Name:__Ashley Stoker, Cheryl Surles_____________________________

Title: _People and Events of the Civil Rights Movement______________

Grade Level: ___4 th (but could be used in grades 4-6)__________

SUMMARY OF THE UNIT

In this unit students will focus on the people and events that came about due to the Jim Crow laws of the south. The unit will follow a time line with background information that led up to the Civil Rights Movement. Students will have a student journal where they reflect and respond to class discussions, readings, primary and secondary sources as well as historical role play. Students will gain an understanding of the different perspectives of the southern people, both white and blacks, and understand with empathy how the movement changed the world that they live in today. Students will research an individual from the time period and connect their lives and accomplishments with the Movement. They will then present their historical character to the class.

SUGGESTED RESOURCES

Civil Rights Bibliography

BibliographyBausum, Ann. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement . Des

Moines: National Geographic Children's Books; First Edition edition, 2005.

This is book is about two of the Freedom Riders, John Lewis and James Zwerg. It depicts their two separate childhoods, one growing up colored and the other growing up white. They both got involved in the Nashville student movement and then both became Freedom Riders. They volunteered to continue the Freedom Rides after the bus was set on fire in Anniston, Alabama. They continued into the Deep South and changed history for the entire nation. This book would be used as a resource for information about the Freedom Riders.

Blackside. Eyes on the Prize. August 23, 2006. http://www.pbs.org/wgbh/amex/eyesontheprize/sources/index.html (accessed April 15, 2012).

This web site has a list of documents that express various views of the Civil Rights Movement. Some examples of the primary sources included are: Letters from a Freedom Rider’s Father dated 1961, a document from Mississippi’s Governor, Ross Bennett titled: No School in our state will be integrated dated 1962, and a document that tells the Rules for riding desegregated buses from 1956. Many more documents from this period are also available. This would be a teacher resource but parts of the documents could be used by students as well.

Brown, Walter J. Civil Rights Digital Library: Documenting America's Struggle For Racial Equality. July 11, 2011. http://crdl.usg.edu/?Welcome (accessed April 15, 2012).

This web site is a great resource for anything a teacher and possibly older students who are researching information about the Civil Rights Movement. There is a timeline with information on many of the events that took place from 1954-1068. It has information about the people involved in the movement as well as a list of topics. Also available is an Educator’s Resource link. This gives you access to worksheets, quizzes and various other teaching materials.

Bullard, Sara. Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle. New York: Oxford University Press, USA, 1994.

This book can be used by students in upper elementary or higher, or by educators as a resource book. This book was written as part of the “Teaching Tolerance” program. It gives a brief description of blacks in the U.S., then goes through the Civil Rights Movement chronologically. There are great photos associated with the fight. The last section of the book covers 40 people, black and white, some who were well known, others who were not who were instrumental in the movement and lost their lives for the cause.

Cox, Julian. Road to Freedom: Photographs of the Civil Rights Movement, 1956-1968. Atlanta: High Museum of Art; First Edition edition, 2008.

This is a collection of photographs taken by many different photographers, photojournalists, artists, and amateurs during the Civil Rights Movement. Pictures include the sit-ins, marches, showdowns with armed police officers and National Guardsmen, Freedom riders, and others. Thousands of acts of courage were taken in order to obtain freedom and many of these acts were photographed and are part of this collection. Teachers and students will find this book useful in presenting the events for reports, power points or any other type of product that needs primary resource pictures.

Davis W. Houck, David E. Dixon. Women and the Civil Rights Movement, 1954-1965. Jackson: University Press of

Mississippi, 2011.

This book is a teacher resource book that looks at the Civil Rights Movement and examines how sexual roles and values shaped the strategy, tactics, and ideology of the movement. Feminism normally deals with issues of patriarchy and prescribed gender roles, this book shows how race relations continue to complicate sex-based definitions within the Civil Rights Movement. It looks back on issue prior to the movement as well. It is important to teach the roles both men and women had in the movement.

Greenberg David, A Tugging String: A Novel About Growing Up During the Civil Rights Era. New York: Dutton Juvenile, 2008.

This book is written for a 4th grade or higher student. It is a historical fiction book based on the life of a 12 year old, Duvy Greenberg, whose father was a lawyer for Martin Luther King Jr. and the protestors who King led in the 1965 Voting Rights March. The book blends memoir, politics, history and fiction recreating the struggles associated with the movement. Duvy has his own worries being 12, but he is also terrified that his dad’s life is in danger of the Klan. Students can learn a lot of history through this novel.

jawain. The Civil Rights Movement in Pictures. June 25, 2007. http://www.youtube.com/watch?v=F6kMgUzNxKM (accessed April 20, 2012).

The is approximately 71/2 min. clip that has pictures of people, events , marches, protests and other happenings during the Civil Right Movement. These pictures are set to negro spirituals that were sung during the time period as well. This video could be used in isolation for certain pictures, or it could be used in a class to show the story of the movement. It would be interesting for students to view it after studying the people and the events.

