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PROJECT DESIGN: OVERVIEW page 1

Name of Project: Road to the Civil Rights Movement Duration: 3-4 weeks

Subject/Course: ELA/Social Studies Teacher(s): Dr. Brandalyn Hayes

Grade Level: 5th

Other subject areas to be included, if any: Design Team: Rachel Roseberry, Olivia Calandro, Hannah Woodward

Significant Content(CCSS and/or others)

Research Standards:W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Writing Standards:W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Social Studies:5.65 Analyze the key events and struggles during the Civil Rights Movement, include (C, E, H, P).

Reading Standards:RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Big Questions What role did Nashville play in the Civil Rights movement? How did the national and community events align? How would things look if the events in Nashville hadn’t taken place? Where did the Nashville events take place? What was Nashville like during this time? How does past Nashville compare to current Nashville?

21st Century Competencies (to

Collaboration: Students will work in two different research groups throughout the project. In both of these groups they will

Creativity and Innovation: For several of their products, students will be required to utilize creativity and innovation

be taught and assessed)

be assigned roles/jobs. The two groups will be selected using a “Jigsaw” method to move students from their first group into their second group so that they can share the knowledge from their first research experience (a National event/individual important to the Civil Rights Movement) with their second research group investigating a Nashville event/individual important to the Civil Rights Movement. A group/team-work rubric will be used to assess this competency

skills. For example, students, in their small research groups, will design a brochure for wide distribution as a part of an “Education Campaign”. These brochures must creatively and innovatively describe a Nashville Civil Rights event or individual in a clear and concise way that will hold the interest of the person reading the brochure.

Communication: Students will be required to communicate clearly within both of their research groups to accomplish the assigned tasks and complete their projects. Students will also be asked to participate in several whole-class discussions and contribute to meaningful conferencing sessions with the teacher in their research groups. Communication norms for small groups will be addressed in a mini-lesson and these norms will be posted in the classroom for the length of the project.

Other: While included under Critical Thinking above, the ability to conduct research is a critical 21st Century skill and merits mentioning as a separate skill. For this project, students will be explicitly instructed on finding sources, determining quality of sources (particularly Internet-based sources), and citing sources.

Critical Thinking: Students will be asked to participate in many activities requiring critical thinking. Students will be conducting group-based research as well as continuously reflecting on their learning through a learning log and a final written reflection. Rubrics for all products will emphasize the importance of synthesis and critical reflection on the topics being studied.

Project Summary (include student role, issue, problem or challenge, action taken, and

The project will be split into two sections with the first section focusing on national Civil Rights events tied to the social studies standards. The second section will allow for in-depth research connecting those national events to a Nashville-specific Civil Rights event or individual.

The first section will take place within the first week of the project and will involve students, in groups of 4, conducting a

purpose/beneficiary)

mini-research project on one of the following national Civil Rights events. Students will present their mini-research project in a Who-What-When-Where-Why poster presentation and gallery walk at the end of the week.

The second section will take place for the remainder of the project (2-3 weeks). The groups for this section will consist of one member from each group in the prior section (or as representative of the previous groups as possible). Groups will conduct a longer-form research project on a specific Nashville event or individual that shaped the Civil Rights Movement. Students will connect these Nashville events/individuals to the national events and will produce a group brochure as a part of an “Education Campaign”. As a part of this “Education Campaign” brochures will be distributed throughout the school, to specific locations mentioned in the pamphlets, churches, public libraries, and more to promote awareness to current Nashville residents of the significance of the Nashville community to the Civil Rights Movement and promote a sense of pride and future civic engagement. Students will also present a “Living City” presentation of the events they have studied to other students at McKissack as well as community members and families. The “Living City” presentation will turn the classroom (or other space) into a map of Nashville and students will stand at the relevant sites for their Civil Rights events or individual. The process is similar to a Wax Museum. Throughout the process, students will also maintain a learning log and they will also complete an individual reflection paper at the end of the project.

