TNL 322 Thematic Unit PDF

Rachel Doran, Simon Jongekryg, Jamierin
Walters & Kierstin Merritt
Thematic Unit
Dr. Ward
25 April 2018
Unit Plan: America: How Far We’ve Come Grade: 6th
Purpose and Rationale:
As Americans, the majority of us know that every person on this planet should
be treated equally regardless of their sex, religion, or color of skin. However,
this is not how things always were in our country. Looking back on our history
it is easy to only focus on the the good things, the accomplishments, the
happy times, but that is not an accurate representation of the entire history of
our nation. From the idea of slavery to the Civil Rights Movement, these are
events in our country, while hard to imagine, are things to be learned from,
had a hand in shaping our country and should not be ignored. Maya Angelou
said it best, “History, despite its wrenching pain, cannot be unlived, but if
faced with courage, need not be lived again.” This is exactly how we need to
approach the history of African Americans in our nation. We need to face the
events they lived with courage, even though they may be grueling and
unfathomable but also look at them in a way as something to be learned from
rather than something to forget.
We know how impactful slavery and The Civil Rights Movement was to our
nation which is exactly why they should be taught in our schools. However, we
do not want to teach it in “traditional” way where dates of events are given
with significances following. We want our students to truly understand how
life was like for these civil rights activists who stood up for what they believed
was right regardless of what the norms were. Students will not be persuaded
how to feel about these times. Our plan is to present them with the evidence
and allow them to make judgements by themselves. Students will discuss
what freedom means to them and what rights they have in today’s age. We will
also look at how those freedoms and rights have changed for different types of
people throughout the years of our country relating it to slavery. When talking
about the Civil Rights Movement we want students to identify things that they
would stand up for. What do they feel passionately about enough to push the
limits of society? As well as give examples of people who did just that for
equality.
What we want students to walk away with from this thematic unit is a general
understanding of slavery, the Civil Rights Movement, and the important people
that had a part in those times. But mostly, we want students to walk away
knowing what they hold near and dear to their heart, what they’d fight for, and
how important freedom is for every human being.
Lesson Plans have their state standards, learning objectives, assessment

strategies, student voice, and accommodations in the specific plan. The
following are for the 12 day lesson outlines.
Content Standards:
Math Standards:
CCSS.MATH.CONTENT.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
CCSS.MATH.CONTENT.6.EE.B.5
Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or
inequality true? Use substitution to determine whether a given number
in a specified set makes an equation or inequality true.
Solve real-world and mathematical problems by writing and solving
equations of the form x + p
= q and px = q for cases in which p, q and x
are all nonnegative rational numbers.
Social Studies Standards:

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.
Art Standards:
Performance Standard (VA:Cr1.2.6)
a. Formulate an artistic investigation of personally relevant content for creating
art.
Performance Standard (VA:Re7.1.6)
a. Identify and interpret works of art or design that reveal how people live around
the world and what they value.
Performance Standard (VA:Cn11.1.6)
a. Analyze how art reflects changing times, traditions, resources, and cultural
uses
Technology Standards:
2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions, online, or when using networked
devices.
3a. Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.
6a. Students choose the appropriate platforms and tools, for meeting the desired
objectives of their creation or communication.
Reading Standards:
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
Compare and contrast one author's presentation of events with that of
another (e.g., a memoir written by and a biography on the same person).
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Writing Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured
event sequences.
Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess
the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
Speaking and Listening Standards:

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and expressing their own clearly.
Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study.
Music Standards:
MU: Pr4.2.6c
Identify how cultural and historical context inform performances.
MU:Pr6.1.6a
Perform the music with technical accuracy to convey the creator’s intent
MU:Re7.1.6a
Select or choose music to listen to and explain the connections to specific
interests or experiences for a specific purpose.
MU:Re7.2.6b
Identify the context of music from a variety of genres,cultures, and historical
periods
Physical Education Standards:

Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
Standard 5: The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social
interaction.
Health Standards:
H1.W2.6
Differentiate between communicable and noncommunicable diseases.
H1.N4.6b
Compare and contrast caloric expenditure for a variety of physical activities.
Science Standards:
LS1.B:
● Plants reproduce in a variety of ways, sometimes depending on animal
behavior and specialized features for reproduction.
Learning Objectives:
Pre-Assessment:
● SWBAT: summarize their previous knowledge of the Civil Rights Movement
and Slavery in the United States.
● SWBAT: connect with current events.
● SWBAT: explain how they connect to the unit theme.
Week 1, Day 1:
● SWBAT: identify a leader in slavery or civil rights time period.
● SWBAT: channel the voice of a specific leader in their writing.
● SWBAT: create thoughtful and engaging journal entries based on a leader of
choice.
● SWBAT: identify what the underground railroad was.
● SWBAT: Calculate how far the underground railroad was, and how many laps
around the track it would take to equal that distance.
● SWBAT: identify who Harriet Tubman is.
● SWBAT: Explain why Harriet Tubman’s nickname was Moses.
● SWBAT: identify who Abraham Lincoln is.
● SWBAT: Explain what Abraham Lincoln did for slaves.
● SWBAT: identify what slaves believed to be ‘freedom’ and why.
● SWBAT: engage in the song “swing low, sweet chariot”.
● SWBAT: explain the meaning of “sing low, sweet chariot”.
Week 1, Day 2:
● SWBAT: explain what slavery was in America.
● SWBAT: identify when slavery started and when it ended.
● SWBAT: analyze the meaning behind a quote.
● SWBAT: create a KWL chart and use it effectively.
● SWBAT: explain what freedom means to America, and what it means to them
personally.
● SWBAT: identify the worth of slaves depending on characteristics.
● SWBAT: explain why a slaves worth might change over time.
● SWBAT: identify how far a mile is.
● SWBAT: explain how long it takes to walk a mile.
● SWBAT: identify who Harriet Tubman is.
● SWBAT: identify who Abraham Lincoln is.
Week 1, Day 3:
● SWBAT: analyze the meaning behind a quote.
● SWBAT: understand how many calories a person needs to be healthy.
● SWBAT: identify how many calories a slave received each day.
● SWBAT: explain how a slaves diet differs from our diet.
● SWBAT: create a diagram of what we eat each day compared to what slaves
ate each day.
● SWBAT: use research materials appropriately.
● SWBAT: identify key details about a specific leader.
● SWBAT: explain the different types of crops that were planted during the
1800s.
● SWBAT: explain the different quilts made during slavery and why.
● SWBAT: identify how many laps around the track it would take to equal the
underground railroad.
Week 1, Day 4:
● SWBAT: identify why Harriet Tubman was a well known leader during slavery.
● SWBAT: identify some accomplishments of Harriet Tubman.
● SWBAT: work cooperatively in groups.
● SWBAT: identify key details about a specific leader.
● SWBAT: explain to a peer about what they know about a specific leader.
● SWBAT: reflect on their learning about leaders during slavery.
● SWBAT: walk laps around the track and determine how far we’ve walked.
● SWBAT: identify how to sing “song of the free”.
● SWBAT: explain the meaning behind “song of the free”.
● SWBAT: describe their observations of their plant in their science notebooks.
Week 1, Day 5:
● SWBAT: respond to a passage using knowledge and understanding from
previous learning.
● SWBAT: apply what they have learned about slavery.
● SWBAT: understand what the Civil War was and how it related to slavery.
● SWBAT: understand what the Battle of Gettysburg was.
● SWBAT: use their knowledge to reflect on what they’ve learned.
● SWBAT: present their work to the class to show learning.
● SWBAT: record observations on plant growth.
● SWBAT: reflect on their plants and what they believe to be working or not.
Week 2, Day 1:
● SWBAT: Reflect on prior knowledge to think deeper about their learning.
● SWBAT: identify what the amendments are and how they were decided upon.
● SWBAT: understand why we take our freedom for granted.
● SWBAT: ask questions while reading to better understand the content.
● SWBAT: understand how African American people are the minority in
American and why.
● SWBAT: compare the population of African AMericans to the total population
of the United States in 1940 and 1960.
● SWBAT: analyze whether the percentage of African Americans rose or fell in
twenty years.
● SWBAT: understand how far people traveled to attend marches and protests.
● SWBAT: understand how Brown vs. Board of Education changed the country.
● SWBAT: identify court cases from the civil rights movement.
Week 2, Day 2:
● SWBAT: reflect on prior knowledge to think deeper about their learning.
● SWBAT: identify who the major leaders were during the civil rights movement.
● SWBAT: research a specific individual and find key details.
● SWBAT: identify key traits about a specific leader.
● SWBAT: create a pamphlet about a leader during the Civil Rights Movement
that highlights character traits, major events, and important quotations.
● SWBAT: work cooperatively with table group to complete an activity.
● SWBAT: present a leader to the class and point out key details.
● SWBAT: analyze the the yearly earned income of full time workers in America.
● SWBAT: relate yearly wages to US population.
● SWBAT: identify important events in the Civil Rights Movement.
● SWBAT: outline the sequence in which events occured in the civil rights
movement.
Week 2, Day 3:
● SWBAT: understand why children participated in the Birmingham March.
● SWBAT: view a film and answer questions regarding the content presented.
● SWBAT: recall information from the film during a discussion.
● SWBAT: determine the percentage of citizens living below poverty threshold in
1959.
● SWBAT: understand why music was a big part of the Civil Rights Movement.
● SWBAT: sing songs that were sung during the Civil Rights Movement.
● SWBAT: understand the meaning behind the songs sung during the Civil
Rights Movement.
Week 2, Day 4:
● SWBAT: understand how important it is to treat others with respect.
● SWBAT: understand how actions affect others.
● SWBAT: identify an issue or topic that means the most to them, and that they
will be willing to stand up for.
● SWBAT: understand what it means to stand up for something you believe in.
● SWBAT: identify the percentage of home ownership in 1940 and 1960.
● SWBAT: estimate the amount of people who owned homes during the 1940s
and 1960s.
● SWBAT: record observations based on plant growth.
● SWBAT: reflect on plant growth and how it might be different in the 1800s.
Week 2, Day 5:
● SWBAT: recall the bus number that became famous after the bus boycott.
● SWBAT: create a bus and timeline diagram that outlines the important events
that happened during the Civil Rights Movement.
● SWBAT: explain the different life expectancy for different races in 1940 and
1960.
● SWBAT: understand why music was important to the people of the Civil Rights
Movement.
● SWBAT: identify what sit-ins were and how they were important to the
movement.
● SWBAT: understand what types of protests were the most effective.
Week 3, Day 1:
● SWBAT: understand who the Freedom Riders were and what they stood for.
● SWBAT: identify important details as shown in a film.
● SWBAT: create an argument and use evidence to support their argument .
● SWBAT: work together to decide on an argument.
● SWBAT: record their observations based on plant growth.
● SWBAT: make predictions about the future of plant growth.
● SWBAT: analyze data to find the average number of protests that took place
every month.
Week 3, Day 2:
● SWBAT: identify who Martin Luther King, Jr. is and what he is known for.
● SWBAT: understand the key details in Martin Luther King, Jr's “I Have a
Dream” speech.
● SWBAT: create a detailed timeline of Martin Luther King, Jr’s life from birth to
assassination.
● SWBAT: understand the hardships people went through to stand up for what
they believed in.
● SWBAT: create a speech based on something they are passionate about.
● SWBAT: present the speech to the class using expression and a distinct voice.
● SWBAT: analyze speech length and word count to support the length of their
speeches.
Week 3, Day 3:
● SWBAT: present speech to the class using expression and distinct voice.
● SWBAT: identify what a social justice action is and how to use them.
● SWBAT: brainstorm a list of social justice actions they can do everyday.
● SWBAT: practice using social justice actions within in our school community.
● SWBAT: reflect on how they felt doing the social justice acts.
● SWBAT: work through word problems to find a correct answer.
● SWBAT: reflect on predictions and record observations.
● SWBAT: use basic math skills to solve a number of word problems.
Week 3, Day 4:
● SWBAT: explain the game “leaders” and how it relates to our learning.
● SWBAT: understand where the concept of civil rights started and how far
we’ve come.
● SWBAT: analyze what America needs to do to further our progress with equal
rights.
● SWBAT: use their knowledge to answer questions that look deeper into the
Civil Rights Movement.
● SWBAT: use basic math skills to solve a number of word problems.
Week 3, Day 5:
● SWBAT: present to the class using expression and distinct voice.
● SWBAT: use knowledge and understanding to show learning the last two
weeks.
● SWBAT: use technology responsibly in the classroom
Scope and Sequence Chart
Day Main Ideas Goals

