold the Constitution,Be fair and true.

Oh, Mr. Rights, Rights,Mr. Civil Rights.First black Supreme Court Justice.

Oh, Mr. Rights, Rights.Mr. Civil Rights.Thank you for making change.

Civil Rights Leader BugalooBy Shannon Lockard 2007

I’m a civil rights leader and I’m here to sayI like standing for equal rights everyday.Sometimes I lead a march, sometimes I boycott goods,But always I support equality like I should.

Marches, boycotts, protests, too.Doing the civil rights leader bugaloo!

There was discrimination, this must be told.Minorities were oppressed, young and old.Races were segregated, and women couldn’t vote,Land was taken; hatred needed an antidote.

Marches, boycotts, protests, too.Doing the civil rights leader bugaloo!

Young, old, men, and women, too,Civil rights leaders fighting for a different view.Next time you stand up for equal rights, it’s trueYou are doing the civil rights leader bugaloo!

Marches, boycotts, protests, too.Doing the civil rights leader bugaloo!

Home School ConnectionDiscrimination has affected different groups of people over the years. Ask a parent if they have ever been a victim of discrimination and how it made them feel. Have they ever witnessed discrimination? Using sketching and writing share their response below.

Thank you for sharing with me.Parent signature________________________________________________

Student signature______________________________________________

Conexión con la Educación en Casa La discriminación ha afectado a diferentes grupos de personas a través de los años.Pregúntele a los padres si han sido víctimas de la discriminación y cómo los hicieron sentir. ¿Han sido testigos de la discriminación? Comparta su respuesta en el espacio abajo junto con su ilustración de lo que han relatado.

Gracias por compartir su experiencia conmigo.Firma del Padre________________________________________________

Firma del Estudiante______________________________________________

Home School ConnectionAsk someone at home to tell you everything they know about Thurgood Marshall. Sketch and write to record their response below. Then, share all the information you have learned. Were you able to give them any new information?

What my parent knows What I taught my parents

Thank you for allowing me to teach you something new.

Parent signature___________________________________________________________________

Student signature__________________________________________________________________

Conexión con la Educación en Casa

Pídale a alguien en la casa que le comente todo lo que conoce sobre Thurgood Marshall. Anote su respuesta en el espacio que aparece abajo. Luego compartan toda la información que han aprendido. ¿Pudo usted darles información nueva?

Lo que mis padres conocen Lo que le enseñé a mis padres

Gracias por permitirme enseñarles algo nuevo.Firma del padre___________________________________________________________________

Firma del estudiante__________________________________________________________________

Home School Connection"Segregation now. Segregation tomorrow. Segregation forever." — George Wallace, Governor of Alabama

Ask a family member if they agree or disagree with this statement. Have them explain their opinion and report their response in the space provided. You can sketch or write. They may include an illustration showing what they think this looks like.

Thank you for your time and for sharing your thoughts on segregation with us.

Interviewee’s Signature___________________________________________

Student Signature________________________________________________

La Conexión entre la Escuela y el Hogar"Segregación ahora. Segregación mañana. Segregación por siempre." — George Wallace, Governador de Alabama

Pregúntale a un miembro de tu familia si ellos están de acuerdo/desacuerdo con esta declaración. Pídele que te explique su punto de vista y anota sus respuestas en el espacio provisto. Él/ella puede incluir un dibujo mostrando un ejemplo de la segregación.

Gracias por su tiempo y por compartir su punto de vista sobre la segregación con nosotros.

Firma del Entrevistador ___________________________________________

Firma del Estudiante________________________________________________

Home School ConnectionRetell Goin’ Someplace Special by Patricia McKissack to someone in your home. Ask them how the story makes them feel. Record their answers below. Then explain your feelings about the story. You may sketch or write.

My feelings:

Parent’s response:

Thank you for your time and for sharing your response.

Student signature________________________________________________________

Parent’s signature________________________________________________________

La Conexión entre la Escuela y el HogarRelátale a una persona en tu hogar la historia: Goin’ Someplace Special de Patricia

McKissack. Pregúntale cómo le hace sentir esta historia. Anota sus respuestas debajo. Luego explica lo que sientes acerca de la historia.