National Civil Rights Events and Individuals:-Brown v. Board of Ed-Non-violent protest-Central High School, Little Rock and Clinton High School-Montgomery Bus Boycott and Rosa Parks-Freedom Riders-Tent Cities in Fayette and Haywood Counties-Martin Luther King, Jr.

Nashville Civil Rights Events and Individuals:-Nashville sit-ins-Kelley vs. Board of Ed in Nashville-Diane Nash-Nashville Christian Leadership Council and Clark Memorial UMC-Fisk University and Tennessee State University

-East High School-Cumberland Golf Club

Driving Question How has our community shaped history?

Entry Event Entry Event 1: The teacher will begin this unit with a thinking map to get the students sharing what they already know about the civil rights. This will be a time for students to share and discuss. Following this activity, students will watch a video of Diane Nash, and continue the discussion after watching. At this point, the driving question will be introduced.

Entry Event 2: Visual Inquiry: Students will discuss their response to a picture. Students will focus on how a picture makes the feel, what it guides them towards thinking about, what assumptions they are making, and what connections to prior knowledge and learning they are making. Specifically, the teacher will show a Now and Then picture of Nashville from the time-period of Civil Rights.

Products Individual: Learning log, reflection paper Specific content and competencies to be assessed: Researching by using appropriate sources, using standard English conventions in writing, citing sources, reflecting on learning

A rubric will be used to assess the reflection paper

Team: Who-What-When-Where-Why Poster, Living City Presentation, brochure

Specific content and competencies to be assessed: Public speaking skills, design and presentation, organization

A rubric will be used to assess the Living City presentation, brochure, and Who-What-When-Where-Why poster.

PROJECT DESIGN: OVERVIEW page 2

Public Audience (Experts, audiences, or product users students will engage with during/at end of project)

For “Living City” presentation: Parents, families, community members, other students at McKissack, teachers

For brochure distribution as a part of an “Education Campaign”: Nashville Public Library patrons, church members, patrons of community businesses, etc. (wherever brochures are distributed)

Resources Needed On-site people, facilities: McKissack school librarian and library, Exceptional Education teacher (for scaffolding support)

Equipment: Classroom laptops, projector

Materials: Anchor chart paper, social studies textbooks, online list of sources collected on Edmodo (listed below)

Online Sources:

Limitless Libraries-Research Tools (http://www.limitlesslibraries.org/research-tools/)American History and African American experience (require library logins)

National Civil Rights information and links:http://teacher.scholastic.com/researchtools/researchstarters/civilrights/

ProQuest: (requires login) http://www.proquestk12.com/

Nashville Library display information: (sample photographs are good resource)http://www.library.nashville.org/civilrights/movement.htm

Description of main events with pictures of then and now (for Week 2 Entry Event) and timeline of events on main page; links to description of individuals.http://archive.tennessean.com/civil-rights/

http://en.wikipedia.org/wiki/Nashville_sit-ins

Walking Tour pamphlet of major sites:http://www.historicnashvilleinc.org/resources/sm_files/civilrights.final.small.pdf

Videos (interviews then and now) and brief description of Diane Nash:http://www.makers.com/diane-nash

Overview timeline of Tennessee events:http://orig.jacksonsun.com/civilrights/sec2_tn_timeline.shtml

Thorough description of events and people (complex text):http://www.aforcemorepowerful.org/films/afmp/stories/nashville.php#analysis

Focused on sit-ins; links to audio and video clips of events:http://crdl.usg.edu/events/sit_ins_nashville_tn/

Specific instructional materials on Diane Nash (aimed toward 6th-12th):http://crdl.usg.edu/cgi/crdl?query=id:wgbh_tdcr_023

Community Resources: Professor from local college (potential contacts listed below); Nashville Public Library Civil Rights Center (contact listed below), local Freedom Riders who live in Nashville

Professor Contacts:Dennis Dickerson, Vanderbilt University, [email protected]; http://as.vanderbilt.edu/history/bio/dennis-dickerson

Gloria McKissack, Tennessee State University, [email protected]; http://tntribune.com/uncategorized/tennessee-state-university-professor-produces-nashville-freedom-riders-documentary/