King, Martin Luther Jr. I Have A Dream. Des Moines: Scholastic Paperback Nonfiction, 2007.

This book can be used at any age as a read aloud or by 4th graders on up as an independent read. The book is the entire “I Have A Dream” speech given by Martin Luther King Jr. 15 African artists depict a portion of the story of the Civil Rights Movement using their own vision to illustrate the book. These interpretations bring new perspectives to Dr. King’s words.

Leedom-Ackerman, Joanne. Short Stories of the Civil Rights Movement: An Anthology. Athens: University of Georgia Press, 2006.

This anthology is a group of short stories that look at the Civil Rights Movement from many different perspectives. Each story focuses on a moment in the struggle for social justice in America. The stories are grouped chronological with the events of the time period covering School Desegregation, Sit-ins, Marches and Demonstrations and Acts of Violence. This could be a great resource using the stories as read alouds, small group seminars, or even writing plays based on the stories.

McWhorter, Diane. A Dream of Freedom : The Civil Rights Movement from 1954 to 1968. New York: Scholastic Nonfiction, 2004.

This book written for 4th grade and up, gives a brief description of the emergence and the impact of segregation in the U.S. The chapters follow chronologically, highlighting pivotal events, people, successes, and failures of "The Movement." This book also goes into the covert manipulation of the FBI under J. Edgar Hoover. It also deals with the struggle between the Southern Christian Leadership Conference and the Student Nonviolent Coordinating Committee, and the shift from nonviolence to Black Power.

Olson, Lynne. Freedom's Daughters: The Unsung Heroines of the Civil Rights Movement from 1830 to 1970 . New York: Scribner, 2002.

This book could be used as a teacher resource to obtain information about women’s roles in the Civil Rights Movement. This book spotlights many of the women who were leaders and spearheaded many of the campaigns and activities for the movement. Women such as Ida Mae Wells who led the anti-lynching campaign in 1892, and Mary White Ovington who helped start the NAACP in 1909, and women like Rosa Parks, Diane Nash and Ida Mae Holland, all women who were on the front lines of the movement. Also included are women such as Septima Clark and Fannie Lou Harner who are often neglected figures but receive tribute in this book.

Ottaiano, Mela. Read-Aloud Plays: Civil Rights . Des Moines: Scholastic , 2004.

Teachers and students can use these read aloud plays to learn more about Civil Rights and the people involved in the Movement. These read alouds can be used as reader’s theaters, or can be used to do dramatic interpretations in the classroom. The plays have background information as well as activities for students to research and explore. There are also age appropriate discussion questions for use in the classroom. These plays are for 4-8 grades.

rothSSteacher. Civil Rights Movement Overview. MRCH 29, 2008. http://www.youtube.com/watch?v=bX_S7y_iiMg (accessed April 20, 2012).

This clip is a power point that is set to a Negro spiritual. It has many still shots from the Civil Rights Movement and then words are inserted to highlight the struggles facing African Americans after the Civil War. This would be a good activity to show as a review after studying the movement, or as an example of a power point that students could put together as a culminating activity. Using all three media; words, pictures and music, it is very powerful. It could be used for 4-8 grade.

Shelton, Paula Young. Child of the Civil Rights Movement. New York: Schwartz & Wade, 2009.

This book can be used in any elementary classroom. The author was a daughter of a Civil Rights activist and uses her child’s perspective to interpret this time period. Paula, the author, grew up in the Deep South understanding that whites had and blacks did not. Her Uncle was Martin Luther King. She watched and listened to her family and their struggles being black and joined them in the march from Selma to Montgomery.

Thomas, William G. Television News of the Civil Rights Era 1950-1970. 2005. http://www2.vcdh.virginia.edu/civilrightstv/oral.html (accessed April 15, 2012).

This web site features first hand interviews of people that experienced events during the Civil Rights Movement. These interviews were excerpts from the Emmy winning film, “Massive Resistance”. Both video and transcripts are available on the site. Also linked to this web site is a valuable resource for teachers which include classroom applications and a glossary that includes both topics, with a complete explanation, and a list of people and how they were involved in the movement.

Turck, Mary C. Freedom Song: Young Voices and the Struggle for Civil Rights. Chicago: Chicago Review Press, 2008.

This book shows how songs of hope, faith, and freedom strengthened the Civil Rights Movement and helped serve as its voice. Churches and other groups used religious and secular music to electrify the movement. Music could be found everywhere, from rallies to marches to mass meetings. Songs were used to console people in jail, and to spread their message. One Chicago minister started a multi-raced choir to support the African American’s struggle for racial equality.

Turck, Mary. The Civil Rights Movement for Kids: A History with 21 Activities (For Kids series). Chicago: Chicago Review Press; 1st edition, 2000.