Mis Sentimientos:

Respuesta del Padre/Madre:

Gracias por su tiempo y por compartir sus respuestas.

Firma del estudiante______________________________________________________

Firma del Padre __________________________________________________

Home School ConnectionAssignment: Explain to a family member how an activist you’ve learned about has changed discrimination. Interview a family member and have them share their thoughts on discrimination. Please write their responses in the space provided. They may include a sketch of how discrimination makes them feel.

Thank you for your time and for sharing with us your thoughts on discrimination.

Interviewee’s Signature_____________________________

Student’s Signature________________________________

La Conexión entre la Escuela y el HogarAsignatura: Explícale a un miembro de tu familia cómo un activista que tú conoces ha cambiado la discriminación. Entrevista a un miembro de tu familia y pídele que comparta lo que piensa sobre la discriminación. Por favor escribe sus respuestas en el espacio provisto. Él/Ella puede incluir un dibujo para demostrar cómo le hace sentir la discriminación.

Gracias por su tiempo y por compartir con nosotros lo que usted piensa sobre la discriminación. Firma del Entrevistador_____________________________

Firma del Estudiante________________________________Expert Group

Susan B. Anthony

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(February 15, 1820 – March 13, 1906)

Key Ideals

Susan was a prominent, independent and well-educated American civil rights leader who played a pivotal role in the 19th century women's rights movement to secure women's suffrage, or right to vote, in the United States. Before fighting for equal political rights for women, Susan also fought against slavery, for the voting rights for African American men, for prohibition, and for equal pay for women. Overall, Susan wanted equality for everyone.

Realities

Susan B. Anthony supported the Equal Rights Association (ERA), which had originally fought for both blacks’ and women’s right to suffrage. When the ERA voted to support the 15th Amendment to the Constitution granting suffrage to black men, but not women, Anthony questioned why women should support this amendment when black men were not continuing to show support for women’s voting rights. Partially as a result of the decision by the Equal Rights Association, Anthony soon thereafter devoted herself almost exclusively to the movement for women's rights. Women continued to be treated and seen as inferior to men.

Achievements

In 1869, Anthony and Elizabeth Cady Stanton founded the National Women's Suffrage Association (NWSA), an organization dedicated to gaining women's suffrage. Anthony was vice-president-at-large of the NWSA from the date of its organization until 1892, when she became president of the organiztion. On January 1, 1868, Anthony first published a weekly journal entitled The Revolution. Published in New York City. The main thrust of The Revolution was to promote women’s and African Americans’ right to suffrage, but it also discussed issues of equal pay for equal work, more liberal divorce laws, and the church’s position on women’s issues. In 1893, she joined with Helen Barrett Montgomery in forming a chapter of the Woman’s Educational and Industrial Union (WEIU) in Rochester. In 1898, she also worked with her to raise funds to open opportunities for women students to study at University of Rochester, a goal which was reached in 1900.

Interesting FactsShe traveled thousands of miles throughout the United States and Europe, and gave

75 to 100 speeches per year on women's rights for about 45 years. Susan B. Anthony died in Rochester, New York, in her house on Madison St. on March 13, 1906, and is buried at Mount Hope Cemetery. Susan B. Anthony, who died 14 years, 5 months and 5 days before passage of the 19th Amendment giving women the right to vote, was honored as the first real (non-allegorical) American woman on circulating U.S. coinage with her appearance on the Susan B. Anthony dollar. The coin, approximately the size of a U.S. quarter, was minted for only four years, 1979, 1980, 1981, and 1999.

Expert GroupCesar Chavez

(March 31, 1927 – April 23, 1993)Key Ideals

Cesar Chavez was a Mexican American farm worker, labor leader, and civil rights activist. From the 1950s until he died in 1993, Cesar Chavez stood up for his ideals and urged Mexican American farm workers to do the same. Chavez was active in helping Mexican Americans register to vote. He believed in fair and equal pay for Hispanic farm workers. And, inspired by the beliefs of Gandhi, he won many gains by protesting non-violently.

