Civil RightsGr. 2-4

Suzy Bohnsack, Leslie Callison, Deb Storjohann, Donna Walton

Learning Goals: Recognizes civil rights leaders and their contributions to the civil

rights movement. Compares and contrasts life pre and post civil rights movement. Shows familiarity with a variety of events that caused change for civil

rights for African Americans. Defines key terms related to the civil rights movement. Distinguishes between primary and secondary sources and

understands the effects of bias. Discover the effects of segregation.

Standards: McRel #11 – Understands the role of diversity in American life and

the importance of shared values, political beliefs, and civil beliefs in an increasingly diverse American society. http://www.mcrel.org/compendium/Standard.asp?SubjectID=14#

Iowa Online 17b – Social controversies bring about adjustments in civil rights (gender, race) and moral issues (alcohol, gambling). http://fp.uni.edu/iowaonline/2.htm

United States History Standards Era 9 #29 – Understands the struggle for racial and gender equality and for the extension of civil liberties. http://www.mcrel.org/compendium/standard.asp?subjectID=5

United States History Standards Era 10 #31 – Understands economic, social, and cultural developments in the contemporary United States http://www.mcrel.org/compendium/standard.asp?subjectID=5

Key Concepts/Terms:

Segregation Jackie RobinsonIntegration Ruby BridgesPrejudice Martin Luther King Jr.Civil Rights Rosa ParksBoycott Thurgood MarshallEqualityDiscriminationRaceColored

Learning ActivitiesActivity 1

History Mystery

Materials: 1 page with key terms/people per student (see Key Concepts/Terms)

Objective: Recognizes civil rights leaders and their contributions to the civil rights movement

Define key terms related to the civil rights movement. Procedure: Each student will receive a paper with key/terms and

people listed at the top. Students will be instructed to create a narrative using all terms. There must be enough information/detail embedded in what they write so that the teacher knows that they truly understand each term. This procedure will

Assessment: Students’ writings will be used as a pre and post test for the unit. Pretests will be used so that the teacher knows what the students’ areas of weakness are and so will be able to tailor instruction to their needs. The post test will be assessed based on students’ knowledge at the end of the unit.

Activity 2Attitude-of-the-Time

Materials: KWL chart The Other Side by Jacqueline Woodson or Freedom Summer by Deborah Wiles

Objective: Explore the attitudes of people prior to the beginning and during the civil rights movement

Procedure: Begin KWL chart. Read The Other Side by Jacqueline Woodson or Freedom Summer by Deborah Wiles as a jumping off site. Discuss book and time period attitudes. Finish KWL chart.

Assessment: completed KWL chart and teacher observation of discussion

Activity 3Mindwalk Activity

Materials: paper and pencil, Student lesson page from web site (see procedure)

Objective: Distinguishes between primary and secondary sources and understands the effects of bias.

Procedure: The mindwalk activity will teach beginning understanding of what primary and secondary sources are.See the following website for mindwalk lesson: http://www.memory.loc.gov/ammem/ndlpedu/lessons/psources/source.htmlCould possibly be done as homework.

Assessment: Bring 5 primary and secondary sources to show students. Students will identify each item/narrative as either a primary or secondary source.

Activity 4Now? Or long ago. Tell me why you think so.

Materials: print a variety of photos from then and now. Possible photos to use could be from: Segregated classroom photo http://www.rethinkingschools.org/archive/18_03/kids183.shtml Integrated classroom photo http://www.vils-es.eu.dodea.edu/cirriculum.html http://business.tamu.edu/mgmt/mshrm/whileYoureHere/search.htm

Rosa Parks sitting on the bus http://www.picturehistory.com/search?word1=Rosa+Parks photo could also be copied from Martin Luther King Jr. A Man of Peace by Garnet JacksonCurrent City bus picture http://chintupatelinuk.tripod.com/bus.jpghttp://www.saltwaterventures.homestead.com/files/Pic_Playa_City_Bus.jpg

Pool Members Only Photohttp://www.loc.gov/exhibits/treasures/trr057.htmlIntegrated club/pool photohttp://www.baligolfandcountryclub.com/countryclub5.gifhttp://www.barrio-station.org/Picture%20014.jpghttp://www.nvpools.com/images/SwimLessons3b.jpg

Negro League teamhttp://www.africanamericans.com/NegroLeagues_Allstars.gifCurrent baseball team photohttp://www.photofiledirect.com/cgibin/shopper.exe?keywords="BLD~"&search= action

copy of questions to lead group discussion - http://www.uni.edu/icss/aea9su/horton1.html

1 Venn diagram for each group.

Objective: Compares and contrasts life pre and post civil rights movement.

Procedure: Divide the class into groups. Give each group a different pair of the now and long ago pictures, the list of discussion questions (see http://www.uni.edu/icss/aea9su/horton1.html), and a Venn diagram. Students will use the Venn diagram and list of discussion questions to compare and contrast the then and now pictures. Students will share their pictures, present their Venn diagrams and summarize their discussion to the class. Class members may add to the discussion.