Week 1, Identify a leader from the Civil Rights Movement that would be Student Goals: Students should be able to identify
Day 1 interesting to learn the next three weeks important people who influenced the Civil Rights
Understand how long the Underground Railroad was, and how that Movement, and in the freedom of slaves.
compares to our track outside Students should be getting an idea about what will
Identify key details about their specific Civil Rights Leader. be covered for the rest of the week.
Who influenced the freedom of slaves? Teacher Goals: to help students understand
important people of this time, and to prepare the
students for what is to come in the following week
by intriguing them with new information and
events
Week 1, Understand the importance of Abraham Lincoln and what he was Student Goals: To understand the important
Day 2 known for people during slavery who helped to abolish it. To
KWL chart about slavery understand what we already know about slavery
Compare and contrast what freedom means to us and to slaves and what we want to know. Compare how
Understand how the worth of people changed based on freedom is different for us and slaves.
characteristics of the person Understand how much were different people
Create a worksheet with people who helped to abolish slavery and worth, and why.
why Teacher Goals: To help students understand the
important people during slavery. To further their
thinking when it comes to freedom and worth of
slaves.
Week 1, Understand how malnourished slaves were, and what that meant. Student Goals: students should be able to
Day 3 Research our civil rights leader understand what it means to be malnourished and
Understand the crops that were grown during this time & plant our make connections back to slavery. Students
own should be gaining more information about their
How long will it take us to walk the underground railroad around our civil rights leader. Students should understand
track? how long it will take us to walk the underground
Catch up railroad around our track.
Teacher Goals: teacher should help students to
further their thinking on their civil rights leader.
Teacher should help students to understand the
difference between malnourished and picky
eating. Teacher should help students figure out
the distance around our track compared to the
underground railroad
Week 1, Understand who Harriet Tubman was. Student Goals: Students should understand who
Day 4 Name songs that were from the Underground Railroad Harriet Tubman is. Further their understanding
JigSaw assignment on slavery leaders about the Underground Railroad, learn deeper
Walk around the track during math about the leaders during slavery, and name songs
Observations about our plants from this time.
Teacher Goals: help students understand deeper
about the leaders during slavery. Observe as
students tally and walk around the track.
Week 1, What is Slavery, and how/ why did it end? Student Goals: to show what has been learned
Day 5 Civil War video over the past week. Understand what slavery was
Slavery test and how it ended
Presentations about underground railroad and our track Teacher Goals: Teacher is to help students
Music assembly demonstrate their understanding over the past
Plant observations week.
Week 2, What does Civil Rights mean? Student Goals: begin understanding what civil
Day 1 What are our amendment rights, have they always been there? rights are and where they came from. Understand
Questioning during informational texts on civil rights different statistics from the civil rights movement
Begin “statistics of the Civil Rights Movement” and compare them to each other. Identify different
Court cases during the Civil Rights Movement court cases from this time.
Journal entries
Teacher Goals: help students to recognize what

civil rights are, and how we got there.
Week 2, Leaders during the Civil Rights Movement Student Goals: Who were the important people
Day 2 “Researching Civil Rights Heroes” activity during the Civil Rights Movement? What were the
“Statistics of the Civil Rights Movement” cont. main events?
Civil Rights Timeline
Teacher Goals: To help students to understand

the relationship between leader and event during
the Civil Rights Movement
Week 2, “The Children’s March” movie with worksheet Student Goals: See the reasons why the march in
Day 3 “Statistics of the CIvil Rights Movement” Birmingham started and why the children got
Add to timeline & practice songs of the Movement involved. See relationships in the statistics of the
civil rights movement. Continue sequencing the
major events during this time.
Teacher Goals: to help students relate to the

children in the movie, and help them understand
why these things were happening.
Week 2, “What are you passionate about?” Student Goals: Understand what they are
Day 4 Birmingham pledge passionate about, and what they would be willing
“Statistics of the Civil Rights Movement” to stand up for. Acknowledge a pledge to always
Observations of our plant growth treat people with respect. Further their
Journal entries understanding on civil rights statistics.
Teacher Goals: Help students to understand the

importance about being passionate of something.
And the importance of treating everyone with
respect.
Week 2, Rosa, and her bus activity Student Goals: understand who Rosa Parks is,
Day 5 Civil rights timeline and how she influenced the Civil Rights
Last day of “statistics of the Civil Rights Movement” Movement. Be able to add events to our timeline,
What protests occurred during this time. What is a sit in? and understand the different types of protests.
Teacher Goals: To help students understand

protests. What they did during the movement, and
how the different ones helped the movement.
Week 3, Who are the Freedom Riders and what did they do? Student Goals: understand protests, and who
Day 1 Freedom riders video were a part of these protests. Be able to voice an
Socratic Seminar- “What protests do you think worked best?” opinion while giving evidence to back it up.
How often did protests occur during the movement? Teacher Goals: to get students thinking deeper
Science observations about what protests worked best and why.
Week 3, Who is Martin Luther King, Jr.? and what did he do for the world? Student Goals: understand who Martin Luther
Day 2 “I Have a Dream” speech video and handout King, Jr. was and how he helped the world.
Martin Luther King, Jr. timeline (birth to assassination) Create our own speeches. And understand the
Analyzing speeches important events in MLK’s life.
Our own dream speech Teacher Goals: To help students understand
about MLK’s life. And how to create a “good”
speech.
Week 3, Check in with leader journals- Student Goals: to understand what a social justice
Day 3 Practice presentations action is, and put it into action with our
Brain break community. Practice math with real events from
Social Justice Actions w/ Field Trip MLK’s life.
Martin Luther King, Jr. Word Problems worksheet Teacher Goals: to help students understand what
Science observations a social justice action is, and how it can be used.
Week 3, Play the game, “Leaders” Student Goals: to practice their understanding
Day 4 How are we with civil rights today? with the leaders game. Understand how far we
Journal responses to the article have come with civil rights and determine if we
Finish MLK word problem worksheet still have further to go. Catch up on anything not
Catch up completed
Teacher Goals: To help students see how civil
rights are in today’s age. How it is different from
before, and if we still have further to go.
Week 3, Presentation of our speeches and journal entries Student goals: to show what they have learned
Day 5 Test on civil rights over the past two weeks. And present their leader
Introduction to expression and equations- kahoot and speeches using expression and voice
Civil rights bingo Teacher Goals: to help students show what they
Pretest from beginning of unit have learned and give feedback on their
presentations.
Assessment Strategies:
Accommodations:
Student Voice:
Reading and Writing Materials Used:
March On!: The Day My Brother Martin Changed the World w ritten by: Christine
King Farris Illustrated by London Ladd
One day in 1963 thousands of people gathered in Washington DC to march in
search of equal rights. Martin Luther King Jr. was one of those thousands of
people believing in a world where everyone was equal. Martin was scheduled
to speak but before he could speak to the world, he had to figure out what he
wanted to say and how to say it. He spent all night working on his “I Have a
Dream speech”. This speech would change the world and become a landmark
moment in civil rights history. This book will be used to discussed major
leaders in the Civil Rights movement. Students will be able to compare this
story with one or two others about Martin Luther King Jr. and learn about who
he was as a person and as a leader.
What’s the Big Deal About Freedom w ritten by Ruby Shamir Illustrated by Matt
Falkner.
America wasn’t always the “land of the free” it took many years and many
leaders to get us to where we are today. From Thomas Jefferson writing the
Declaration of Independence to Martin Luther King Jr. standing up for the
equal rights of African Americans, America has gone through many reforms
and it has made us who we are today. We are using this book because it talks
about the important people who were apart of Slavery and Civil Rights, as well
as discusses where our country was at that time. This allows students to be
immersed with the facts about our country and connecting the major events to
the people we have been talking about in class.
Ida B. Wells: Let the Truth Be Told w ritten by Walter Dean Myers illustrated by
Bonnie Christensen
Ida B. Wells was an amazing woman. Ida B. was standing up for equal rights
for African Americans before the boycotts and sit ins that came with the Civil
Rights movement. Ida B. practically raised her family after her parents died.
She became a teacher and later decided that she wanted to be a journalist to
speak the truth about how African Americans were being treated. Students will
be able to read this book when we are working on our independent projects on
Civil Rights leaders. Ida B. isn’t someone who is talked about as extensively as
other leaders so students will be able to learn about other leaders who were as
important as the others.
Freedom in Congo Square w ritten by Carole Boston Weatherford Illustrated by R.
Gregory Christie
The slaves in New Orleans, Louisiana counted down the day until Sunday,
when they would have half a day to be together free in Congo Square. This
book shows the hope that the slaves had to be free, even if it was just for one
day. The students will use this book to understand some of the chores that the
slaves were required to do during that time, and they will be able to discuss
the hopes and dreams that the slaves had, that kept them going every day.
This book will be one of many that will be read aloud to the class for them to
understand the importance of slavery reform as we lead into our civil rights
movement.
Rosa’s Bus: The Ride to Civil Rights written by Jo S. Kittinger illustrated by