RealitiesIn 1942, Cesar Chavez graduated from the eighth grade. He could not attend high

school because his father Librado had been in an accident and did not want his mother Juana to work in the fields. Instead, Cesar became a migrant farm worker picking lettuce and beets. As a farm worker, Cesar Chavez endured and was witness to unfair treatment of farm workers. The wages for Hispanic farm workers were lower than those of white farm workers. In addition to the low pay, the farmers would sometimes withhold pay. Cesar decided he needed to take action against the injustice. Cesar Chavez endured years of fasting, jail, marching, picketing and bargaining before farmers gave in.

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Achievements

Cesar Chavez is hailed as one of the greatest American civil rights leaders alongside of Martin Luther King, Jr. Chavez started working as an organizer in 1952 for the Community Services Organization (CSO), a Latino civil rights group. He traveled throughout California and made speeches in support of worker’s rights. Chavez also organized strikes, marches, and a boycott of merchants in Oxnard to protest unemployment. He became CSO’s national director in the late 1950s. Four years later Chavez left the CSO and co-founded the National Farm Workers Association (NFWA) with Dolores Huerta. Chavez led La Causa, the farm workers’ fight for their rights. On September 8, 1965, Filipino farm workers initiated the Delano Grape Strike to protest in favor of higher wages. The strike lasted for five years and got national attention. When the U.S. Senate Subcommittee looked into the situation, Robert Kennedy gave Chavez his total support. This effort resulted in the first major labor victory for U.S. farm workers. Chavez won many more great gains for farm workers.

Interesting Facts

Cesar Chavez’s birthday has become a holiday in four U.S. states. Many parks, cultural centers, libraries, schools, and streets have been named in his honor in several cities across the United States. After his death, Chavez received the U.S. Medal of Freedom from President Clinton, which his wife Helen received in his honor.

Expert GroupTsuyako “Sox” Kitashima

(1918-December 29, 2005)

Key Ideals

Tsuyako “Sox” Kitashima was a Japanese American who was sent to an internment camp during WWII, like thousands of other Japanese Americans. Once she returned to San Francisco, Sox fought to gain compensation for those interned. She also believed that children needed to be educated about the experiences she had and lessons she learned while interned, so she spent time speaking to children about the internment.

Realities

Sox was 23 years old when her world forever changed, Dec. 7, 1941, the day Japan attacked Pearl Harbor. Because of government fears of allegiance between Japanese Americans and Japan, her family was forced to leave the small strawberry farm they owned. They were sent along with 120,000 Japanese Americans into relocation centers. The Japanese Americans sent to the relocation centers, or internment camps, were forced to sell their homes and belongings and leave behind the life that they worked so hard to build. Sox’s family spent several months in the Tanforan Assembly Center - a temporary camp at a horse racetrack in San Bruno. Then they were sent to a camp in Topaz, Utah, where they lived for three years. Alan Kitashima said some of his mother's harshest recollections were of the time she spent at Tanforan. "They were put in horse stalls, with hay on the floors and horse manure," said Kitashima. "Basically no privacy at all, and the smell was horid."

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here

Achievements

In the 1980s, Mrs. Kitashima helped organize community participation in the Commission on Wartime Relocation and Internment of Civilians hearings and became a spokeswoman for the National Coalition for Redress and Reparations. Her efforts culminated in the Civil Liberties Act of 1988, which granted a formal governmental apology and compensatory payments to Japanese Americans detained during wartime. She was awarded a Free Spirit Award from The Freedom Forum in 1998 for her efforts.