This book shows how children were instigators in the Civil Rights Movement. Barbara Johns led a rally in her school gym which led to the Brown vs. Board of Education Supreme Court school desegregation decision. Also how Ruby Bridges was the first black student to attend a desegregated elementary school in New Orleans alone. Also children will learn how religious leader and students worked together to help bring attention to the movement. Activities are available such as a reenactment of a lunch counter sit-in, holding a freedom film festival as well as organizing a choral group to sing the songs that motivated the movement.

Weatherford, Carole Boston. Freedom on the Menu: The Greensboro Sit-Ins. New York: Puffin, 2007.

This is a book written for k-3 but could be used as a read aloud at upper grades in order to understand perspective or point of view. In the book, Connie is a young African American who grew up in Greensburg, NC. She didn’t understand why she couldn’t buy a cold drink at Woolworth’s and then sit down and enjoy it. She also didn’t understand why there were places where she could not eat, swim or use the bathroom. After a visit from Dr. King Jr. her brothers and sisters became active in the NAACP trying to make change in the U.S. Eventually , she is able to place her order and sit down to enjoy it.

Williams, Juan. Eyes on the Prize: America's Civil Rights Years, 1954-1965 (African American History . New York: Penguin Books, 1988.

This book can be used in conjunction with the DVD series that was published by PBS or it can stand alone as a valuable resource. The book uses still photography from the same events covered on the DVD. The book recounts the struggles of the Civil Rights Movement but it purposely singles out little-known activists to highlight and tell their stories. Participants of the movement tell the events from their perspective through-out the book. This would be a great resource for both students and teachers to gain a better understanding of the events of the Civil Rights Movement.

Other Resources—

Video resourcesRosa Parks Part 1

http://www.youtube.com/watch?v=kGRYS-vmLcY&feature=related

Rosa Parks Part 2http://www.youtube.com/watch?v=SdctBUEivks&feature=related

Freedom Riders | PBS 2011http://www.youtube.com/watch?v=dRlZFk8Lc3Y&feature=related

Martin Luther King, Jr. - Mini Biohttp://www.youtube.com/watch?v=3ank52Zi_S0

Books that can be used as a read a-loud and the topics they can be used to cover.

Brown v. Board of Education/School Segregation

Little Rock Nine Freedom Riders Sit-ins

“Brown v. Board of Education” by Diane L. Good

“Little Rock Nine: Young Champions for School Segregation” by Jake Miller

“Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement” by Ann Bausum

“Sit-Ins and Freedom Rides: The Power of Non-Violent Resistance” by Jake Miller

“Going to School During the Civil Rights Movement” by Rachel A. Koestler-Grack

“Little Rock: The Desegregation of Central High” by Laurie A. O’Neill

“Sit-Ins and Freedom Rides: The Power of Non-Violent Resistance” by Jake Miller

“Freedom on the Menu: Greensboro Sit-Ins” by Carole Boston Weatherford

“The School Is Not White!” by Doreen Rappaport

“The Little Rock School Desegregation Crisis in American History” by Robert Somerlort

“Sit-in: Four Friends Stood Up by Sitting Down” by Andrea and Brian Pinkney

“Brown v. Board of Education of Topeka: Challenging School Segregation in the Supreme Court” by Jake Miller

The Power of One” Daisy Bates and the Little Rock Nine” by Dennis Brindell Fradin, Judith Bloom Fradin

“Through My Eyes” by Ruby Bridges“Remember: The Journey to School Integration” by Toni Morrison

Boycotts Marches Martyrs Bill of Rights Jim Crow Laws

“Rosa’s Bus” by Jo S. Kittinger, Steven Walker

“When the Children March: The Birmingham Civil Rights Movement” by Robert H. Mayer

“Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle” by Sara Bullard

“The Bill of Rights” by Christine Taylor- Butler

“Students on Strike: Jim Crow, Civil Rights, Brown and Me” by John A. Stokes

“If a Bus Could Talk” by Faith Ringgold

“March On! The Day My Brother Martin Changed the World” by Christine King Ferris

“Martin Luther King Jr.” by Colleen A. Sexton

“The Bill of Rights: Protecting Our Freedom Then and Now” by Syl Sobel

“Freedom Summer” by Deborah Wiles

“The Montgomery Bus Boycott (Turning Points in U.S. History)” by Dennis B. Fradin

“The March from Selma to Montgomery: African Americans Demand the Vote” by Jake Miller

“The Day Martin Luther King, Jr. Was Shot” by Jim Haskins

“The Bill of Rights in Translation” What it Really Means” by Leavitt and Amie J.

“Walking for Freedom: The Montgomery Bus Boycott” by Richard Kelso

“We’ve Got a Job: The 1963 Birmingham Children’s March” by Cynthia Levinson

“If I Lived at the Time of Martin Luther King” by Ellen Levine, Beth Peck

“Boycott Blues: How Rosa Parks Inspired a Nation” by Andrea Davis Pinkney

“I Have a Dream” by Martin Luther King, Jr.