Linda Wynn, Fisk University, [email protected]; http://www.fisk.edu/directory/linda-wynn/

Nashville Public Library Contact:Luke Herbst, 615-862-5782, [email protected]

Reflection Methods(Individual, Team, and/or Whole Class (such as Journal, Whole Class Discussion, or Survey))

Individual Reflection Methods: Students will keep an ongoing learning log throughout the course of the project. Entries will be required daily (with a few exceptions) and will ask students to reflect on the content of their learning and the process of their learning. At the end of the unit, students will complete an individual reflection paper on “How has our community impacted history?” Students will be asked to incorporate what they have learned about Nashville Civil Rights events into the wider narrative of American Civil Rights.

Group/Whole Class Reflection Methods: Students will be asked to participate in several discussions asking them to reflect on their learning as a class. Students will also be asked to reflect on their learning during conference times with their small groups. As a whole class, students will also have the opportunity to identify mini-lesson topics for the final two mini-lessons so that their needs will be reflected in the curriculum.

Notes

Project-Based Learning Unit: Weekly Plans

Design Team: Rachel Roseberry, Olivia Calandro, Hannah Woodward

Week 1

Learning Objectives:

SWBAT describe key details of significant national Civil Rights events and individuals

SWBAT find sources, identify accurate sources, and cite sources as they conduct original research

SWBAT work collaboratively in groups to conduct the original research described above

Day Mini-lesson Other Learning Experiences Assessment

Day 1 Entry Event: Begin with a circle thinking map or clustering activity about what students know about Civil Rights.

This will be followed by a video of Diane Nash (http://www.makers.com/diane-nash) and then a group discussion.

During the discussion the instructor will

As a group, students and teacher will break apart the driving question by asking, “What else do we need to know to understand this question?” The teacher will make an anchor chart listing these questions that will hang in the classroom throughout the unit

The teacher will Introduce the national Civil Rights events that will be studied during the first week of the unit (Brown v. Board of Ed, Non-violent protest, Central High School, Little Rock and

Circle thinking map/ clustering activity about what students know about Civil Rights

introduce the driving question and make the connection between national Civil Rights events and what happened in Nashville.

Potential Discussion Questions: -What do you already know about Civil Rights?-What do you think the term “civil rights” means?-What is a community?-Do you think that communities can affect change? What is something that you can do in your community to create change?

Clinton High School, Montgomery Bus Boycott and Rosa Parks, Freedom Riders, Tent Cities in Fayette and Haywood Counties, Martin Luther King, Jr.).

Teacher will assign first-week groups and explain that groups will each choose a Civil Rights event to study and create poster on by the end of the week. Posters will list the “Who-What-When-Where-Why” of their event to teach other students about their event. Teacher should distribute rubric for the poster at this time. Groups will discuss and rank their top 3 topics.

Teacher will conduct a collaborative skills lesson about working in groups/group norms and introduce a group/teamwork rubric.

Day 2 Mini-lesson: Searching for Sources

Because most of these students have not had much experience in research projects, it will be important to give students guidance as to how to search and find information, what makes an appropriate source and how they should be citing the sources they use to get information.

This first mini lesson that the teacher and/or school librarian will do will be on how to efficiently search for information and where to look for information. This will include introducing the databases to which MNPS subscribes (Proquest, TEL) and Limitless Libraries. Within these databases and sources, the teacher will talk to the students about how to use keywords and how to get the best results from their searches based on the words they use to search. An anchor chart will be produced to keep in the classroom to help students remember how to search.

Teacher will introduce the concept of the learning log indicating where the learning log task of the day will be located and the requirements for each entry.

Teacher will assign topics to groups.

In groups, students will engage in collaborative research on national Civil Rights topic.*

*Teacher should monitor students understanding of the material carefully. If required, short mini-lessons during the Social Studies block could reinforce key concepts within the required content

Learning log entry: What do you hope to learn from this project? + the “What”, “Where”, and “When” of your national Civil Rights event

Day 3 Mini-lesson: Appropriate Sources

This mini lesson will revolve around how to identify appropriate sources. The teacher will discuss the way to check whether or not a source can be considered “reliable,” but looking to see who created it, what are the author’s credentials, can it be checked in several places, and when it was updated. The teacher will compare an article from a database to a wikipedia entry to show why the database article is more reliable .