Steven Walker
Bus #2857 was just a bus that carried people to and from work in Maryland.
That same bus made its way down to Montgomery, Alabama and would soon
become one of the most famous buses around. In the 1950’s all bus’ were
segregated, meaning white people could sit in the front, and the black people
had to sit on the back or stand if there were no other seats for whites. This bus
was an ordinary bus until Rosa Parks boarded the bus one day and decided
not to move when a white person wanted to sit down. Because of Rosa Parks’
actions, it lead to the beginning of boycotts for segregated buses. This would
soon be one of the major events during the Civil Rights movement. Students
will be read aloud this book toward the middle of our Civil Rights unit to help
us understand the timeline better. Students will have a chance to read more
about Rosa Parks and pick her to do a final project on if they decide to do so.
Freedom RIders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights
Movement written by Ann Bausum
John Lewis and Jim Zwerg were two unlikely friends who came together
because they believed in the equality of all people. These two boys boarded a
bus in 1961 headed south and ended up in Montgomery, Alabama. When they
arrived they were welcomed by a mob which caused them to both be badly
beaten, Jim worst of all simply because of the fact he rode the bus with a
group of black people. These boys were a part of a group called Freedom
Riders whose main goal was to change the way African American people were
treated. They would sit in “white” areas of restaurants until kicked out, they
would boycott and protest. The Freedom Riders were a big part of the Civil
Rights movement and it is important that students get a well rounded idea
about what took place. They will be reading and comparing the two stories in
this book and adding the information they find to their timeline they are
working on throughout the lessons.
The 1963 Civil Rights March: Landmark Events in American History written by
Scott Ingram
A closer look at what was the Civil Rights movement, students are able to see
real pictures from this time and understand the important//major events that
occured during 1963. This being a more factual, real life book, students are
able to relate what they have previously read about all these events and
connect them to real life pictures. This book will be introduced in the
beginning of the Civil Rights lesson and then used as a resources throughout
the rest of the lessons to help us with our timeline and to understand the
major events better.
Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney
illustrated by Brian Pinkney
The Greensboro sit-ins took place on February 1st, 1960 and was one of the
turning points for African Americans during the Civil Rights Movement. The
plan was simple, 4 college students would go to a WHITES ONLY restaurant
and asked to be served. They would not demand, they would not raise their
voices, they would be respectful, courteous and polite. Even when the white
customers got angry and violent with the sit-in participants they didn’t budge.
They really took Martin Luther King Jr.’s words to heart, “fight violence with
non-violence”. We would use this book in the classroom to give students an
idea about the sit-ins and have a better understanding of the timeline of the
civil rights movement.
Nobody Gonna turn Me ‘Round: Stories and Songs of the Civil Rights Movement
This story uses real life accounts and events from numerous people in the civil
rights movement so that the reader understands what each and every person
had to go through in order to make a lasting impact on the civil rights
movement. The story also does a great job of showing different songs that
were prevalent in that day and age and were used to depict the life of an
african american during that time. We will use this book in the classroom to
show students a variety of different songs and stories pertaining to the civil
rights movement. By giving students a variety of stories they will be better
prepared to represent what the average life was like for an African American
during the Civil Rights Movement.
Harriet Tubman by Maryann N. Weidt
Harriet Tubman is well-known for her bravery in the Underground Railroad.
She, herself escaped slavery and then helped over three hundred other slaves
escape slavery as well. In this story, readers are able to learn more about who
Harriet was from a child to after the Civil War. Readers are also learning about
what it was like to be a slave, and some of the ways slaves were treated in that
time. Students will be asked to read this book, another, and an article about
Harriet Tubman and will determine the most key details from her life. Every
author has their own point of view on a person so students will be able to find
the similarities and differences between each of the readings.
Free At Last!: The Story of Martin Luther King, Jr. written by Angela Bull
Martin Luther King, Jr. was a major influence in the Civil Rights Movement. He
is one of the most well known among the others who were influential in Civil
Rights. This book is different among the other two we are using in this unit
because it is fact based, and provides real pictures from that time for readers
to connect to. It goes into detail about the war, and the overlap between Rosa
Parks and Martin Luther King, Jr. from the bus boycott in Montgomery,
Alabama. Students will use this book to compare and contrast information
about this major leader to learn the most important key details about him.
These facts will be used in a project to learn more about important figures in
the Civil Rights Movement.
Abraham Lincoln: Lawyer, Leader, Legend written by Justine and Ron Fontes
Abraham Lincoln was the one who abolished slavery. He was the start for Civil
Rights and while he is known for his Gettysburg Address and slavery work,
there are many things that are unknown about him. This book goes into detail
about who Abraham was before presidency, like during his time as a lawyer,
how he got there, the Civil War, and his thoughts and feelings on slavery. This
book is interesting because of the topics it covers, because a lot of books on
Abraham just discuss his part in the Civil War. Students will use this book
among others to learn more about this important leader during our unit on
slavery and the Civil Rights Movement.
People We Should Know: Rosa Parks written by Jonatha A. Brown

Rosa Parks is well known for being the one to kick off the bus Boycott in
Montgomery, Alabama. Who was Rosa Parks before she boarded that bus?
What caused her to stand up for herself and start the boycott that would
change history? This book goes into detail about Rosa’s life and who she was.
Students will use this book in conjunction with two others to learn about who
Rosa Parks was, and how she became a well known leader in the Civil Rights
Movement.
Rosa written by Nikki Giovanni illustrated by Bryan Collier

On December 1, 1955 Rosa Parks got on a city bus in Alabama after work and
refused to give up her seat when a white man demanded her to do so. This
caused the revolution and boycott against the buses and the way black people
were treated. This book lays out the story of that day and the way Rosa’s
determination to have things changed ended up being the start to a bigger
revolution. Students are going to use this book along with two other books
about Rosa Parks to learn as much as they can about the key details of Rosa
Parks. They will also discuss the overlap of Rosa Parks and Martin Luther
King, Jr. and why they are some of the most important people of the Civil
Rights Movement.
Moses: When Harriet Tubman Led Her People to Freedom written by Carole Boston
Weatherford illustrated by Kadir Nelson
Harriet Tubman was born into slavery, one day she heard the words of God to
leave her family and escape from slavery to the North. We learn about her
journey to escape the horrors of slavery and how her faith kept her going.
Once Harriet made it North, she would then complete at least nineteen more
trips down to the South and back in order to save other slaves. This book is so
much different from the others on Harriet Tubman because of the lyrical
words, and how Harriet uses her faith to keep her going. Students will read
both of the books on Harriet Tubman to see the differences between the two
writing styles and the two stories. Students are gaining the most important
details about these leaders by reading more than one book selection on them.
Freedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life written by
Ashley Bryan
Eleven different stories about slavery. We see who these people were, what
their jobs were, what they were worth, and their hopes and dreams. This book
shines light on the hope that slaves had to keep them going. It is very powerful
to see faces, among with prices on how much these people were worth. This
book should put slavery into perspective for our students. We want them to
understand the hardship of slavery and that these people had rough lives, but
because of their faith and dreams they had the motivation to push through for
something better. This book will be read aloud to the class at the beginning of
our slavery lesson. Students will be asked to share their thoughts on the story
and asked to write down key details from the story.
Love Will See You Through: Martin Luther King Jr.’s Six Guiding Beliefs (as told by
his niece) written by Angela Farris Wern, PhD illustrated by Sally wern Comport
These six guiding beliefs of Martin Luther King, Jr. help us to understand him
on a whole new level. We know how important Martin Luther King, Jr. was and
how his “I have a Dream” speech is one of the most well known speeches
across our nation. He was a staple for the Civil Rights Movement, but learning
about who he was and what he believed in, we begin to understand his fight
for equality on a whole new level. This book will be read aloud before a writing
activity where students will be asked to create their own six guiding beliefs.
Students will begin to think of themselves and what they believe in personally,
while also learning about Martin Luther King, Jr. in a different way.
Abe’s Honest Words: The Life of Abraham Lincoln written by Doreen Rappaport
illustrated by Kadir Nelson
Abraham was always pained by the act of slavery. We learn about his love for
reading, the obstacles he faced on his road to a political career and his
honestly that led him to become the president of the United States. We learn
about his passion to end slavery and how great of a man Abraham really was.
This book will be read aloud during the slavery unit to model fluency and to
demonstrate the beginning of our leader research. Students will take note
about important details they learned from the book about Lincoln and use it to
research further on this American Leader.
March Book One, Book Two, & Book Three by John Lewis and Andrew Aydin
illustrated by Nate Powell
The March series is the first hand accounts of congressman John Lewis and
his lifelong battle of equality through the Civil Rights Movement. Book One
takes us on a journey of John Lewis as he begins to grow up and stand for
change. It also expresses how he planned on making those changes through
peaceful protest and his group, the Nashville Student Movement. Book Two
picks up where the first left off with the Nashville sit-in campaign. By now
people are working hard to oppose John Lewis’s movement. This book shows
just how committed young activists were to make this change and fight for
equality. In Book Three, Lewis and his group battle back and continue to
protest nonviolently. Everyone knows of their movement and the country is
watching eagerly as activists continue to push for change in any way they can.
This series does a good job of showing anyone who reads it just how willing
the activists and John Lewis were to put their life on the line so that people of
color could live a fair and balanced one. The books are formatted as graphic
novels which give the books a sense of uniqueness but also help to express to
anyone reading it just what was going on in that time. For our classroom we
would use these books as options that the student can pick in read if they are
finished with their work or want a different perspective on the Civil Rights
Movement as a whole and the people who made it possible.
The Children’s March: A Film by Hudson & Huston