“Rosa Parks: My Story” by Rosa Parks

MATERIALS NEEDED Popsicle sticks with students’ names

Civil Rights Journal (pre-made by the teacher) RAN Chart Post-it notes Freedom Rides and Sit-ins Power point—on website Paper for RAFT and Freedom Ride sign Video clip: http://www.youtube.com/watch?

v=dRlZFk8Lc3Y Rubric and explanation for the RAFT “Through My Eyes” by Ruby Bridges “Remember: The Journey to School Integration” by Toni

Morrison Chart paper and markers Ruby Bridges slideshow (power point)—on website Video clip: http://www.youtube.com/watch?v=kGRYS-

vmLcY Video clip: http://www.youtube.com/watch?

v=SdctBUEivks “Rosa Parks: My Story” by Rosa Parks “If A Bus Could Talk” by Faith Ringgold Power point of the boycott –on website YouTube video: http://www.youtube.com/watch?

v=3ank52Zi_S0 “March On! The Day My Brother Martin Changed the

World” by Christine King Farris Exit slips List of historical characters (predetermined by the

teacher)—in power point on website Graphic organizers Notecards Historical Character power point—on website Graffiti wall for Civil Rights Journal Graffiti wall for bulletin board

Timeline of Events for Civil Rights Movement—on

website

STAGE 1 – Identify desired results

Competencies/StandardsCommon Core4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and whendrawing inferences from the text.4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize thetext.4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, includingwhat happened and why, based on specific information in the text.4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a textrelevant to a grade 4 topic or subject area.4.RI.5 comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a textor part of a text.4.RI.6 Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,time lines, animations, or interactive elements on Web pages) and explain how the informationcontributes to an understanding of the text in which it appears.4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subjectknowledgeably.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media andformats, including visually, quantitatively, and orally.4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, usingappropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly atan understandable pace.4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections;include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, forexample, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique,descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.4.W.4 Produce clear and coherent writing in which the development and organization are appropriateto task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.4.W.8 Recall relevant information from experiences or gather relevant information from print and digitalsources; take notes and categorize information, and provide a list of sources.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shortertime frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, andaudiences.

Enduring Understandings (“Students will understand THAT…”)Overarching Enduring Understandings

Throughout history change is hard but necessary. Understanding the past helps one understand the present and make decisions

about the future.

Topical Enduring Understandings

After slavery ending, Jim Crow laws caused blacks to be treated unfairly. Even though laws were made to give blacks equal rights, they were not

enforced by people of authority.

Essential Questions (“How…” “Why…” “To what extent…”)Overarching Essential Questions

How does understanding how people were treated in the past, help us today?

How am I connected to the past?

Topical Essential Questions Why is it important to understand the change needed in the South during the

Civil Rights Movement?

How did my life change due to the Civil Rights Movement?

Enabling Knowledge and Skills (“What skills and conceptual knowledge must students possess in order to demonstrate understanding – especially on performance tasks?”)

Students will know Students will be able to

Students will know why there was a need for change in reference to the Jim Crow Laws, causing the Civil Rights Movement.

Students will know important people that were involved in the Civil Rights Movement.

Students will know important events that were associated in the Civil Rights Movement.

Students will be able to identify important people involved in the Civil Rights Movement and tell how they were connected to important events in the Movement.

Vocabulary and terms for Civil Rights Movement: Civil Rights Segregation Integration Jim Crow Laws Brown v. Board of Education Freedom Rides Sit-ins Boycott Marches Prejudice Hate Lynching Racism Racist

Culture Perspective Freedom Equality Activist

STAGE 2 – Determine acceptable evidence

Overview of assessment evidence

Briefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task.

TYPE OF EVIDENCE

DESCRIPTION OF THE ASSESSMENT ACTIVITY

WHICHFACET OF

UNDERSTANDING IS EMPHASIZED?

Primary performance task

Students will perform historical characters in first person from a list of characters provided.

Empathy, Perspective, Interpretation

Written prompts/ journals

Students will keep a journal throughout the unit where they reflect or respond to prompts during individual lessons

Empathy, Self-knowledge,

Interpretation, application

Small projects/skill demonstrations/ supporting performances

RAFT writing

Exit tickets

Recruiting posters

Jim Crow Sign reflections

Explanation, Interpretation, Self knowledge

Perspective

Empathy

Student self-assessments

Students will complete the timeline for the Civil Rights Movement.

Students will identify people associated with the Civil Rights Movement and connect them to Events of the Movement.

Application, Explanation

Observing /conferencing

Class discussions

Think Pair Share

Conferencing during research of Character

Application, Explanation

Quizzes/ tests Individual Graffiti wall from journal

Final Reflection

Application, Empathy

Other

GR GRASPS details for the primary performance task

Use t The GRASP format to provide more detailed information about the primary performance task through which

you will assess student’s growing understanding.