Interesting FactsMrs. Kitashima worked at the San Francisco Veterans Administration Medical Center

for 30 years, retiring in 1981 and focusing her full attention on the reparations effort and community activism. She served on the San Francisco Commission on Aging advisory council and was a longtime volunteer with Kimochi Inc., a nonprofit organization in Japantown that helps seniors. Mrs. Kitashima helped create a facility for the elderly called Kimochi Home, a 24-hour, 20-bed non-medical care center, said Kimochi Inc. development director Sandy Mori. "Sox was a volunteer with us for over 25 years," said Mori. "She would help in the preparation of meals for seniors. She used to do it every single day." Sox was known as the “godmother of Japantown” because she took care of Japanese and Asian Americans in so many ways.

Adapted from Jason B. Johnson, Chronicle Staff WriterTuesday, January 10, 2006This article appeared on page B - 5 of the San Francisco Chronicle

Expert GroupDennis Banks(April 12, 1932- )

Key Ideals

Dennis Banks is a Native American leader, teacher, lecturer, activist, and author. He has spent his life trying to protect the traditional ways of the Native American people and protect treaty laws. Dennis has been working toward establishing peace among the races through education, as well as, teaching respect for our earth.

Realities

As Europeans began to immigrate to the United States, Native Americans were forced off their lands and were encouraged and sometimes forced to abandon their culture. The white settlers made treaties with tribes, which were seldom kept. Today, Native Americans are fighting for their rights to maintain their heritage, including hunting and fishing, trapping, and wild rice farming.

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Achievements

In 1968 he co-founded the American Indian Movement (AIM). In 1972 he assisted in the organization of AIM's "Trail of Broken Treaties", a caravan across the U.S. to Washington, D.C. to call attention to the plight of Native Americans. He also spearheaded the movement on Pine Ridge Indian Reservation in South Dakota in 1973 to oust the corrupt government-appointed chairman. These activities led to the occupation of Wounded Knee and a siege of 71 days, which received national attention. Banks was the principal negotiator and leader of the Wounded Knee forces. During his time in California from 1976 to 1983, Banks earned an associate's degree from the University of California, Davis and taught at Deganawida Quetzecoatl University (DQU), a Native American-controlled institute of alternative higher learning, where he became the first American Indian chancellor. He also established the first spiritual run from Davis to Los Angeles in 1978, which is now an annual event. During 1987, grave robbers in Uniontown, Kentucky were halted in their digging for artifacts in American Indian grave sites. Banks was called in to organize the reburial ceremonies. His activities resulted in Kentucky and Indiana passing strict legislation against grave desecration.

Interesting Facts

Mr. Banks has had roles in the movies War Party, The Last of the Mohicans, and Thunderheart. The musical release Still Strong, featuring Banks' original work as well as traditional Native American songs, was completed in 1993. He can also be heard on other albums: Peter Gabriel's Les Musiques du Monde, Peter Matthiessen's No Boundaries.

MIND MAP

Key Ideals Realities

Achievements Interesting Facts

Minority Group/Activist

Minority GroupActivist

Key Ideals Realities Achievements Interesting Facts

African Americans

Thurgood Marshall

Mexican Americans

Cesar Chavez

Women

Susan B. Anthony

Asians

Tsuyako “Sox” Kitashima

Native Americans

Dennis Banks

Project GLAD February 2009Civil Rights Level 6-8Pasco School District GLAD Team Pasco, Washington 52Shannon Lockard, Lisa Arriaga, Lisa Connolly, Alicia Barber, Judy Dietzen, Valerie Espinoza, John Kerr, Maria Sandoval, and Molly Winsel

Minority GroupActivist

Key Ideals Realities Achievements Interesting Facts

African Americans

Thurgood Marshall

All laws should be obeyed—even unjust ones, but that one must work to change them

Affirmative Action Integration

Unable to attend University of Maryland Law School because of segregation

Constitution was not upholding the rights of African Americans

Segregation—Jim Crow Laws

Racial Discrimination

1934 went to work for the National Association for the Advancement of Colored People (NAACP)

Murray vs. Maryland (1936)—University of Maryland had to stop excluding students based on race.

