Lesson Plans for Year Three. TAH Grant. August, Teresa Bell. Vickie Bettis. Barbara Taylor

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1 Lesson Plans for Year Three TAH Grant August, 2012 Teresa Bell Vickie Bettis Barbara Taylor

2 Lesson Plan Subject: Social Studies and Economics/ 5 th grade This is a six day lesson unit for grade 5, 1 hour each lesson. (5 th grade/ Social Studies) (can be modified for grades 3-8) GPS: SS5H8 The student will describe the importance of key people, events and developments between b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr. SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. SS5CG1: The student will explain how citizens rights are protected under the constitution. SS5G1 The student will locate important places in the United States. b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL. ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons ELACC5SL1: Engage effectively in a range of collaborative discussions (one on one/in groups/ and teacher led) with diverse partners on grade 5 topics and text building on others ideas and expressing their own clearly. Learning Goal(s): Students will understand the economic impact of boycotts and sit-ins, and how this positively impacted the Civil Rights Movement.

3 Essential Question: What is a boycott? How did the conflict of the Montgomery Boycott create change? How could others be affected by Rosa Parks s actions during the civil rights movement? What role did the non-violent reactions of the Greensboro Four play in the success of the sit-ins? How was the civil rights movement influenced by people s beliefs and ideals? Activate Learning: (Pre-Test) a. Day I : Picture of Greensboro Four (1960, Greensboro NC) ( greensboro-four.html). Teacher leads with: I wonder what s going on in this picture? Students write wondering questions about what might be taking place in the picture. (5 minutes) Discussion/predictions are discussed. Teacher introduces the book Sit In How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney. After reading the story, assign student discussion groups to discuss if previous observations have changed. If so, how? Have groups write prior/current comments on large sheet of paper. Post on wall for the next day. b. Day II : Quickly have students review their observations/concerns

4 about the Greensboro Four. Introduce the book If A Bus Could Talk: The Story of Rosa Parks by Faith Ringold. Access prior knowledge by asking the students what they know about Rosa Parks. What did she do that made her famous? Show the picture of the Greensboro Four again. Ask the students if these two pictures are connected and if so, how? Record responses on chart paper and post next to the paper from yesterday. Read the book. Ask the students how a boycott and a sit-in are similar. How are they different? Lesson Plans: Day I -2: Show video from United Streaming: Hero s of Today and Yesterday: Rosa Parks and the Civil Rights Movement Teacher: I wonder how much money the bus company lost while the boycott was in effect. I m wondering if the bus drivers were worried how they were going to get paid. If I wasn t getting paid, how was I going to support my family? Gosh, if I m a black bus rider, how am I going to get to work if I can t ride the bus? And, if I can t get to work, how am I going to support my family? Give each student a small piece of paper tell them to draw a circle. What does your face look like if you are a bus driver, or a passenger? Hopefully, the students will draw upon their understanding of the concept of conflict and how it was mirrored in the faces of those involved. Guide the students into discussions about these questions. Refer to the enduring understanding that conflict can bring about change. Ask the students how this conflict brought about the change that occurred in the video or the book about Rosa Parks. Have students create a written reflection based on these discussions. Day 3: Reflect back to the picture of the Greensboro Four. Ask the students if the pictures they drew yesterday have any semblance to the picture of those men. How? Discussion. Ask students to repeat what a conflict is. How did the sit-ins resemble

5 the bus boycott? (Smithsonianchannel.com) Seizing Justice: The Greensboro Four From Feb to July of 1960, Woolworth had lost $200,000 due to the sit ins. There were 70,000 people involved in sit-ins around the country. Woolworth gave in to the reality they weren t producing the capital needed to remain open, and agreed to desegregate their lunch counters nationwide. Have students choose 1 of the 2 offered writing prompts for reflective writing: 1. How did the Greensboro participants non violent actions contribute to the success of the other sit ins going on around our country? 2. Could you have participated in one of the sit ins of 1960 to better your life and the lives of others? Describe your sit-in and the circumstance why you are protesting. Teaching Strategies: Graphic Organizers, Reflective Journaling, technology, inquiry based acknowledgement of historical photos/ Socratic Seminar Vocabulary words; boycott, segregation, non-violent, culture, sit-in, NAACP. Summarizing: Reflective journaling (diary and inquiry based wonderings) Authentic Culminating Assessment How did the Montgomery Bus Boycott and Woolworth lunch counter sit-ins impact the Civil Rights Movement? Include specific examples of conflict and the change it brought about. You are encouraged to use your reflective journals to help you with this assignment. Culminating Assessment Rubric

6 Criteria/Scale Just Beginning Almost There Meets Standard Wow! Historical Accuracy No understanding of the economic effect of boycotts and sit-ins in relation to the Civil Rights Movements. Exhibits some understanding of facts related to the boycotts and the changes it brought to the Civil Rights Movement. Synthesis of both historical events are evident in the writers analysis of the economic impact of the boycotts and sitins. Analyze and assess the reasons for implementation of these protests, further projection of future measures that impact social and economic well being. Development and Organization of Text No statements are accurate and in the correct placement Few statements are accurate and in the correct placement. Most statements are accurate and in the correct placement. All statements are accurate and in the correct placement.

7 Bibliography Ringgold, F.(1999) If A Bus Could; Talk The Story of Rosa Parks. New York, NY: Aladdin Pinkney, A.(2010) Sit-In; How Four Friends Stood Up by Sitting Down. New York, NY: Little, Brown, and Company Ritchhart, R. (2011) Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass Weatherford, C.B.(2005) Freedom of the Menu; The Greensboro Sit-Ins. New York, NY: Penguin

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