Assessment: Completion of the Venn diagram.

Activity 5Group Biography Research

Materials: o Books to use as resourceso Index cards to use for timelineo Biography packet – packets will be made by teacher based on

grade levelo Access to the Internet and Timeliner (computer program)

Objective: Recognizes civil rights leaders and their contributions to the civil rights movement.

Procedure: Students will be divided into groups. Each group will choose a civil rights leader to research. Students will be given books and access to the Internet to allow them to find information about their person. Packets will be given to each student which will guide them to find specified information. This could include personal event facts, important contributions, challenges, etc. Students will be required to choose an appropriate number of facts about their leader for their grade level. Each student will make a timeline of important events either on paper or using Timeliner. Each event will also be put on an index card and added to the class timeline (see activity 6). Each group will give an oral presentation on their civil rights leader.

Assessment: A rubric will be used to assess the research packet and oral presentation.

Activity 6Timeline

Materials: index cards, string, paper clips, http://www.infoplease.com/spot/civilrightstimeline1.html

Objective: Shows familiarity with a variety of events that caused change for civil rights for African Americans.

Procedure: Use the timeline website of primary civil rights events to model how to use a timeline (see above). Choose approximately 4 events to begin class timeline that will be added to throughout the unit, particularly including when groups research civil rights leaders. Each biography group (see activity 5) will include a specified number of important events from their person’s life. These events will be put on individual group’s timelines as well as the class timeline.

Assessment: Individual and class timelines are chronologically correct.

Activity 7Vocab. Activities

Materials: VVWA page (write the word, define the word, draw a picture of the word’s meaning, draw a picture of how the word relates to the student) and/or Frayer Model page (write definition, write characteristics, give examples from student’s own life, give non-examples from student’s own life)

Key Concepts/TermsSegregation Jackie RobinsonIntegration Ruby BridgesPrejudice Martin Luther King Jr.Civil Rights Rosa ParksBoycott Thurgood MarshallEqualityDiscriminationRaceColored

Objective: Defines key terms related to the civil rights movement. Procedure: Vocabulary/Key terms will be continuously worked on

throughout the unit. Vocab/key terms will be discussed throughout shared reading and all unit activities. Key terms will be additionally worked on using VVWA and/or Frayer Model based on needs of students.

Assessment: completed VVWA/Frayer Model pages

Activity 8Segregation/Prejudice Simulation

Materials: o 2 different kinds of stickers (red/blue)o video “And You Can’t Come: Prejudice Hurts”o set of rules

Red Rule vs. Blue Rules examples: Red - Can’t use any playground balls at recess Blue - Can play with any playground balls at recess Red – Uses water fountain at the other end of the hall Blue – Uses water fountain closest to the room Red – Has to eat lunch in the lunchroom Blue - May eat lunch in the classroom and watch a video Red – Has to sharpen their pencil with a manual

sharpener Blue – May sharpen their pencil with the electric

sharpener Red – Has to complete entire page on each assignment Blue – May complete ½ the page on each assignment

o Note home to parents the day before the simulation to let them know of the upcoming activity.

o Journal Objective: Discover the effects of segregation. Procedure: At the beginning of the day, the class will be divided in

half. One group will get a red sticker to wear and the other group will get a blue sticker to wear. The teacher will go over the new rules with the class (see above set of rules) which will be followed through on that day. Periodically throughout the day, students will write a written refection in their journals to express the feelings they are having. The class will meet at the end of the day to discuss the feelings that they had throughout the day. Show video “And You Can’t Come: Prejudice Hurts”

Assessment: Journals will be collected. Teacher will read and look for depth of understanding of segregation.

Activity 9Fight for Equality In Iowa

Materials – Copy of play http://fp.uni.edu/iowaonline/prairievoices/images/African-Americans_in_Iowa.pdfProps for play (see above web site)

Objective - Discover the effects of segregation. Procedures – Students will be assigned parts. Time will be allowed to

practice the play and to make any materials/props/backdrops that are needed. The play will be performed for other classes.

Assessment – Questions found on p.6 (see above web site) will be answered by each student.

Resources

Books to use for Shared Reading, Reading Recess and Research

A Picture Book of Thurgood Marshall by David A. Adler A Picture Book of Jackie Robinson by David A. Adler A Picture Book of Martin Luther King Jr. by David A. Adler A Picture Book of Rosa Parks by David A. Adler Chicken Sunday by Patricia Polacco Duke Ellington by Andrea Davis Pinkney Let’s Read About…Rosa Parks by Courtney Baker Separate But Not Equal by Jim Haskins The Story of Ruby Bridges by Robert Coles Through My Eyes by Ruby Bridges The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis Scholastic Biography: Rosa Parks: From the Back of the Bus to the

Front of a Movement by Cammie Wilson Teammates by Peter Golenbock Outside In: African American History in Iowa 1838-2000 My Brother Martin: A Sister Remembers Growing Up with the Rev.