GRASPS Use of GRASPS in this Unit

Goal Provide a statement of

the task. Establish the goal,

problem, challenge, or obstacle in the task.

To research and perform a first person character who is associated with the Civil Rights Movement.

To connect their character and create empathy from the perspective of their character to the events associated with the Civil Rights Movement.

Role Define the role of the

students in the task. State the job of the

students for the task.

Students will research primary sources, and secondary sources using graphic organizers and note cards to create stories connecting their character to the Civil Rights Movement. Students will perform in first person their stories in a presentation to the class.

Audience Identify the target

audience within the context of the scenario.

Example audiences might include a client or a committee.

A class of students that are learning about life in the south for African Americans and the need for change due to the Jim Crow Laws.

Situation Set the context of the

scenario. Explain the situation.

After learning about the events of the Civil Rights, you are going to research a person and inform your students about your person’s connection to the Civil Rights Movement.

Product Clarify what the

students will create and why they will create it.

You will create a presentation that links chronological, as well as connects your person to the important events of the Civil Rights Movement.

Standards and Criteria

Provide students with a clear picture of success.

Identify specific standards for success.

Issue rubrics to the students.

Your performance needs to demonstrate your understanding of the information you have researched on your character. You will be judged on the following rubric which will evaluate you on the following categories:

Rubric for Historical Characters(Also located on the Historical Characters power point)

B Biographical details: The presentation includes accurate and concise information about the character’s life• Experiences from childhood• Major influences• Major events as adult• Other details and events

Contribution/relevance: The presentation addresses the importance and contributions of the character and the relevance of study• What is the individual most famous for?• Perception of individual during his/her life• Perception of individual throughout history

Accuracy: The presentation—including content, props, and audiovisuals—is accurate• Props and audiovisuals are accurate• Annotated bibliography of all sources

Poise and presentation: The student is well prepared. There is little or no reliance on notes.

Character: The presentation is in character. Student is believable as the character, speaking in first person, avoids current slang

Totals

STAGE 3 – Design learning activitiesUse the WHERETO model to identify the type – but not the sequence – of instructional activities required to promote the desired results. Following the WHERETO model is an optional calendar for actually scheduling the sequence of learning activities. Note that assessment activities (the second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit.

WHERETO

WHow will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?

“W” Ideas From the hook, students will learn about the need for

change in the south due to the Jim Crow laws. They will use and update a timeline of events and people during the Civil Rights movement, and they will be evaluated with rubrics that will be given to them prior to their activity.

HHow will you hook students at the beginning of the unit?

“H” Ideas Students will perform a simulation where they

are treated a specific way due to a characteristic that is randomly given to them.

E

What events will help students experience and explore the big ideas and questions in the unit? How will you equip them with needed skills and knowledge?

“E1” Ideas RAN chart Children’s read-a-louds Primary and secondary video clips Power points with primary and secondary sources RAFT’s Reflections Historical Character research

RHow will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

“R” Ideas Class discussions Peer discussions Journaling Historical Character research—conferencing

throughout preparations

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

“E2” Ideas Provide students with rubrics to self-evaluate Conferencing Exit tickets Reflections Revisit RAN chart to see how our thinking has

changed.

T How will you tailor instruction to meet student need in readiness, learning style, and interest while remaining true to the desired result?

“T” Ideas Graphic organizers Exit Tickets Posters Signs

Journal entries Research

OHow will you organize learning experiences to maximize engagement and understanding and minimize misconceptions?

“O” Ideas Use a timeline Use a Journal Class RAN Chart Varies styles of expression—listening, talking,

writing, drawing, role playing

Sequence of unit learning and assessment activities

CalendarMonday Tuesday Wednesday Thursday Friday

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Lesson 5

Lesson 6 Lesson 7

Lesson 8

Lessons:Lesson # 1Title: Hook-Simulation Duration: 1 dayLearning Goals Based on Standards:Students will be able to:

Understand the reason the Civil Rights Movement was necessary.

Essential Questions: How does understanding how people were treated in the past, help us today? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement?

Students will Know: By the end of the activity, students will know that blacks in the south were treated differently than the whites based on the color of their skin. Students will find out that Jim Crow Laws were the laws that stifled blacks’ constitutional rights.

Students will Understand: Students will understand that people should not be treated differently due to a characteristic beyond their control.

Students will Do: Students will be divided in to two separate groups. The groups will be determined by a random draw performed by the teacher and students. Students will not know why they are being divided in to the groups. One of the groups will be treated in a specific way due to a characteristic that is randomly given to them.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? The students understanding will be judged based off of their journal entry that they will be asked to write after participating in the simulation activity done during that day. Students will be asked to journal about their thoughts, feelings and questions they had throughout the activity. Students will also be given an opportunity to share their journal entries.