The Children’s March is a short 40 minute document about a 1963 protest
against segregation that took place shortly after Martin Luther King Jr. was
released from jail. In a matter of 3 days there were over 7,000 arrests made to
black people of all ages. The point was simple, putting them in jail is not going
to stop them from achieving equal rights and their civil liberties. They were not
afraid to be thrown in jail because there was a much bigger picture that they
were fighting for. This film gives 1st hand footage of the protests and the
strategies the police used to stop them. The film also has people share their
experiences and talk about why they did what they did and how they felt when
they were being suppressed by the police. This film would be a good addition
to our classroom because it is a way to give our students first-hand accounts
of things that happened during the Civil Rights Movement while also giving
them an interesting way to obtain information about this time in America’s
history.
Book Citations:
Bausum, A. (2006). Freedom Riders: John Lewis and Jim Zwerg on the Front
ational Geographic Society.
Lines of the Civil Rights Movement. N
Brown, A, J. (2006). People we Should Know: Rosa Parks. Milwaukee, WI: Weekly
Reader Early Learning Library.
Bryan, A. (2016). Freedom Over Me. New York, NY: Simon & Schuster.
Bull, A. (2000). Free at Last! New York, NY: DK Publishing Special Markets.
Farris, K, C. (2008). March On! The Day my Brother Martin Changed the World.
New York, NY: Scholastic Press.
ew York, NY: DK Publishing Special

Fontes, R & J. (2001). Abraham Lincoln. N
Markets.
Giovanni, N. (2005). Rosa. New York, NY: Henry Holt and Company, LLC.
onesdale, PA:
Kittinger, S. J. (2010). Rosa’s Bus: The Ride to Civil Rights. H
Calkins Creek.
Myers, D. W. (2008). Ida B. Wells: Let the Truth Be Told. New York, NY:
HarperCollins Publishers.
ilwaukee, WI: World Almanac

Ingram, S. (2005). The 1963 Civil Rights March. M
Library.
Pinkney, D. A. (2010). Sit In: How Four Friends Stood Up, by Sitting Down. New
York, NY: Little, Brown and Company.
Rappaport, D. (2006). Nobody Gonna Turn Me ‘Round. Cambridge, MA:

Candlewick Press.
ew
Rappaport, D. (2008). Abe’s Honest Words: The Life of Abraham Lincoln. N
York, NY: Hyperion Books for Children.
ew York, NY: Penguin
Shamir, R. (2017). What’s the Big Deal About Freedom. N
Random House, LLC.
Watkins, F. A. (2015). Love Will See You Through: Martin Luther King Jr.’s Six
Guiding Beliefs (As Told By His Niece). N ew York, NY: Simon & Schuster
Books for Young Readers.
Weatherford, B. C. (2006). Moses: When Harriet Tubman Led Her People to

Freedom. New York, NY: Hyperion Books for Children.
Weatherford, B. C. (2016). Freedom in Congo Square. New York, NY: Little Bee
Books.
Weidt, N. M. (2003). Harriet Tubman. Minneapolis, MN: Lerner Publications

Company.
Websites Used to Support Lessons
Pre-Assessment
Purpose: This pre-assessment activity is to establish what students already know

about slavery and Civil Rights. There are two main purposes for this activity.
The first is to understand what the students already know about slavery and
Civil Rights. Throughout elementary school students are introduced to
different aspects of slavery and of Civil Rights, so before we begin our lesson
we want to be sure that the students will be engaged and excited rather than
bored by going over the same information over, and over. Next, is to allow
students to anticipate what is to come in the following three weeks. We want
the students to have time to think about things that might come up in the
following weeks. Students will be able to get an idea about what they know
and what they will learn, and then after our three week unit, students will have
a chance to look back on this pre-assessment and see how much they have
learned from that assessment to now. It is important for students to reflect on
their learning and thinking, and then to see how those thoughts have changed
through new learning.
Overview: This lesson will be given the friday before we begin our three week
Civil Rights Movement unit. The teacher will hand out the worksheet and allow
plenty of time for students to think about their thoughts on Slavery and Civil
Rights. After the students have filled out all that they can, we will have a brief
discussion about what they thought, and what they think we will be covering in
the following weeks.
Instructional Strategy: The teacher will handout a anticipation guide to every

student in the class. The teacher will be at the front of the class, and talking to
the students as a whole. The teacher will first start by addressing the fact that
we are going to be covering a new topic in the following weeks. The teacher
will ask “Who can tell me what holiday is in the month of February?” Students
can reply with holidays like “Valentine’s Day” or “Groundhog’s Day” and we
will lead them to saying “Martin Luther King, Jr. Day”. The teacher will then
ask “What is the other key thing that happens during the month of February
because of Martin Luther King, Jr. Day?” Students will respond “Black History
Month.” The teacher will discuss how February starts next week and we will be
researching some interesting details about slavery and civil rights in the
following weeks. Next, the teacher will give instructions about the anticipation
guide, such as asking students to take a minute to read through the
anticipation guide, before writing anything down. We will also state that this is
an individual assignment so the expectations are to be working silently and to
pull out an appropriate book when finished. After a few minutes the students
should begin writing down things that they already know, and taking
“guesses” on things that they don’t know. When every student is finished, the
teacher will ask for silent thumb on how they felt about the anticipation guide.
Students will give the thumb of how they feel (thumb up: good/everything went
well, thumb sideways: so-so/it went okay, thumb down: didn’t like the
activity/didn’t go well). The teacher will be able to gauge who knows more
about the topic over others before looking at the papers. After the silent thumb
the teacher will ask, “Can someone share something they already knew on the
handout?” Student might answer, “Abraham Lincoln abolished slavery”. Then
the teacher will ask, “Who can tell me something on the sheet that they didn’t
know?” Student might say “When the civil war started”. This way, students
can hear that they were not the only ones who might not have known that
topic, and they can see how much the class already knows about Civil Rights.
Materials:
● 30 copies of Civil Rights Anticipation Guide
● Pencils
Name: Civil Rights Anticipation Guide

