Title/Grade Level. Rosa Parks Taking a Stand

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1 Title/Grade Level Rosa Parks Taking a Stand Essential Question(s) CCSS Standard (s): MELD Objective(s) Materials/Resources Culminating Task African-Americans Taking a Stand 4 th -5th Grade Note: This is a sample of what can be done over two weeks. Please use the texts of your choice and feel free to add activities, questions, protocols, graphic organizers, etc. Teachers are encouraged to introduce students to multiple historic African American figures past and present that have taken a stand. How has an African American Leader taken a stand for social justice in the United States? CCSS.ELA-Literacy.W.4.2/5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.4.2.b/W.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic CCSS.ELA-Literacy.L.4.1/L5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CCSS.ELA-Literacy.SL.4.1.a/SL.5.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion CCSS.ELA-Literacy.RI.4.3/5.3 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. 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (5 th ) Using the conversation skill clarify, fortify, and negotiate, students will build on each others ideas and ask for clarification as needed about topics and texts. Article: Civil Rights on a City Bus, personal thesaurus or other vocabulary development strategies, chart paper, markers, resource packets, highlighters, Video - Rise Up, ESPN Students will write an essay or create a multi-media presentation describing an African American Leader who has taken a stand for Social Justice. The students conclusion paragraph will express how they will take a stand for Social Justice in their community.

2 Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Academic Vocabulary Suggestions: (Vocabulary words can be taught each day of the lesson using the AEMP Personal Thesaurus, Personal Dictionary, Frayer Model, or other graphic organizers or methods. Take a stand Protest Reserved Equality Defiance Intensify Refused Inspiration Boycott Courage Violate Segregation Civil Rights Movement Jim Crow Laws Motivation: Video/Discussion 18/watch-espnpromotes-black-livesmatter-to-honorafrican-americanstaking-stands/ What did you notice in the video? What forms of protest were shown in the video? Pass out pictures from video for students to discuss. Question: How does the picture demonstrate taking a stand? Vocabulary Review: With a partner, students will give examples of key vocabulary. i.e. A person shows courage when. Under the Jim Crow laws, people of color couldn t 1 st Read: Teacher guides students in the reading of the article. In small groups, students answer questions about key details from the story and chart them. 2nd Read: Individually students will close read the article citing evidence from the text how Rosa Parks took a stand and showed courage. Using the protocol, Give One Get One, students will share their evidence with classmates adding to their own graphic organizer. et/cms/lib08/ca /Centricity/Domai n/217/discussionpr OTOCOLS.pdf Teacher will debrief the whole group charting common findings. Video Resource: Bet You Didn't Know: Rosa Parks /topics/blackhistory/rosaparks/videos/bet-youdidnt-know-rosa-parks Students will listen and chart additional information supporting how Rosa Parks took a stand. Give students another copy of the graphic organizer to add details from the video. Question(s)? How can you take a stand against a problem in your school, home, or community? Allow students to think ink pair share with multiple partners using musical shares with the song from the video or song of student/teacher choice. Musical Shares: When the music plays, students walk around until it stops. Once the music stops, students partner up with the closest person and shares. Identify which partner goes first by height, alphabetical order, etc. Allow enough time for each partner to share. When the music starts, students walk

3 Can you think of a time when you had to take a stand at school or at home? Allow students to share with a partner. Use Pick a Stick to call on students to share out. Chart answers on T Chart. Vocabulary Development: Select 3-5 words per day Using the personal thesaurus and the personal dictionary, teacher will guide students in vocabulary development lessons to pre-teach or review key vocabulary terms. Who, what, when, where, and why graphic organizer Who is the story about? Describe the character. What are the main events in the story? Where does the story take place and what is the significance of the setting? When does the story take place? Why is the information in the article important to us today? Sample Question(s) What were that actions that Rosa Parks took to take a stand for Justice? What words would you use to describe Rosa Parks actions and why? Cite evidence from the text! Prompt/Response Sentence Starters: Rosa Parks demonstrated courage when Can you give an example from the text? Give an example to support claim? Allow students to highlight information that was new from the video. Sample Question(s) How is the article and video alike and how are they different? What new information did you learn from the video? Prompt/Response Sentence Starters: The video and the article are related because The video and the article are different in that In the video I learned that. around to find another partner. Randomly choose a few students to share out using Pick a Stick or other participation protocol. Activity: Students will create a hashtag which takes a stand against or highlights an issue in the community, home, or school. i.e. #nomorebullying #endgangviolence #awaywithracism Independent Research: Teacher created letter goes home explaining the project and research requirements.