Made the NAACP Legal Defense and Educational Fund (LDF)

Brown vs. Board of Education (May 17, 1954)—segregation in public schools ruled unconstitutional

1962 appointed as federal judge by John F. Kennedy

1965 Lyndon B. Johnson appointed United States Solicitor General

October 2, 1967 1st United States Supreme Court Justice

“Mr. Civil Rights” Real name was

Thoroughgood Rambunctious Youth Born July 2, 1908 Died January 24, 1993 Born in Baltimore, Maryland Attended Lincoln University

in Pennsylvania and Howard University Law School in Washington, D.C.

Great-grandson of a slave

Mexican Americans

Cesar Chavez

He was against violence Equal treatment and fair

pay for Hispanic farm workers

Had to go to work when his father, Librado was hurt

Five years of fasting, jail, marching, picketing, and bargaining

Low wages and unfair treatment for migrant/farm workers

unemployment

Co-founder of the National Farm Workers Association (United Farm Workers)

organizer in 1952 Community Service Organization (CSO)

Organized strikes and marches

boycott of merchants in Oxnard

CSO’s national direction 1950s

Led La Causa

Birthday became a holiday in four states

Born March 31, 1927 Died April 23, 1993 Only finished eighth grade Wife Helen Received U.S. Medal of

Freedom from President Clinton

Women Antislavery Equal Pay for women

15th amendment granted suffrage to black men, but not

Co-founded National Women’s Suffrage Association (NWSA)

gave 75-100 speeches per year for 45 years

Project GLAD February 2009Civil Rights Level 6-8Pasco School District GLAD Team Pasco, Washington 53Shannon Lockard, Lisa Arriaga, Lisa Connolly, Alicia Barber, Judy Dietzen, Valerie Espinoza, John Kerr, Maria Sandoval, and Molly Winsel

Susan B. Anthony

Women’s suffrage For prohibition

women. Lost support of black men Women couldn’t vote

vice-president-at-large from 1869-1892

president in 1892 Published The Revolution 1893—helped form a

chapter of Woman’s Educational and Industrial Union (WEIU)

Raised funds for women students to study at University of Rochester

first non-allegorical woman on circulation U.S. coin—Susan B. Anthony Dollar

Minted 1979, 1980, 1981, 1999

19th amendment granted women’s suffrage 14 years after she died

Born February 15, 1820 Died March 13, 1906 Prominent, independent, well-

educated

Asians

Tsuyako “Sox” Kitashima

Freedom for all Compensation for those

interned during WWII Education of children: lessons

and experiences of Japanese American Internment

Japanese internment during WWII

Loss of property and homes Poor living conditions Put in horse stalls no privacy

1980s helped organize community participation in Commission on Wartime Relocation and Internment of Civilians hearings

Spokeswoman for National Coalition for Redress and Reparations

efforts culminated in the Civil Liberties Act of 1988

Awarded a Free Spirit Award form the Freedom Forum in 1998

educator for children

“godmother of Japan” volunteer with Kimochi Inc Born in 1918 Died December 29, 2005

Native Americans

Dennis Banks

Protection of traditional ways of Indian people

Protect treaty rights Establish peace among the

races through education Teaching respect for our earth

Native Americans forced off their land and forced to give up spiritual and tribal rituals

Need to protect the traditional ways of Indian people

Jail time

co-founded the American Indian Movement (AIM) in 1968

1972 “Trail of Broken Treaties” Principal negotiator during

Wounded Knee first American Indian

chancellor at Deganawida Quetzacoatl University

taught at Stanford Kentucky and Indiana passed

strict legislation against grave desecration as a result of his activities

Sacred Runs

Roles in movies: War Party,The Last of the Mohicans, and Thunderheart

musical release Still Strong and can be heard on Peter Gabriel’s Les Musiques du Monde and Peter Matthiessen’s No Boundaries

Born April 12, 1932

Project GLAD February 2009Civil Rights Level 6-8Pasco School District GLAD Team Pasco, Washington 54Shannon Lockard, Lisa Arriaga, Lisa Connolly, Alicia Barber, Judy Dietzen, Valerie Espinoza, John Kerr, Maria Sandoval, and Molly Winsel