Dr. Martin Luther King Jr. by Christine King Farris Happy Birthday, Martin Luther King by Jean Marzollo Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman by

Nikki Grimes Let’s Dream, Martin Luther King, Jr.! by Peter and Connie Roop If You Lived in the Time of Martin Luther King by Ellen Levine Martin Luther King, Jr. A Man of Peace by by Garnet Jackson Happy Birthday, Dr. King! By Kathryn Jones In The Year of the Boar and Jackie Robinson by Betty Bao Lord The Other Side by Jacqueline Woodson Freedom Summer by Deborah Wiles

Videos

“The Story of Ruby Bridges” “African American Life” found at AEA – PI 30 min. American

History for Children Series. The journey from Africa to slavery, resisting slavery, segregation to civil rights movement, the biography of Martin Luther King Jr. African American today. Video 74523

“And You Can’t Come: Prejudice Hurts” found at AEA – P 17 min. Viewers learn the importance of getting to know people before forming opinions; a group of students discuss prejudices they have experienced. And how it makes them feel. Human relations, civil rights, character education, social problems. Video 73965

“Our Friend Martin” found at AEA – PI, 60 min. Authentic historical footage of Martin Luther King Jr. is blended with colorful animation as the students learn about and actually meet the civil rights leader who challenged all Americans to turn his dream of freedom into reality. Video 79799

Web Sites

Clifford Smithhttp://www.campsilos.org/excursions/grout/one/act5a.htm

African American railroad workers in Iowahttp://www.campsilos.org/excursions/grout/two/act1b3.htm Jackie Robinson http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_robinson.html

Civil Rights timelinehttp://www.infoplease.com/spot/civilrightstimeline1.html

African American firstshttp://www.infoplease.com/spot/bhmfirsts.html

Cora Unashamed – On Being African-American in Iowahttp://www.ncteamericancollection.org/cora_african_in_iowa.htm

Thurgood Marshallhttp://www.thurgoodmarshall.com/home.htm

Rosa Parks being arrested photohttp://en.wikipedia.org/wiki/Rosa_Parks

Rosa Parks/MLK photohttp://www.achievement.org/autodoc/page/par0bio-1

Rosa Parks’s mug shothttp://www.thesmokinggun.com/mugshots/rparksmug1.html

4 pictures of Rosa Parkshttp://www.picturehistory.com/search?word1=Rosa+Parks

Woolworth sit in photohttp://www.picturehistory.com/find/p/2232/mcms.htmlhttp://memory.loc.gov/ammem/aaohtml/exhibit/aopart9b.htmlSegregated classroom photohttp://www.rethinkingschools.org/archive/18_03/kids183.shtml

Integrated classroom photohttp://www.vils-es.eu.dodea.edu/cirriculum.htmlhttp://business.tamu.edu/mgmt/mshrm/whileYoureHere/search.htm

Web scavenger hunthttp://www.education-world.com/a_lesson/hunt/hunt017.shtml

Our resource for change in civil rightshttp://www.memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html

Pool Members Only Photohttp://www.loc.gov/exhibits/treasures/trr057.html

Integrated club/pool table photohttp://www.baligolfandcountryclub.com/countryclub5.gifhttp://www.barrio-station.org/Picture%20014.jpghttp://www.nvpools.com/images/SwimLessons3b.jpg

Mind Walk, Primary/Secondary Sources info.http://www.memory.loc.gov/ammem/ndlpedu/lessons/psources/source.html

Black History Jeopardyhttp://www.paducah.k12.ky.us/curriculum/PPoint/Jeopardy/Black%20History%20Jeopardy.ppt#1

Current Integrated bus picturehttp://www.saltwaterventures.homestead.com/files/Pic_Playa_City_Bus.jpg

Negro League teamhttp://www.africanamericans.com/NegroLeagues_Allstars.gif

Current baseball team photohttp://www.photofiledirect.com/cgi-bin/shopper.exe?keywords="BLD~"&search=action

Educational Games

Civil Rights Leader Bingo Game – Students will be given a blank bingo board to randomly fill in with the names of the civil rights leaders researched (see Activity # 5). During the biography research, students will put facts about their biography person on individual index cards. These facts will be orally given to the class. Students will identify the person that the fact relates to and cover up that person’s name once on the bingo board.

Web Jeopardy http://www.paducah.k12.ky.us/curriculum/PPoint/Jeopardy/Black%20History%20Jeopardy.ppt#1

Civil Rights Web Scavenger Hunthttp://www.education-world.com/a_lesson/hunt/hunt017.shtml

Martin Luther King Jr. Trivia Gamehttp://www.cyberlearning-world.com/nhhs/project/trivia1.htm