Instructional Activities/Sequence: The teacher will have popsicle sticks with each student’s name on it. The class will help the teacher divide the class into two separate groups without any knowledge of why they are being divided. Throughout the day, the teacher will give one group privileges and deny the same privileges for the other group. (Ex. Recess, lunch, using special resources, only calling on the “privileged group”, one group can have student resources, etc…) At the end of the day, the class will debrief by discussion about how students felt about their treatment throughout the day. The students would then journal their thoughts, feelings and questions they had about the activity.

Resources: Popsicle sticks with students’ names Civil Rights Journal (pre-made by the teacher)

Lesson # 2Title: RAN ChartDuration: 1 dayLearning Goals Based on Standards:Students will be able to:

4.W.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Essential Questions:

How does understanding how people were treated in the past help us today? How am I connected to the past? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement? How did my life change due to the Civil Rights Movement?

Students will Know: Students will know what information is true and not true about the Civil Rights Movement based off of what we learn. Students will know that what they think they know may be confirmed knowledge or a misconception and that further learning will help to develop new questions.

Students will Understand: By the end of the lesson, students will be able to see their knowledge of the Civil Rights unit displayed in a graphic organizer.

Students will Do: Students will be asked to complete a RAN Chart dealing with Civil Rights. They will also be asked to confirm their thoughts as confirmed information or as a misconception as the unit goes on. Also, students will need to develop new questions, wonderings, or information to record as the unit proceeds.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Understanding will be judged based of off observation performed by the teacher as well as assessing the journal entries that correspond with the RAN chart.

Instructional Activities/Sequence: Students will be asked to complete a RAN Chart at the beginning of the unit. The RAN Chart will be a graphic source used for students to record and build on prior knowledge as they work through the learning process. Students will be given post-it notes to write down things they think they know about the Civil Rights Movement. The Chart will be broken into the following groups; What I think I know, confirmed information and misconceptions, new information, and new questions or wonderings that come up during the unit (new information). To begin, each student will be required to record information that they think they know about the Civil Rights Movement. As we learn, we can move the post-it notes to the confirmed or misconception column and add new information and new questions as we go.

Resources: RAN Chart Post-it notes Civil Rights Journal

Lesson # 3Title: Freedom Rides and Sit-InsDuration: 2 daysLearning Goals Based on Standards:Students will be able to:

4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Essential Questions: How does understanding how people were treated in the past help us today? Why was there a need for change in reference to Jim Crow Laws during the Civil Rights

Movement?

Students will Know: Students will know how Freedom Rides and Sit-Ins impacted the Civil Rights Movement and what the purpose was behind the events.

Students will Understand: Students will understand the reason behind people participating in freedom rides and sit-ins in the south during the Civil Rights Movement. They will also understand the procedures.

Students will Do: Students will watch and discuss power points created by the teacher presenting information about freedom rides and sit-ins in the south throughout the Civil Rights Movement.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged?Students will be asked to journal after watching the power points and having a classroom discussion about freedom rides and sit-ins. They will also be asked to explain their sign and the feelings and emotions that go along with it. Students will also be asked to write a RAFT and they will be assessed on their comprehension and writing of that activity.

Instructional Activities/Sequence: Students will watch and discuss the two power points over freedom rides and sit-ins compiled by the teacher. The teacher will use these slides as a way to instruct the class on what freedom rides and sit-ins are and why they were used as a non-violent way to fight back in the struggle for equality during the Civil Rights Movement. Students will also watch a YouTube video on Freedom Rides. After the lesson over freedom rides and sit-ins is completed, students will be asked to pick a sign from the movement and draw the sign in their journal and then explain feelings and emotions that the sign brings out. As a writing piece, students will be asked to write a RAFT relating to sit-ins.

R-You are a black college aged citizenA-Young black citizens who you are recruiting to join the Sit-insF-Recruiting posterT-Recruiting young black citizens to join the Civil Rights Movement and participate in a Sit-in at a local

store.Resources:

Freedom Rides and Sit-ins Power point Civil Rights Journal-RAFT and Freedom Ride sign http://www.youtube.com/watch?v=dRlZFk8Lc3Y Rubric and explanation for the RAFT

RAFT Assignment for lesson #3

R-ole A-udience F-ormat T-opicYou are a black, college age citizen.

Young black citizens who you are recruiting to join the sit-ins

Recruiting poster Recruiting young black citizens to join the Civil Rights Movement and participate in a sit-in at a local store.

RAFT ExplanationTo complete a RAFT Assignment you are expected to write from the point of view of a historical character. It is important that you include historically accurate details to help the reader better understand your character, write clearly, strive for creativity, and pay attention to the format.Answer the following to help you plan your writing:R-ole: Which role from the historical past will you play?A-udience:Who will you be writing to? [This relates to the format below and you have many choices. You could write to yourself in a diary entry, the public in a speech or newspaper article, a loved one in a letter or poem, etc.]F-ormat:What type of format or writing style will you use? (Remember you can write a song, newspaper article, journal entry, letter, public speech, or poem.)T-opic:What important event will you be writing about? [Think about the most significant times in your character's life.]