1. Who was Abraham Lincoln?

2. How long was slavery legal in the United States?

3. Who comes to mind when you hear Civil Rights?

4. When did the Civil War start? When did it end?

5. What was the Civil War about?

6. Who gave the “I have a dream” speech?

7. Name an important leader of the Civil Rights Movement.

8. Name a leader during times of slavery.

9. What is meant by the term, “freedom”?

10. Is racism still evident in the world today? Why do you think this is?

11. What does equality mean to you?

12. Do you see equality in the world around you? Why or why not?

After the Pre-Assessment…
The pre-assessment will be given the friday before the beginning of
the three week unit on Civil Rights. After school, and before
monday the teacher will prepare by getting a variety of books on
both slavery and Civil Rights, as well as hanging pictures of
known leaders during this time around the classroom, provided
below.
Week One:
Slavery- When did it start when did it end?
Week One: Day One
Daily Activities
8:30-9:00 AM: Students come into class, and complete the daily routine. Students
will be asked to look at the board and choose a person that they think would
be interesting and write their name next to that leader. Then they will have an
entry task: “Now that you have picked a leader, write down anything you know
about this person, and what you are hoping to learn about them. Be specific,
we will be working with this person for the next three weeks.”
9:00-10:15 AM: Journal Entry Activity: Teacher will ask if anyone wants to share
the person they picked, and what they are hoping to learn to promote voice,
and classroom community. This will take a few minutes, then the teacher will
introduce the journal entries activity.
10:15-10:30 AM: This is recess time. The teacher will check to make sure every
student has signed up, and choose leaders for those students who are absent.
The teacher will then read what the students wrote for their entry task on their
leader making sure the students were using their time wisely. Students are
being assessed on completion. The purpose of this is to be sure students are
on task, and for the teacher to know how they can help these students during
the three week lesson.
10:30-11:30 AM: Math time: Students will be introduced to a statistic about how
far the Underground Railroad was. We know that it takes four laps around our
school track to make a mile, but how many laps around the track would it be to
equal the distance of the Underground Railroad? During this time, the teacher
will be preparing the class for the rest of the slavery lessons of this week, and
individually conferencing with students to be sure they are on the right track
for their leader journal entries.
11:30-12:00 PM: Lunch.
12:00-12:15 PM: Lunch Recess.
12:15-1:15 PM: Reading workshop: To begin our lesson, the teacher will read
aloud the story Freedom in Congo Square. T his is to model reading fluency
and to introduce our topic of the week, slavery. After the teacher reads the
story aloud, the teacher will ask, “what are some thoughts you have after
listening to that book?” The students will share what they thought, and begin
to think about how the faith these people had, kept them strong enough to
push through the hard times. The students will be asked to browse the books
on the cart, preferably one of the leader that they chose to do, and write down
some key ideas that they find during their independent reading. During this
time, the teacher will conference with students and monitor to be sure all
students are on task.
1:15-1:45 PM: Specialist (Music): In music, the students will be practicing the
song “swing low, sweet chariot” and learning about its origin and what the
song means. This will give the students more background into the topic of
slavery, and to understand where this well known song came from and why.
Students will also be learning how to sing a melody, and they are
understanding rhythm.
1:45-2:30 PM: Social Studies: During this time, we will begin to talk about the
major people who influenced the freedom of slaves (Abraham Lincoln, Harriet
Tubman). We will take a look at their pictures and discuss some of the
important things they did for slaves. This is an introduction to what will be
talked about further as the week goes on.
2:30-2:50 PM: The teacher will wrap up the class by reading aloud yet another
book Moses: When Harriet Tubman Led her People to Freedom i n order to get
the students thinking about what is to come tomorrow. The purpose of this
activity is to model reading fluency, accuracy, expression, and to provide more
information on a person who will be covered throughout the rest of the week.
2:50-3:00 PM: Pack up, and head home.
Activity Title: Diary of a Civil Rights Leader
Purpose: The purpose of this lesson is to get the student’s thinking about the
important people who shaped the Civil Rights Movement. This leader could be
during slavery (such as Abraham Lincoln or Harriet Tubman) or it can be
someone from the Civil Rights Movement (such as Martin Luther King, Jr. or
Rosa Parks). We want our students to learn about this leader and write as if
they were them. This is to get students to make connections from the lessons
to their leaders, as well as reflect on how this person changed the world, for
the better.
Overview: The teacher will begin my having all the students sign up for a person,
there might be a few overlapping but that is to be expected. The teacher will
pass out notebooks to each student to use while they are pretending to be
their leader. The teacher will ask “raise your hand if you signed up for an
important leader during the Civil Rights Movement?” When everyone raises
their hand the teacher will continue by giving the directions for this activity:
“The journal that you have before you is meant to be used only for writing in
as if you were the leader you picked. Every day we will have time to create one
or two journal entries that will discuss the topics we have covered so far in
class. *calls on student* Who did you pick to be your leader? (student will say
Rosa Parks) Okay, so if I chose Rosa Parks, I will write in my journal as if I
were her. Silent thumbs if that makes sense. *Pause for thumbs* Every day
should be dated, but who can tell me when these journals should be dated?
Should they say 2018 in the corner? (student will respond no anywhere from
1800-1965).” After the directions have been given, the students will be let loose
to write their first entry. This one should be an introduction and should portray
what the students already know about their leader, rather than connections to
events since those have not been covered yet. After a few minutes the teacher
will gather the students attention again at the front. The teacher will point out
the books that are available to them, as well as websites they can use to learn
more about their leader when there is an appropriate time to do so. The
teacher will ask for thumbs on how the first entry went, and transition to the
next activity.
Materials:
● 30 journals
● List of leaders with space for students to write their name
Instructional Strategy: The teacher will be using whole class instruction. First, the
teacher will have students write their name next to a leader of their picking on
the board. This way there is a document that shows who each person picked,
in case there is any confusion later on down the road. Next, the teacher will
have every student seated in their desk to start the day. The teacher will ask,
“Who can share the leader that they picked and why?” Students will raise their
hands to share and give reasons as to why they picked that person. After
students have shared the teacher will begin to explain the purpose for this
activity. The teacher will use silent signals to be sure teacher and student are
on the same page. The teacher will call on a student to share their leader
again, but this time the teacher will model what the entry should look like. The
teacher will say “Be sure to include the date. Would we use 2018 or would we
use a different date?” Students will raise their hands to share that the date
should be from 1800-1965 because we have discussed when slavery was and
when the Civil Rights Movement ended. Once the teacher has finished
modeling, the students will be set free to write their first entry. This one should
be an introduction and should point out things that the student already knows
about this leader. After work time, the teacher will pull the students back to the
front again for further instruction. The teacher will point out where books will
be located that will help them learn more about their leader, as well as
websites that the students can use if they have already read all the books
provided. Students will keep their journals and they will have time to write in
them every day at least once, and they will be making connections to the major
events that we will be looking at throughout the course of the three weeks.
Assessment: Students will be assessed on the completion of the journal after the
15 days of instruction. The student should have at least 15 entries and they
should connect back to the instruction that we have been learning, in the voice
of that leader. The teacher will grade on completion and provide feedback for
their writing and organization at the end of the unit.
Accommodations: For students who need extra support in the classroom, the
teacher will help them one on one or in a small group after modeling what is
expected and after the students are turned loose to write. The teacher will
work with these students to determine the leader that they picked, as well as
any information they already know about him/her. For students with learning
disabilities, the teacher might have the students tell aloud what they know, or
what they want to write before physically writing it down in their journal. This
way the student knows exactly what he/she wants to say before being asked to
write. The teacher may also have the students conduct their journal entries in
a different way, such as: word processor, native language, or other forms of
communication. The teacher can also give extended time to complete the
assignment if that is necessary for the student.
Week One: Day Two
Daily Activities
will have an entry task. Journal entry: Look at the following quotes, what do
you think they mean? “Is slavery is not wrong, nothing is wrong -Abraham
Lincoln”, ”Where slavery is there Liberty cannot be and where Liberty is there
slavery cannot be - Charles Sumner”. W rite in your entry task notebooks about
your thoughts on these quotes.
9:00-10:15 AM: We will take a few minutes to discuss what students came up with
for these two quotes in the entry task. After the discussion we will lead into
what we think slavery was, and how long we think it lasted in our country.
Students will make a KWL chart about slavery taking note about what they
know, what they want to learn, and after we spend time learning about slavery
today, they will have a chance at the end of the day to write what they learned
today. Before students are excused for recess they must have the first two
parts filled out about slavery.
10:15-10:30 AM: This is recess time. The teacher will use this time to prepare for
the rest of the day on our slavery topic. Pulling the books Freedom Over me
and What’s the Big Deal About Freedom. These books will be referenced
during reading and writing time.
10:30-11:30 AM: Reading time: During reading today, we will be focusing on the
two books “Freedom Over Me, and What’s the Big Deal About Freedom” we
will begin our lesson by talking about what freedom means to us, and taking a
minute to write that down on our activity sheet. Then we will discuss what
slavery meant, and some of the ways that slaves were treated. In the same
sheet students will write down these things and see how freedom was not
offered to these people. Students will then have the time to read a “good-fit”
book on a person from slavery. From Abraham Lincoln to Harriet Tubman.
Students will need to have their activity sheet completed before lunch.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students will be exploring the worth of these people.
Relating back to Freedom Over Me, students see that the worth of people
change depending on any number of factors and we are going to explore/
make predictions about how much people with different skills/features would
cost, as well as how much these owners would make depending on the
number of slaves they had working for them.
1:15-1:45 PM: Specialist (PE): Students will engage in the normal PE games and
activities, but at the end of the period the PE teacher will discuss with them
how far a mile is, and how long it takes us to walk a mile (setting us up for our
math lesson the following day)
1:45-2:30 PM: Social Studies: During this time, we will continue to talk about the
major people who influenced the freedom of slaves (Abraham Lincoln, Harriet
Tubman). We will take a look at their pictures and discuss some of the
important things they did for slaves. This is a continuation to what we did the
following day. Students should have a worksheet with each person and a list
of things they did to abolish slavery/ fight for freedom of slaves. They can
reference this as we continue our unit.
2:30-2:50 PM: The teacher will wrap up the class by allowing students to write an
entry in their leaders journal. This will be the second entry for the students and
they should have more information that will help them write good entries. They
will also be asked to finish their KWL chart from this morning. Not every
question will be answered, so they should keep it in case they find the
answers to their questions.
2:50-3:00 PM: Pack up, and head home.
Activity Title: What Does Freedom Mean to Me?
Purpose: For this activity, we want students to start thinking about freedom
because we often take for granted all that we have. Students will explore this
idea and be able to relate it to how slaves were treated back in the day, and
even be able to explain if freedom is given to all people fairly or not (beginning
to touch on if racism still exists in our country). We are still in the beginning of
our lesson but we want the students to get a solid understanding about how
unfairly and mistreated these people were, and for them to understand they
were still human beings but not being treated as so.
Overview: To begin the lesson we will have a discussion about what freedom
means in terms of America. Then we will break that down into what it means to
us personally. Students will have a chance to think silently about it, share with
a partner, and then we will have a group discussion about how different
freedom means to each member of our class. After we have our discussion
students will be handed a worksheet that has them outline freedom for them,
and what they thought freedom meant to a slave. Students will be able to see
the difference between the freedom given to people with a different skin color,
as well as explore how mistreated slaves were. After we have time to work on
the worksheet, we will come together as a class and reread Freedom in Congo
Square. We will view this book in the lense of freedom and discuss if their
version of freedom was the same of us, and why. After the students hear the
story and listen in the lense of freedom they will have an opportunity to go
back to their worksheet and change their thinking on what slaves thought was
freedom.
Materials:
● 30 copies of “What freedom means to me” worksheet
● Freedom in Congo Square book
● Pencils
Instructional Strategy: The teacher starts off the lesson with whole class
instruction by introducing the topic of freedom and what it means for our
country. After that the teacher uses “Think-Pair-Share” to get the students
thinking more about what freedom means to them personally. After the
students have time doing that, they will have the opportunity to work quietly
by themselves to fill out the worksheet. They will have time to share later on,
but for the first moments, they should be working individually because this is
a personal statement. After work time, the teacher will bring the whole class
back together to read the book Freedom in Congo Square a gain. This time the
teacher will make it a point to think about what the slaves think about freedom
and how going to Congo Square is their freedom. They will discuss why they
find that to be freedom even if it is just for one day. Students will have work
time again if they want to revise their thinking on the worksheet and they will
turn in the worksheet for assessment.
Assessment: The students worksheet will not be given a letter grade, rather the
students will get credit for completing the assignment and putting effort into
their responses. This is a very personal assignment and the students are
asked to reflect on what they believe other people might think. Students will
receive feedback on their worksheet about things to think about. This written
response is to build further relationships with students and to model
communication between both student and teacher. Students who did not
complete the worksheet will be met with the following day so they can
understand the instructions and practice this skill too.
Accommodations: For students who need extra support or help in the classroom,
the teacher will work with them either individually (depending on how many
are in need of assistance) or as a small group. The teacher will be able to walk
through the worksheet with the student(s). If the student has a language or
other learning disability the teacher can orally discuss with them what is on
the worksheet before asking them to write anything down. This way the
teacher knows what the student wants to say, and the student is able to flesh
out what they want before being asked to put it on paper. If the worksheet is
not working for the students, the teacher can have the students do this
assignment through some sort of word processor, in another language, or just
orally if the student is not comfortable writing. The teacher can also offer
extended time for the student to finish the assignment, whether it be as a take
home assignment, or they can work on it on a later time during the day.
Name:_______________________
What Does Freedom Mean to Me?