4 Week 2: Writing Process Graphic Organizer (s): Teacher models and co constructs model essay with students on Rosa Parks. Prewrite/Draft Academic Vocabulary: Teacher models how to use information gathered on graphic organizers to begin writing and shows students an exemplar. Review vocabulary and encourage students to use their personal thesaurus and personal dictionary in their drafts. Revise Revise for word choice and the additions of supportive details. Activity: Allow students to share their papers in strategic small groups. Pass out post its and allow classmates to ask probing questions or give suggestions to classmates based on the scoring rubric to improve their writing. Revise Revise for AAL or MAxL. Using the common rules lists, revise for the use of home language. (AEMP website) t/page/191#spn-conte Edit Edit for grammar, usage, and mechanics. Publish Final Draft (Provide additional days as needed) Extensions: Multimedia presentations (See Rubric) Weeks 3 and 4 Students research other prominent figures past and present who took a stand following modeled after this lesson as is or adapted to your classroom. Provide students in class time to conduct research when possible. Resources: m/celebrity/blackathletes-stand-againstracism#

5 AEMP Written Word Essay Contest 4 th 5th Grade African-Americans Taking a Stand Resources and Handouts

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7 Rosa Parks Takes a Stand Classify at least 3 ways that Rosa Parks took a stand for social justice. Add details from your resources.

8 Question 1 (Who) Question 2 (What) Question 3 (When) Oar= Question 4 (Where) Why is the information in the article important?

9 Andra Day We have a history of this. A history with this. A history of rising in the face of crisis, surviving in the heart and soul of struggle. Sometimes life requires you to take a stand. 60 years ago, Rosa Parks took a stand by taking a seat. She began a movement that propelled change. The power of the news has transcended to hashtags, because black lives do matter. These moments force us yes, us to look deeper inside of ourselves, only to discover purpose of sitting down in silent protest to be heard and raising our hands the way we used to raise our fists to be understood. The I Am a Man signs replaced by I Can t Breathe t-shirt. Don t ask why Missouri football decided to stand up against authority. Don t question James Blake s right to stand up against racial profiling. Don t dismiss Misty Copeland s stand against prejudice. Or he NBA s stand against gun violence. Our struggle does not stop. It simply continues. Black history does not repeat itself. It evolves. Rise with a sense of being. Rise with a sense of purpose. Rise up like the day. Why continue to sit when you were born to rise?

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18 Civil Rights on a City Bus By ReadWorks On the first of December 1955, the African American seamstress Rosa Parks helped change the course of history on a city bus. Rosa boarded the bus after a day s work at a Montgomery, Alabama, department store. She settled towards the middle, past the first several rows, which at that time were reserved for white people. After making a few stops, the bus became full. Then a white man boarded, but there was nowhere for him to sit. The driver ordered Rosa and the rest of the black passengers in her row to stand at the back of the bus and let the white man sit. In an act of defiance that would help intensify the American Civil Rights Movement, Rosa refused to give up her spot. For violating the laws of segregation, referred to as the Jim Crow laws (which were meant to keep white people and black people separate), Rosa was arrested and fined. Her refusal to move was a quiet and simple action, but she took an enormous risk that evening. She also became a hero and an inspiration to people all over the nation who were fighting for racial equality, including Dr. Martin Luther King, Jr., a young minister who would soon become a major civil rights leader. In response to Rosa s arrest, blacks in the city of Montgomery boycotted the

19 2014 ReadWorks, Inc. All rights reserved. public bus system for more than a year. Like her, they had had enough of being treated like second-class citizens. The Monday after Rosa s arrest, most black commuters walked to where they needed to go some traveling more than 20 miles.

20 In her autobiography, Rosa Parks: My Story, Rosa writes of that day on the bus: Finally, in November of 1956, the U.S. Supreme Court ruled that the Jim Crow laws that kept blacks and whites segregated were unconstitutional. Rosa Parks had challenged the law and shown people far beyond her own town how cruel and unjust segregation could be, and she had won. The boycott ended more than a month later, when the Montgomery buses were integrated, but the resistance to racial prejudice did not stop there. Rosa and the Montgomery Bus Boycott, as it has come to be known, sparked a series of nonviolent mass protests in support of civil rights. One woman s strength and commitment to change helped fuel a movement. Sometimes that is all it takes. People always say that I didn't give up my seat because I was tired, but that isn't true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me as being old then. I was forty-two. No, the only tired I was, was tired of giving in ReadWorks, Inc. All rights reserved.

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