You may include an illustration that you draw or paste into the document.RAFT Rubric

10 5 0

ContentExhibits knowledge of the history, includes important facts and information.

Exhibits some knowledge of the material.

No historical facts included or major historical inaccuracies.

Writing Technique

Uses proper punctuation, spelling, grammar, and sentence structure.

Some mistakes.Displays a lack of attention for rules of formal writing.

CreativityDisplays originality, creativity and thoughtfulness.

Some attempts at creativity.

Predictable, little creativity.

Presentation Neat, easy to read, interesting graphics.

Neat, but lacks artistic flair.

Messy or no illustration.

Lesson #4 Title: School Segregation Duration: 2-3 daysLearning Goals Based on Standards:Students will be able to:

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the

text. 4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information

clearly.a. Introduce a topic clearly and group related information in paragraphs and sections;include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, forexample, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, andaudiences.Essential Questions:

How does understanding how people were treated in the past help us today? How am I connected to the past? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement? How did my life change due to the Civil Rights Movement?

Students will Know: Students will know that schools were segregated in the south based on the color of one’s skin.

Students will Understand: Students will understand that black and white schools were not equal and did not follow the Plessy v Ferguson law of “separate but equal”. Students will also understand why people chose to desegregate schools in the south during the Civil Rights Movement.

Students will Do: Students will listen to two read aloud books talking about desegregating schools and what it was like for the students that were chosen to participate in such events. Students will also reflect and express empathy and understanding of students during that time period.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will be assessed by the accuracy of t-charts (events/feelings/thoughts), discussions, and reflections of the information presented.

Instructional Activities/Sequence: The teacher will read “Through My Eyes” by Ruby Bridges and “Remember: The Journey to School Integration” by Toni Morrison. These books cover what it was like for a black student to integrate a white school in the south during the Civil Rights Movement. It is important that the students know about the Brown v. Board of Education and this is covered in Ruby Bridges book, “Through My Eyes”. As a class, the teacher and students will make a t-chart on each book to record events that happened in the book and how the character would have felt and/or thought. The t-chart is something you can use for prompting a classroom discussion. After reading the books, charting events and feelings/thoughts, and having a classroom discussion, the students will be asked to journal their own thoughts and feelings about school integration. The t-charts can be left up as a resource for students. The students will also have a chance to share their journal entries which can also provide a lead in to another classroom discussion. The teacher will also share a power point of Ruby Bridges’ experience with integration.Resources:

“Through My Eyes” by Ruby Bridges “Remember: The Journey to School Integration” by Toni Morrison Chart paper and markers Ruby Bridges slideshow (power point) Civil Rights Journal

Lesson # 5Title: BoycottDuration: 5 daysLearning Goals Based on Standards:Students will be able to:

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections;include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, forexample, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Essential Questions: How does understanding how people were treated in the past help us today? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement?

Students will Know: Students will know that boycotts happened in response to the struggle for civil rights. Students will also know the leaders involved in boycotts.

Students will Understand: Students will understand why the bus boycott happened, who was involved and why it is important to the Civil Rights Movement.

Students will Do: Students will listen to stories about Rosa Parks and the bus boycott and discuss the event as a class as well as watch and discuss a power point on the boycott and people that were involved.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will be assessed by the reading of their journal entries that correspond with the lessons on the bus boycott.

Instructional Activities/Sequence: Teacher will start reading “Rosa Parks: My Story” as a read aloud. After starting the book, the teacher will show a power point on the bus boycott as a way to show and give students background knowledge that they will be able to connect to when the teacher reads that part of Rosa’s story. This is a chapter book. It will take a couple days to read. After reading Rosa’s autobiography, the teacher can also read, “If A Bus Could Talk” by Faith Ringgold. This story is telling the story of Rosa and the bus boycott from the perspective of the bus. It helps for students to be able to further understand the bus boycott and the impact it brought on the Civil Rights Movement. After both of the read alouds are completed, the students will watch a YouTube video on Rosa Parks and her role within the Civil Rights Movement and the Bus Boycott. After the books and video, students will be asked to write a reflection.

Resources: http://www.youtube.com/watch?v=kGRYS-vmLcY http://www.youtube.com/watch?v=SdctBUEivks “Rosa Parks: My Story” by Rosa Parks “If A Bus Could Talk” by Faith Ringgold Civil Rights Journal Power point of the boycott

Lesson # 6Title: Martin Luther King, Jr. and marchesDuration: 2 daysLearning Goals Based on Standards:Students will be able to:

4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections;include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, forexample, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Essential Questions: How does understanding how people were treated in the past help us today? How am I connected to the past? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement? How did my life change due to the Civil Rights Movement?