Teacher will introduce idea of group roles (Lead Researcher, Assistant Researcher, Recorder/Time-Keeper, Artist/Fact-checker)

In groups students, will engage in collaborative research on national Civil Rights topic.*

Students are expected to start work on their poster.


Learning Log entry: the “Who” and the “Why” of your national Civil Rights event + one question you have

Day 4 Mini-lesson: Citing sources

This mini-lesson will be aimed at discussing why it is important to cite your sources and give credit to the original author, as well as how to avoid plagiarism.

In groups, students will engage in collaborative research on national Civil Rights topic.*

Students are expected to continue work on poster.


Learning Log entry: Describe how your group has worked together this week + one thing you have to do tomorrow to finish your research/poster

Day 5 Discussion: After the Gallery Walk, the class will engage in a summarizing discussion about what they have learned about national Civil Rights events. The teacher will preview next week’s activities.

In groups, student will work to finalize their poster.

Students will engage in a gallery walk of posters. All “Who-What-When-Where-Why” posters will be hung on the walls around the classroom. Students will walk around the classroom and complete their Gallery Walk/Learning Log activity.

Learning log entry: Using a graphic organizer write one thing you learned from each poster during the Gallery Walk.

Week 2

Learning Objectives

SWBAT describe key details of significant Nashville Civil Rights events and individuals



SWBAT make critical connections between local Civil Rights events and individuals and the greater Civil Rights movement

SWBAT to produce a creative brochure highlighting their research on a Nashville Civil Rights event or individual


Day 1 Entry event, Part 2: The teacher will show Now and Then pictures of Nashville from the time-period of Civil Rights (http://www.library.nashville.org/civilrights/photos.htm).

The students will engage in a Visual Thinking Strategies discussion (http://vtshome.org/what-is-vts/method-curriculum--2) of one of the images with the teacher using the questions: “What’s going on in this picture?”, “What makes you say that?”, and “What more can we find?”

The teacher will also establish purpose of educating Nashville/community about their role in Civil Rights history.

The teacher will create jigsaw groups by combining students from the first week groups into new groups to build a base of knowledge about national Civil Rights events.

The teacher will introduce Nashville events/individuals that groups will be studying (Nashville sit-ins, Kelley vs. Board of Ed in Nashville, Diane Nash, Nashville Christian Leadership Council and Clark Memorial UMC, Fisk University and Tennessee State University, East High School, Cumberland Golf Club)

In their new jigsaw groups, students will choose their top 3 choices of Nashville Civil Rights events/individuals.

Optional Scaffold: Conduct another collaborative group norms activity and reinforce the group work rubric.

Day 2 Mini-lesson: Research refresher and add sources for Nashville specific research

In groups, students will begin collaborative research on Nashville Civil Rights topic.

Learning log entry: Write down three things you have learned today + one question you have for

This mini-lesson will serve as a brief refresher on researching, going over what was previously covered as well as letting the students ask questions or clarification. The teacher will then introduce some reliable websites and sources that can be used to find information that is relevant to Nashville’s role in the Civil Rights Movement.

Teacher will start conferences with 2 groups each day. tomorrow.

Conference with teacher

Day 3 Mini-lesson: Introduce final product + brochure rubric + examples of brochures + purpose

The teacher will use this mini-lesson to introduce the final product-- the brochure-- to the students. The teacher will have examples of brochures for the students to view, and based off of these examples, the teacher will relate the rubric to the “exemplar brochures” and have students think about the purpose of a brochure.

Teacher will introduce idea of group roles (Lead Researcher, Assistant Researcher, Recorder/Time-Keeper, Designer/Fact-checker)

In groups students, will engage in collaborative research on Nashville Civil Rights topic.