Week One, Day Three:
Daily Activities:
will have an entry task. Journal entry: “When we oppress others, we oppress
ourselves. All our humanity is dependent upon recognizing the humanity in
others -Desmond Tutu” Look at this quote and write down in your own words,
what you think it means. Keep in mind all we have learned so far.
9:00-10:15 AM: Teacher will call on students to share their thoughts for the entry
task. After the discussion the students will move into the health topic for the
day: Understanding calories needed to be healthy. Students will learn about
the diet of people in slavery and whether the amount they are taking in is
enough. They will also discuss how that differs from how we eat today.
the rest of the day on our slavery topic.
10:30-11:30 AM: Reading time: During reading today, we will be focusing on
researching our leader a little bit further. We will do a journal entry during this
time, but the students will be required to be reading a specific book on their
leader. We want students at this time to be gaining even more information
about their leader so they can continue to create their journals to the best of
their ability.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Science: This will be the first day in our science unit. We will be
discussing plants and the different crops that were planted during the 1800s in
which slaves worked for the most part on these plants. We will be planting our
own crops to see how they thrive.
1:15-1:45 PM: Specialist (Art): During this time, the art teacher will first start off
the lesson by explaining to the students about the different quilts made during
the time the Underground Railroad was being used. The art teacher will explain
that each quilt style had a different meaning, that each style had a different
code for the slaves to follow. Students will be making their own square of the
quilt that will be then taped together to be made to an even bigger one.
1:45-2:30 PM: When students return from specialists, students will be working on
a math assignment that covers how long it would take us to walk the
underground railroad, if we are walking around our track. Students will be
asked to work out the equation for this as well as provide a visual aspect to
their work. The PE teacher introduced this to them the day before and they are
now practicing what they learned.
2:30-2:50 PM: To wrap up the day, the students will have SSR time, finish any
assignments that have not been completed yet (from the previous two days) or
writing another entry in their leader journal.
2:50-3:00 PM: Students will pack up and go home.
Activity Title: Juba This, Juba That
Purpose: For this activity, we want students to be able to further understand the
treatment of slaves during this period of time. Through this activity, students
will be able to explore the different types of food that the slaves were fed and
the amount of calories are in each dish. Students will be comparing the caloric
intake to the amount of calories being burned off by the slaves as they work.
This will continue to add to the concept of slaves being human beings but are
not treated as such.
Overview: To begin this lesson, we will first start off by asking students how
many calories an average male and female are supposed to eat everyday. We
will also ask them what their favorite foods are and how often they eat them so
then they can start thinking about what they like and how often they are fed
that. We will then introduce the different kinds of foods that slaves were fed
during this time period and ask them about the different kinds of jobs slaves
had to do. We would then ask students to raise their hands if they believe that
the slaves are being fed enough to have enough energy for these jobs or not.
After having gathered their initial thoughts, they will be given a worksheet that
has the different dishes written down and the amount of calories it gives. The
worksheet will also have different the different jobs and the amount of calories
needed to properly perform these tasks. Students will have to determine
whether the amount of calories being taken in is enough to balance out the
calories being burned during the 18 hour work days. After the completion of
the worksheet, we will have a discussion as an entire class on how they feel
and what they think of this.
Materials:
● 30 copies of “Juba This, Juba That” worksheet
● Pencils
Instructional Strategy: The teacher will first start off this lesson as a whole class
discussion about the caloric intake requirements for both males and females
and the types of foods they like to eat. The students will then discuss as table
groups whether they believe that the food that was being fed to the slaves
were enough or not. After, students will work individually on the worksheet
that will be provided to them. After having time to work on it, they will come
back together as a class to correct the sheet. Once the corrections are made,
the class will once more engage in a discussion on any thoughts or feelings
they may have after completing this.
Assessment: The worksheet that students will be correcting will be out of two
points for each question. The overall points would be out of ten because there
will be five questions total. The first point will be based around whether they
calculated it or not and whether they write down their reasoning for the intake
being enough or not. This should a be straightforward assignment that gets
students thinking about people and their circumstances.
Accommodations: For students who need more support, they will be able to sit at
the small group table with the teacher and will be taken through the worksheet
step by step. If they seem to be able to understand the concept by the end of
the second question, then they will be encouraged to try and solve the last
three on their own. If there is a language barrier or other learning disability, the
teacher will be able to read the questions out loud and use a translating
application to allow the ELL students to have more context. Students will also
be given extra time to finish the worksheet if needed.
Websites Used:
https://civilwartalk.com/threads/slave-diet-and-nutrition.5626/
https://www.nps.gov/bowa/learn/historyculture/upload/the-final-slave-diet-site-bull
etin.pdf
https://www.fitnessblender.com/articles/calories-burned-by-occupation-how-many
-calories-does-my-job-burn
https://www.historyonthenet.com/slaves-work-and-work-done-by-slaves/
Name: ______________________

Juba This, Juba That

That

In an 18 hour day working in the fields, slaves were burning around 3,000
calories every day. Slaves were expected to pick cotton, harvest sugar cane,
and plant and harvest rice. During this time period, their diet consisted of
(the number of calories noted is for one portion):

-Salted pork: 212 calories -Pickled pork: 58 calories
-Rice: 206 calories -Cornbread: 94 calories
-Corn grits: 152 calories -Mashed sweet potato: 251 calories
-Baked sweet potato: 163 calories -Boiled black eyed peas: 160 calories

1. A young man ate one portion of corn grits with two portions of pickled
pork early in the morning. Another portion of corn grits and a portion of
boiled black eyed peas mid-morning. A potion of salted pork and two
portions of baked sweet potato for lunch. For dinner, he had two portions
of pickled pork and two portions of cornbread. Did he eat enough calories
to balance out the amount of calories burned?

2. A young woman ate one portion of rice with a portion of salted pork early
in the morning. She had two portions of boiled sweet potatoes for
mid-morning. For lunch, she had a portion of salted pork with a portion of
corn grits and a portion of boiled black eyed peas. She had another portion
of salted pork with a portion of baked sweet potato and two portions of
cornbread. Did she eat enough calories?

3. A man ate two portions of corn grits with a portion of salted pork early in
the morning. Had a portion of mashed sweet potato with two portions of
salted pork mid-morning. He had a portion of rice with two portions of
pickled pork and a portion of cornbread for lunch. For dinner, he had a
portion of salted pork with a portion of baked sweet potato, a portion of
boiled black eyed peas, and a portion of cornbread. Did he eat enough
calories?
Name: A
nswer Key

Juba This, Juba That

In an 18 hour day working in the fields, slaves were burning around 3,000
calories every day. Slaves were expected to pick cotton, harvest sugar cane,
and plant and harvest rice. During this time period, their diet consisted of
(the number of calories noted is for one portion):

-Salted pork: 212 calories -Pickled pork: 58 calories
-Rice: 206 calories -Cornbread: 94 calories
-Corn grits: 152 calories -Mashed sweet potato: 251 calories
-Baked sweet potato: 163 calories -Boiled black eyed peas: 160 calories

1. A young man ate one portion of corn grits with two portions of pickled
pork early in the morning. Another portion of corn grits and a portion of
boiled black eyed peas mid-morning. A potion of salted pork and two
portions of baked sweet potato for lunch. For dinner, he had two portions
of pickled pork and two portions of cornbread. Did he eat enough calories
to balance out the amount of calories burned?

He did not eat enough calories because he ate 1,422 calories.

2. A young woman ate one portion of rice with a portion of salted pork
early in the morning. She had two portions of mashed sweet potatoes for
mid-morning. For lunch, she had a portion of salted pork with a portion of
corn grits and a portion of boiled black eyed peas. She had another portion
of salted pork with a portion of baked sweet potato and two portions of
cornbread. Did she eat enough calories?

She did not eat enough calories because she had 2,007 calories.

3. A man ate two portions of corn grits with a portion of salted pork early
in the morning. Had a portion of mashed sweet potato with two portions of
salted pork mid-morning. He had a portion of rice with two portions of
pickled pork and a portion of cornbread for lunch. For dinner, he had a
portion of salted pork with a portion of baked sweet potato, a portion of
boiled black eyed peas, and a portion of cornbread. Did he eat enough
calories?

He did not eat enough calories because he had 2,236 calories.

Week One, Day Four:
Daily Activities
will have an entry task. Journal entry: “Who was Harriet Tubman? Why was
she a well known leader in the slavery time period?”
9:00-10:15 AM: We will discuss the entry task, and the teacher will call on
students to shed light on what they believe. This is going to lead us into our
reading lesson for the day. We want to get an understanding about who she
was and her accomplishments. We will spend quite a bit of time on this, we will
watch a video on Harriet Tubman (https://youtu.be/VYWRoB6Ucrc ), and talk
about some of the songs that came out of walking the underground railroad,
which will later be explored further in specialist.
the rest of the day on our slavery topic. The teacher will set out jigsaw
worksheets for the activity that will be after recess as well as the books for
each person for each groups.
10:30-11:30 AM: Reading workshop: The students will work in their reading
groups to learn all there is to know about their specific person (Harriet
Tubman, Abraham Lincoln, Sojourner Truth, Tom Paine, Frederick Douglass)
After the students have time to work in their group, they will be asked to pick
one person from their table to go to each other group. So group one will have
one person from their group to stay at their table but they will have a member
of each other group at their table as well. They will then take turns talking
about their person and all they learned. Each square should be filled up at the
end of this activity. Students will then be asked to write a reflection about what
they learned from this activity and any details that they found to be interesting.
This is their ticket out of the door for lunch time, and will be graded.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: We are going to continue our lesson on how long it
would take us to walk the underground railroad, and we will actually have time
today to walk a few laps around the track outside (weather permitting) to have
the students feel how long that walk is.
1:15-1:45 PM: Specialist (Music): Students will be practicing the same song they
learned earlier this week, as well as being introduced to one final song “Song
of the Free” they will perform these on the last day of our slavery unit (Friday).
1:45-2:30 PM: Science: We will continue our investigation on our plants. We will
take observations about how much our plant has grown since planting them,
writing our predictions in our notebooks about how tall they will end up, and
what they need to strive the most besides sun, water, and soil.
2:30-2:50 PM: To wrap up: Students will be asked to write a entry in their
leader journals. They should have at least four entries at this point about
their specific leader.
2:50-3:00 PM: Students will pack up and go home.
Activity Title: Leader Jigsaw Puzzle
Purpose: There are a lot of important people who helped to abolish slavery. We
want students to be exposed to as many as possible. It would take weeks to
cover every single person, so through this activity students are learning about
a few important people during this time, and they are practicing their research
skills, communication skills, and summary skills.
Overview: Students will be sitting in their reading groups. There should be five
table groups, meaning there will be five different people for the students to
look at. Each group is responsible for one person. Some tables have books,
others have articles on their person. The group will have around 15-20 minutes
to fill up their space on the jigsaw worksheet. After those 20 minutes one
person will stay at their reading group, but the others will be asked to go to
any other group. There should be one person from each group at each table.
Students will take turns teaching the group about the person they had. After
another 20 minutes, the students will have filled up their jigsaw worksheet. The
students are then asked to write a reflection about what they learned, what
they thought was easy or hard, and explain some cool details that they didn’t
know previously to doing this activity. This is the ticket out of the door for
recess and this will be graded.
Materials:
● 30 Copies of the jigsaw worksheet
● Moses: When Harriet Tubman Led Her People to Freedom
● Harriet Tubman book
● Abe’s Honest Words: The Life of Abraham Lincoln
● Abraham Lincoln: Lawyer, Leader, Legend
● Article on Frederick Douglass
(http://www.ducksters.com/history/civil_rights/frederick_douglass.php)
● Article on Frederick Douglass (
http://civilwar.mrdonn.org/frederick-douglass.html)
● Article on Tom Paine
(https://www.biography.com/people/thomas-paine-9431951)
● Article on Tom Paine (http://thomaspaine.org/paines-anti-slavery-legacy.html
● Article on Sojourner Truth
(https://www.history.com/topics/black-history/sojourner-truth)
● Article on Sojourner Truth
(http://www.softschools.com/timelines/sojourner_truth_timeline/57/ )
Instructional Strategy: Students will be sitting in their reading groups. The teacher
will use whole class instruction in the beginning of the lesson in order to give
the directions and expectations for this lesson. Then the students are set free
on their own to finish up the activity. The teacher will be working individually
with each group to be sure they are on the right track. The teacher will help
with the transition to new groups if need be but the students should be able to
follow the directions to move to a new group. The teacher will work with each
group to be sure each one is on task and following the directions. This activity
is a student centered lesson, meaning the students are doing most of the work
and talking. The teacher is there for help, and assistance if needed.
Assessment: The students will be graded on completion for the jigsaw part of the
assignment, students will get a check plus if they completed it and filled their
boxes, students will get a check minus if they completed it, but only wrote
down one or two things about each person. This assignment is to help them
better understand these people, and if they only wrote down one fact, they
won’t have much to help them review for the test later on. The students
reflection will be given a three if they answered all of the questions, organized
it in proper paragraph format, and gave more than one new fact that they
learned. Students will receive a two if they answered one or two of the
questions, have proper paragraph form, and gives only one new fact they
learned. Lastly students will get a one if they answered one only question,
barely has a paragraph, and gives no new facts.
Accommodations: For ELL students, we can pair them with a strong reader/writer
for this activity. This way the student is learning what everyone else is, with
help from another student. The student can still practice their communication
and group work skills by doing this. Students with other learning disabilities
can still participate in this assignment because they will have help from their
peers to be able to finish, however, the teacher can spend extra time at these
groups to be sure the students are not struggling with it and checking out
because this activity is important for the end test. The teacher can give these
students extra time to complete the work, or assist them with things that their
peers might not be helping with.
Websites Used:
https://www.timvandevall.com/templates/make-your-own-jigsaw-puzzle-templates/
Reflection Rubric
Name:
3 2 1
Student answered all Student answered Student answered