Students will Know: Students will know that marches were performed as a non-violent way of protesting. Students will also know Martin Luther King, Jr. and his role with non-violent marches.

Students will Understand: Students will understand why marches were performed and how Martin Luther King became such an inspirational leader to those that followed him.

Students will Do: Students will hear a read aloud about Martin Luther King, Jr. and have a discussion on what they have learned and what he represents in American history.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students will be asked to journal and reflect on the knowledge that they will have learned about Martin Luther King, Jr. and marches during the Civil Rights Movement. They will be assessed by the reflection and the answer to the exit slip question: What are two things in your life that you feel would be different if Martin Luther King, Jr. and the Civil Rights Movement hadn’t worked so hard to change?

Instructional Activities/Sequence: Students will watch a YouTube video on MLK’s biography. http://www.youtube.com/watch?v=3ank52Zi_S0 and then read “March On! The Day My Brother Martin Changed the World” by Christine King Farris. The video and story will build the students’ background knowledge on Martin Luther King, Jr., who he was and why he is an important role model in American history. Students will be given time to journal after the lesson(s) having been taught. The journal entry should be a reflection of what they have learned about MLK Jr. After they have finished their reflection on what they have learned, they will be asked to pick two things in their life that they feel would be different had MLK and the Civil Rights Movement not worked so hard to change.

Resources: YouTube video: http://www.youtube.com/watch?v=3ank52Zi_S0 “March On! The Day My Brother Martin Changed the World” by Christine King Farris Civil Rights Journal-Reflection and Exit Slip

Exit Ticket TemplatePlease turn in to your teacher before leaving today!

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Please turn in to your teacher before leaving today!

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Lesson # 7Title: Historical CharactersDuration: 10 days

Learning Goals Based on Standards:Students will be able to:

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Essential Questions: How does understanding how people were treated in the past help us today? How am I connected to the past? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights Movement? How did my life change due to the Civil Rights Movement?

Students will Know: Students will know what life was like for a historical figure that lived during the Civil Rights Movement. Students will know why the historical character acted in the manner in which they did and know the purpose behind their actions in relation to the Civil Rights Movement.

Students will Understand: Students will understand what life was like for the person they are studying. They will understand life of that person from the character’s perspective.

Students will Do: Students will pick a historical character from the Civil Rights time period and research them. The student will record information in a graphic organizer and present the information as if they are the person they are studying. This will be a first person presentation to the rest of the class.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? The students’ understanding will be judged by the rubric for their presentation as well as their information on their graffiti walls.

Instructional Activities/Sequence: Students will be assigned a historical character done by a drawing with the class and the teacher. The teacher will draw a name of a student and assign them a person from the predetermined list of characters. The students are responsible for researching their person and recording information about that person’s life in a graphic organizer that will be provided by the teacher. After all of the information has been researched and recorded, the student will begin transcribing their records on to notecards for the first person presentation they will give in front of the class. The student is responsible for presenting the information they’ve found as if they were that person speaking to the class. They need to take in to account clothing and props that person might have brought with them. After each presentation, students will write one thing about that person on their biography graffiti page included in their journal. As a culminating activity, the class will create a biography graffiti wall. At this time, students will write two to three sentences about their character on the class graffiti wall. Students can use the graffiti walls to study and then using the historical character power point, the teacher will divide the class into teams and play a game where students have to recognize individuals from the Civil Rights Movement and tell the event they are associated with.

Resources: List of historical characters (predetermined by the teacher) Popsicle sticks with students’ names Graphic organizers

Notecards Historical Character slideshow Graffiti wall for Civil Rights Journal Graffiti wall for bulletin board

Lesson # 8Title: Final Lesson Duration: 1 dayLearning Goals Based on Standards:Students will be able to:

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including

what happened and why, based on specific information in the text. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Essential Questions: How does understanding how people were treated in the past help us today? How am I connected to the past? Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights

Movement? How did my life change due to the Civil Rights Movement?

Students will Know: Students will know that some thinking has changed from the beginning to the end of the unit because some knowledge may be confirmed knowledge, while other knowledge may be a misconception. Students will know why there was a need for change in reference to the Jim Crow Laws, causing the Civil Rights Movement.

Students will Understand: Students will understand that there was a need for change in the south during the Civil Rights Movement and understand that what was done during the Civil Rights Movement effects their lives today.

Students will Do: Students will think-pair-share and reflect on the ending questions of the unit. Students will also revisit the RAN chart and see how their thinking has changed.

Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Students’ understanding will be judged by their discussions during think-pair-share and their reflection to the questions listed below.

Instructional Activities/Sequence:As a class update our RAN chart to see how our thinking has changed.Students will think-pair-share and journal their response to the following questions.

Why was the Civil Rights Movement necessary? How did my life change due to the Civil Rights Movement? Three things that you learned, found to be the most interesting, want to remember, etc…

Resources: RAN Chart Civil Rights Journal