Teacher will conduct conferences with 2 groups each day to check in on progress.

Learning log entry: the “When”, “Where”, and “What” of your topic.


Day 4 Mini-lesson: Parts of a brochure; what to include in brochures

Returning to the “exemplar brochures,” as well as any brochures that students may want to bring in and share, the teacher will provide a mini lesson on the parts of a brochure and how these parts relate to the overall purpose of a brochure. An anchor chart will be created to keep in the classroom to help students evaluate their own brochures.

Parts of a brochure that must be included in all projects are:

-Main title page with artistic representation of



Learning logs: the “Who” and “How” of your topic + one question you have


topic-Event/individual location-Summary description of event/individual highlighting who, what, when, where, and why-Connection to national Civil Rights movement-List of other fun facts-References to contact for more information

Day 5 Mini-lesson: Check-in about what you need to know, mini-lessons for next week (list some possibilities), feedback form

This mini lesson will be based off of the check ins that the teacher has been doing with the students along the way. Based on what the teacher has seen, and the skills and understandings that the students are expected to have and know, the teacher will provide a list of potential mini lessons that the students will choose from for their next few mini lessons in regard to their own personal feeling about the grasp they have on the project going forward.

In groups, students will engage in collaborative research on Nashville Civil Rights topic.

Students should begin work on the brochure.


Learning logs: Write a letter to a younger brother, sister, or cousin describing what you have learned so far.


Week 3

Learning Objectives

SWBAT describe key details of significant Nashville Civil Rights events and individuals



SWBAT make critical connections between local Civil Rights events and individuals and the greater Civil Rights movement

SWBAT to produce a creative brochure highlighting their research on a Nashville Civil Rights event or individual

SWBAT to present their information clearly and concisely in a “Living City” presentation


Day 1 Mini-lesson: Class-decided (based on feedback from Week 2 Day 5)


Students will continue work on their brochure.


Learning Logs: Describe the connection between your topic and the national Civil Rights movement.

Conferences with teacher

Day 2 Mini-lesson: Class-decided (based on feedback from Week 2 Day 5)


Students will continue work on their brochure.


Learning Logs: State of the Project, one thing that your group has done well, one thing you still need to do, one question you have

Conferences with teacher

Day 3 Expert (professor, library expert, community member, former Freedom Rider, etc.) will visit to talk about Nashville’s involvement in the Civil Rights movement as well as give feedback to students’ brochures.

Learning Log entry: Reflect on what you learned from the [expert] today.

Day 4 Mini-lesson: Presentation skills

Because the students have not had much experience with presenting, it will be important to provide some guidelines from presentation skills. The teachers and students will create a list of skills that good presenters have and why those are important. An anchor chart will be created to remind students what to think about as they prepare their presentations. Teacher will introduce the idea of the “Living City” presentation in which groups will stand on a rough classroom-size map of Nashville in the location most significant to their topic and present to visitors. This will be similar to a “Wax Museum” but will utilize the local geography to highlight the specific contributions of the Nashville community to the Civil Rights movement.

Students will revise brochure based on feedback in research groups.

Groups will practice their “living city” presentation

Day 5 “Living City” presentation to other 5th graders/other grades

Week 4 and Extensions

Learning Objectives

SWBAT critically compare and synthesize local Civil Rights events into the wider narrative of American Civil Rights through writing

Week 4 Written reflection on “How has our community impacted history?” Students must incorporate what they have learned about Nashville Civil Rights events into the wider narrative of American Civil Rights.

Extensions Distribute brochures to relevant sites

Host a “living city” presentation after school for community and family members

Extend unit to include a discussion and learning experience about current Civil Rights issues in America*

Take a field trip to one of the Nashville Civil Rights locations or to the Civil Rights room at the Nashville Public Library*

Conduct a book study/book clubs of a engaging fiction or non-fiction book related to Civil Rights*

Use Now and Then images and the Visual Thinking Strategy to continue to explore ideas of Civil Rights in the morning meeting*

*Possible extension based on schedule and interest of the teacher

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