the questions on the most of the one question, gave
board, filled out the questions, filled out one or two facts for
jigsaw worksheet the jigsaw worksheet each leader, and did
completely, and gave for the most part but not write down
more than one new missing a few facts anything new that
fact that they learned from each leader, and they learned from the
today. gave one new fact day.
they learned today.
Week One: Day Five
Daily Activities
will have an entry task. Journal entry “Why do you think it took so long for
slavery to become abolished? What did the Civil War do to help this happen?
What came after slavery?”
students to shed light on what they believe. This is our last day discussing
slavery before we move onto our Civil Rights Movement lesson, so we want to
wrap up everything that we have learned, and relate it back to the main goal
which is, what was slavery, and how did it end? After we discuss our thoughts
on the posted questions, the students will be learning briefly about the civil
war. We will watch a short video (https://youtu.be/8ZIE3T1MvQ0 ) that outlines
the Civil War and touches on the Battle of Gettysburg and relate it back to
Abraham Lincoln for whom we have gotten to know quite well this week.
the rest of the day.
10:30-11:30 AM: Reading: During reading today, we are going to be taking a test
on what we have learned so far about slavery. This test will contain significant
people discussed, important events, and a short piece where they read a quote
and explain what it means.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: During math today we are going to be presenting our
work on the underground railroad, and our visual representation of what that
looks like to them. If time allows we will walk around the track a few more
times today and take note how much further we have to walk to reach the end.
1:15-1:45 PM: This would normally be our specialist time, but the students have
been working so hard on learning songs from slavery that we are going to be
putting on a small assembly for the younger grades and we are going to share
the art we have done and the songs we have learned.
1:45-2:30 PM: Science: We are going back to the greenhouse to check on our
plants and record our observations. Today we will be adding nutrients to the
soil and watering them. Students will record how much water they gave their
plant, as well as how much of the nutrients they gave their plant. Students will
reflect on what they think is working best, and why, this far in the process.
2:30-2:50 PM: To wrap up: Students will be asked to write a entry in their leader
journals. They should have at least five entries now, and if they had a slavery
leader, they should be relating back to what we have learned about today.
2:50-3:00 PM: Students will pack up, and go home.
Activity Title: Slavery- When Did it Start, Why Did it End?
Purpose: We have been discussing slavery and the important people who helped
to abolish it. We want to see what the students have learned in this last week,
and check to make sure they understood the important details we wanted them
to understand. Before we move on to Civil Rights, we need to make sure the
students understood what happened before that and why.
Overview: This test will consist of multiple choice, fill in the blank, and a few short
answer. This it to help the students reflect on what they have learned this far in
our unit. Students will have the full reading time to do this, and if students are
not finished by recess, they will have time later in the day to finish. This test is
to help the teacher see what points really stuck with the students, and what
points might need to be covered again, before they are ready to move onto the
Civil Rights.
Materials:
● 30 copies of “Slavery- When did it start, why did it end?” test.
● Pencils
Instructional Strategy: The teacher will use whole class instruction to give
directions about the expectations during the test. This is a closed note test,
just to recall what they have learned this week. The students will have the full
reading chunk of time to complete the test. If students finish early the teacher
will ask students to write a journal entry on their leader, pick up an appropriate
book on the Civil Rights Movement, and point out that we have gotten some
new books and it might be beneficial to look into them while they have a quiet
time to get into it. The teacher will make it a point that it is important to be
quiet and courteous for our fellow classmates while they take the test, and that
everyone finishes at their own pace. Once the directions, expectations, and
activities to do after the test are laid out, the teacher will pass out the test and
allow the students to begin. While the students are working, the teacher will
continue to plan for the following weeks, and get the room ready to move from
slavery, to the Civil Rights Movement.
Assessment: This test will be graded on a rubric, and an answer key. There are
multiple choice, and fill in the blank that will be graded on right or wrong
basis. The short answer questions however, will be graded based off a rubric.
The students are all going to be sharing their own opinions on this question so
there will be any number of right answers.
Accommodations: For students who are ELL, it might be beneficial to give this
test to them orally, so you can use gestures and or pictures to help the student
understand the questions being asked. For students with other learning
disabilities, we might do the same thing. Give the test to them orally so you
can monitor the speed at which they need to go. If students need more time,
you can allow them to stay in from recess for no more than five minutes and if
they still need more time, there will be a chunk of time at the end of the day
where they can finish but it must be done by the end of the day.
Slavery: When did it start, why did it end?
This test is to check your knowledge on the key details we learned in the previous
week. We spent a lot of time learning about significant people who were a part of
abolishing slavery, and we learned about major events that took place during and
after slavery. Be sure to read each question carefully, and answer the question to
the best of your ability. This is a closed note test, so do your best.

1. When did the battle of gettysburg happen?
a. Spring of 1863
B. Winter of 1800
C. Summer of 1863
D. Fall of 1850
2. Who was the leader who freed over three-hundred people through the underground
railroad?
a. Abraham lincoln
B. Harriet Tubman
C. Tom Paine
D. Sojourner Truth
3. Abraham lincoln had slaves but did not believe in slavery.
a. True
B. False
4. Harriet Tubman’s nickname was .
5. The civil war was fought because
6. In your own words, describe what freedom meant to slaves. Were they ever given
freedom or was freedom something much simpler than that?

7. Explain in your own words how abraham lincoln abolished slavery. Be sure to
include specific details.

8. How was Sojourner truth a part of the abolishment of slavery?

9. What was tom paine’s role in slavery?

10. Use the equation we found as a class to tell me how many more laps we must walk
around the track to equal the distance of the underground railroad.

11. What is the meaning of the song “swing low, sweet chariot”?

12. What type of crops were grown in the fields that slaves worked?

13. Take a look at the quote below, In your own words, describe what it means, and
how it relates to slavery.

“Now i’ve been free, I know what a dreadful condition slavery is. I have seen
hundreds of escaped slaves, but i never saw one who was willing to go back and be
a slave”
-Harriet Tubman

Extra Credit:
14. How do you think Civil Rights bloomed from slavery?

Answer key and rubric
1.C
2. B
3. B
4. Moses
5. The south wanted state control the north wanted freedom
1 2 3
Organization Student uses a Student uses Student uses

bulleted list or paragraph form paragraph form to
random words on but does not answer the
the page to include question, has an
answer the introduction, or introduction and
question conclusion conclusion
Evidence Student has part Student has some Student has

