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! Lesson Summary (From Unit Plan)! ! Lesson 4 - Civil Rights Movement Part 2: Heroes and Controversial Figures " !

" Content Standards: 11.10, 11.11"

Nils I. Palsson! September 14, 2013! Pedagogy 1 - Lesson Plan!

Learning Objective: Students will research, present, and personally connect to meaningful and controversial gures in the US Civil Rights movement"

! ! Background and Intention:! !

I will be guiding a four-day lesson on the heroes and controversial gures of the Civil Rights Movement, which part of a broader unit on the US Since WWII, including the evolution from segregation through modern day advances in Civil rights, and also linking this struggle with the other social, political and economic developments in the US over the last half-century (student rights movement, antiwar movement, womens liberation, etc.). Students will be expected to present thoughtfully researched material on historical gures including controversial ones, from the modern Civil Rights Movement. Students will be expected to highlight issues of controversy and contention, as well as connect personally to a historical gure of their own choice, relating it to our studies of US History.!

! ! Hook:! !

As you well know by now, I am a man with opinions. And its okay, because youre also young men and women with opinions, with emerging values and beliefs, some deeply held, just forming -- that applies to us all. And by now you all know that its my belief, similar to that expressed in Howard Zinns book... that history can be seen as a series of chapters in this long evolution toward greater freedom and liberty for all, seen through these often erce struggles between oppressors and oppressed, capitalists and workers, masters and slaves, haves and have nots... and in such a world of victims and executioners, it is the job of thinking people, as Albert Camus suggests, not to be on the side of the executioners... Thats a paraphrase of Zinn there, but you get the point. This is a living, breathing movement, thats my belief anyway.!

And we have plenty of heroes to look up to in this movement. I have plenty of heroes in history. You can see their pictures on the walls. Mohandas Gandhi. John Lennon. Yesterday, in your lesson with Mr. G., you discussed two great heroes of the Movement:

Rosa Parks and Dr. Martin Luther King Jr. Who can tell me a little bit about what you learned these last two days?!

! (refer to quote on the board, and paraphrase for ELs:! ! ! !


ie, PEOPLE MAKE HISTORY.! ie, WE MAKE HISTORY.!

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. -Margaret Mead!

--But what would you say if I told you that one of the people were going to study in our civil rights unit -- a person that Howard Zinn considered a hero of history and a personal hero of mine -- was recently placed on the US Justice departments Top Ten Most Wanted Terrorists list? ... What is this list, who can tell me about it? ... Raise your hand if you know who this person is. Ill give you a hint. Shes Tupac Shakurs godmother... Her name is Assata Shakur.!

(I will then segue from the early days of the Movement, to share an interactive 5 to 10minute shipel on Assata, including insights on the the development of the movement through the Black Panthers, the story of Assatas arrest and trial, and the news hook of her recent bump on the Most Wanted List in 2013, as she remains in exile in Cuba with a now $2m bounty on her.)!

! ! Day 1, continued...! ! ! ! !

I will play a reading of Assatas A Letter to My People and hand out copies (primary document), and, in pairs, students will decide on the most signicant pieces of this writing, as well as anything in it they might be curious about.! When we report back to the circle, well discuss the Movement a bit more, and they will each receive their secret assignment, unknowingly in two groups (for separate cpu access):! Dont tell anyone who or what you pick... (There will be pairs students getting the same person assigned. Tomorrow, they will work as partners on creating a poster about their historical gure and any controversy, relating it to overall curriculum and to present day.)! Raise your hand if you have access to a computer at home. Night 1 homework, research, be able to present both sides of any controversy you nd. No tech access, Ill provide primary readings for you, but it will be dense and Ill expect you to present on it tomorrow, highlighting the apparent controversies or multiple perspectives... Come back with two short paragraphs on these issues as they relate to the person, and anything else interesting you nd (basic bio info, etc. -- you will be presenting on this person tomorrow.)!

Day 2 (Thurs) - Block Schedule! Students will have seat assignments in circle next to partner they dont know is their partner... Recap yesterday (Who can tell me something they learned yesterday? Who remembers the name of Tupacs godmother? And where does she live now?) -> Short oral presentations, in pairs (brief report back, socratic questioning from instructor) in circle -> students learn they have partner with same gure -> partner up, share about signicance and turn in ve quiz questions for the class, will RE-present tomorrow! --> Begin work on posterboard in partners -> Homework assigned: complete poster contribution/ controversy + bring an image + decorations. Tech in class, students will research history, nd and print images. If no cpu access at home, Ill help print images. Students will present posters tomorrow, after brief time to nish in class.!

Day 3 (Fri) ! Review of previous material -> Work on poster with partner, 15 minutes -> Partner presentations, 30 minutes -> Quiz, 26 questions, compiled from student-generated questions (10 minutes) -> Homework assigned: choose your own ANYONE, research deeper and CONNECT personally. Describe how person is related to our studies of US History, and also how they connect to you. Write 1 page about why and be prepared to share.!

Day 4 (Mon) - Brief recap of material -> Review and correct quiz -> Students report back to circle on their own chosen gure-> Teacher and other students will press each student for details, emphasizing personal connection, evaluation and synthesis. This will include each student making a sound and physical motion or pantomime to associate with each historical gure, which the rest of the class will then emulate, to anchor the learning -> Recap -> Preview of coming lessons and transition to next lesson on Vietnam War and Changes in the Movement. !

Now, who can tell us about the major thing happening in US foreign policy during this time? ...Ill give you a hint, there have been a lot of war movies set during this time... Lieutenant Dan, you aint got no legs. I gotta nd Bubba! Thats right, folks. They sendin me to Vietnaym. ! (We already watched Forrest Gump as a class)! Tomorrow when you come in here, were going to discuss the Vietnam War in greater detail, including how the antiwar movement and Civil Rights Movement came together, overlapped, and inuenced one another... and how many people speculate that Martin Luther King and

many of his allies were assassinated partially because they were becoming more vocal about the antiwar cause...