of something that evidence in the plenty of evidence
could be seen as response, but it is and explains why
evidence but does either hard to find, it answers the
not support it with or is not explained question.
anything to as to why that
explain why that answers the
answers the question in full.
question.
Details Student has one Student has three Student has five
detail in the or more details or more key
response but about the details in the
does not use it question in the response and
correctly response and backs them up
backs them up with evidence.
with evidence.
Week Two: Day One
Daily Activities
will have an entry task. Journal entry “In your own words, what do you think
Civil Rights means?”
students to shed light on what they believe. We are going to jump into learning
about what civil rights are and how we tend to glance over it and not think
about the freedom we truly have. We will look at the amendments and discuss
what those rights look like or mean.
the rest of the day. We will be reading about the Freedom Riders today, and
some of the significant people that were apart of that. The teacher will pull the
book Freedom Riders to read aloud to the class prior to starting the reading
workshop for the day.
10:30-11:30 AM: Reading: we are going to be learning about asking questions
while reading informational texts. The teacher will read Freedom Riders aloud
to the class to model what they are looking for. The students will be turned
loose to their reading groups, each group will have a book at their reading
level to practice this skill. Students will work for 40 minutes and the last bit of
time, we will discuss what questions we came up with and if those questions
were answered, or if we need to do more research to find those answers.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students will start their week long math lesson called
“Statistics of the Civil Rights Movement”. This is an opportunity for students
to look at the numbers of different various stats from US Census data to get an
understanding of just how much of a minority African Americans were during
this time. For day one we will start by looking at the population of African
American citizens compared to the total population of the United States in
both 1940 and 1960 and analyze whether the percentage of African Americans
rose or fell in those 20 years and reflect on why this was the case.
1:15-1:45 PM: Specialist (PE): In PE the students will do the tasks outlined by the
PE teacher. At the end of the period however, they will be talking about how far
some of these people traveled to stand up for what was right, and what that
would look like on foot, bus, or plane.
1:45-2:30 PM: Social Studies: During this time, we are going to be looking at a few
of the court cases from the civil rights movement. We are going to be
discussing what they were about, and how it changed the country.
journals. They should have at least six entries now.
Activity TItle: Statistics of the Civil Rights Movement
Purpose: Students understand that at this time African Americans were the
minority in the country and therefore received a lot of backlash for trying to
gain equality. But just how much of a minority was this group of individuals?
This is what we hope to answer during our math lesson. Sure, it’s easy to say
they were a minority, but when you sit down, crunch the numbers and
compare them to entirety of the population it really puts things into
perspective and gives students an understanding of just how much of a
minority African Americans were.
Overview: Students will be filling out a worksheet called “Statistics of the Civil
Rights Movement” where they will be looking at different population numbers,
poverty thresholds, earned incomes, home ownerships percentages, and other
statistics during the year 1940 and 1960. These points of data will be analyzed
by the students and will be worked with throughout the week. What we really
want the students to see is the relationship between these different points of
data while also being able to analyze/hypothesis why these statistics are the
way that they are.
Materials:
● 30 copies of “Statistics of the Civil Rights Movement”
● Pencils
● Calculators (if needed)
Instructional Strategy: Before the students come in from recess the 1940 and 1960
U.S. population (131.7 million & 179.3 million) will be written on the board.
When the students come in we will explain that throughout the week we will be
looking at different statistical data about population and other various things
during the civil rights movement as well as 20 years before the movement. We
will use both sets of data to compare each other and make judgements about
the numbers. Point to the numbers on the board. These are the population
numbers for 1940 and 1960. First we will have students look at the population
numbers and think about why they have grown so much in that 20 year span.
Next, the teacher will write the population of African American citizens in the
years 1940 and 1960 (12.9 million & 18.9 million). Now that we know the entire
U.S. population and the population of African Americans we are going to
compare both numbers for both years to see which percentage of the
population were African Americans at that time. First we will have students
think individually about how they would solve for this and what strategies they
would use to find the percentage. Then we will send them off into their groups
to solve for these percentages. After students have found the percentages we
will have them answer the question which year had the larger percentage of
African Americans. After this question is answered, students will have 10
minutes to self reflect and think about what this meant for African Americans
during that time. For every 100 white people, about how many black people
would you expect to see during this time in America?
Assessment: At the end of the week we will be collecting the worksheet

“Statistics of the Civil Rights Movement” with all of the different statistical
data value, reflections, and math that accompanies it. Students will be graded
mostly on completion and reflection with a small amount of importance going
into the accuracy in the math. Again, what we want students to take away from
this unit is far beyond be able to do simple computations.
Accommodations: For students who are ELL, we might want to write out the
numbers for them. That is, instead of saying 131.7 million we would right it like
131,700,000. We would also be there to help them when computing the
numbers to answer any questions they might have about taking two
populations to solve for the percentage of one in the other.
Website Used: https://www.shmoop.com/civil-rights-desegregation/statistics.html

Statistics of the Civil Rights Movement
1. Census of 1940
U.S. Population: 131.7 million
African American Population: 12.9 million
Census of 1960
U.S. Population: 179.3 million
African American Population: 18.9 million
Find the percentage of African Americans compared to the entire U.S.

Population for both years. Which year had the higher percentage of African
Americans? Why do you think that is? Imagine how much of a minority
African Americans were, that is if there if you saw 10 African Americans in
a crowd how many white people would you expect to see?
2. Median Yearly Earned Income of Full-Time Workers: 1949 and 1959
White Men
1949: $3,150
1959: $5,550
Black Men
1949: $1,950
1959: $3,450
White Women
1949: $2,150
1959: $3,350
Black Women
1949: $1,150
1959: $2,050
Analyze the different median wages for each group. How do they differ
from one another? Now let’s work with numbers! For each year and each
class, what was the percentage of money earned compared to that of a
white male. Why do you think this was the case? Is there any cultural
norms during that time that could have swayed the numbers?
3. Living Below the Poverty Threshold in 1959
Total Population: 22.4%
White Population: 18.1%
Black Population: 55.1%
Look at the poverty threshold numbers in the United States. What do these
numbers mean? What does this tell you about the wages African
Americans were making at the time. Was it enough?
4. Percentage of Home Ownership: 1940 and 1960
Among whites in 1940: 42.1%
Region with the highest concentration of white homeowners: Midwest
Among Blacks in 1940: 20.5%
Region with the highest concentration of Black homeowners: South
Among whites in 1960: 64%
Region with the highest concentration of white homeowners: Midwest
Among Blacks in 1960: 35.8%
Region with the highest concentration of Black homeowners: West
Look at the home ownership for each race as well as the regions where
these ownerships were most prevalent. Why do you believe the home
ownership stats are displayed the way they are? Why are the regions as
prevalent as they are? Do these home ownerships stats have anything to
do with the wages earned and poverty threshold we’ve looked at the past
two days? What kind of living situations can you expect African Americans
to have during these times?
5. Life Expectancy 1940 and 1963
White Men
1940: 62.1 years
1963: 67.4 years
Non-White Men
1940: 51.5 years
1963: 61 years
White Women
1940: 66.6 years
1963: 74.4 years
Non-White Women
1940: 54.9 years
1963: 66.6 years
Analyze the life expectancy for both 1940 and 1963. Is this the data that you
expected for these groups of people? How can we relate this data to the
different things we’ve learned this entire week? Are there any things that
we’ve looked at that may have contributed to these life expectancies?
Week Two, Day Two:
Daily Activities
will have an entry task. Journal entry: “Who do you believe was the biggest
influence in the Civil Rights Movement?”
students to shed light on what they believe. Today we are going to be looking
into leaders during this time. Many know of Martin Luther King, Jr. and Rosa
Parks, but we are going to be discussing a man who we talked about last class
and more, who might not be thought of. This will lead into a movie that will be
watched at the end of the week.
the rest of the day. Students will be doing a pamphlet for each significant
leader that we will talk about today. The teacher will make copies, and set out
the books that will help them complete this assignment.
10:30-11:30 AM: Reading/writing: “Researching Civil Rights Heroes” Each reading
group will have a specific person from the Civil Rights Movement. The
students will read the books provided, and create a pamphlet which explains:
an unforgettable event, a quote, their character traits, and a picture of the
person. After each person is done with that person, they will move groups
until they have completed each hero. Students will present the ones they are
most proud of, and turn them in before heading to lunch.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: During this time we will be working more with our
“Statistics of the Civil Rights Movement worksheet. However, this time we will
be looking at the yearly earned income of full-time workers statistics and tying
it into our population numbers as well as having a reflection about earned
wages for different races.
1:15-1:45 PM: Specialist (Art): During this time, students will be creating
clothespin dolls which will be placed inside of a diorama that the we will have
created beforehand. These clothespin dolls will represent the protesters
during the time period. We will go through a step by step process on how to
make these dolls so that the students do not get lost during it. Students will be
able to choose however their protester is going to look like, from the color and
length of the hair to what the doll will be wearing.
1:45-2:30 PM: Social Studies: We are going to begin working on our civil rights
timeline. We will begin by talking about the sit ins, and the marches down in
the south. Students will put these dates on their own timeline, and the teacher
will add them to the class copy. We will continue to go back to this as we come
across more important dates.
journals. They should have at least seven entries now.
Activity Title: Researching Civil RIghts Heroes
Purpose: There are many people who influenced the Civil Rights Movement. Many
of the students picked these people to write their journal entries on, however,
the students might not know all that much about them. This activity is meant
for students to get a better understanding about who these people were, that
helped create a movement that would change the world, and end segregation.
Through this assignment, students should be able to explain who the
important person is, the major event they were a part of, a quote, and they
should draw a picture of the person. The teacher will provide the students with
books, and help the students learn the most out of them.
Overview: For this assignment the teacher will introduce the lesson by explaining
how much we still have to learn about the important influences of the Civil
Rights Movement. The teacher will then pass out the worksheets to the five
table groups. Students will be researching Martin Luther King, Jr., Rosa Parks,
John Lewis, Ida B. Wells, and Jim Zwerg. Each of these people had a big role
in the Movement, and we want the students to get a well rounded learning
experience about them, before we begin to talk about the major events in the
movement. As the students read through the books provided to them on these
people, they will fill out their pamphlet, and when they finish they will move to
the next reading group which will have another leader. This activity is a
variation of the jigsaw activity that we did in the previous week. Once the
students have finished every leader we have today, the students will have a
chance to read their pamphlet aloud to the class about a leader that they were
most impressed with, or that they learned the most about.
Materials:
● 100 copies of the Pamphlet
● Martin Luther King, Jr.
○ What’s The Big Deal About Freedom p p. 23-24
○ Free At Last! The Story of Martin Luther King, Jr.
○ March On! The Day My Brother Martin Changed The World
● Rosa Parks
○ Rosa
○ People We Should Know: Rosa Parks
○ Rosa’s Bus: The Ride to Civil Rights
● Ida B. Wells
○ Ida B. Wells: Let the Truth Be Told
● Jim Zwerg
○ Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the
Civil Rights Movement
● John Lewis
○ Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the
CIvil Rights Movement
● Colored Pencils
Instructional Strategy: The teacher will be using whole class instruction for the
beginning part of this lesson. The teacher will address the whole class to give
the directions, and expectations for this assignment. After the students are set
free, they are the ones moving at their own pace, and learning what they need
to learn. The teacher will conference with each reading group during this time,
just to be sure that the groups are on task, and completing the assignment.
The teacher can also use this time to finish setting up the classroom for the
next few weeks. The timeline should be posted where every student can see,
and the pictures of the leaders should he hung, with their names and a quote
around the classroom. Once students are finished with the assignment, the
teacher will prompt the class to share a leader that they found super
interesting, or their pamphlet to be the best. Once all the students have shared
if they wish, students will turn in their packet for grading and head to lunch.
Assessment: This assignment will be graded on a completed basis. The students

are practicing their researching skills and learning new information about new
people. The teacher will provide a check plus on their paper if it was
completed and well done, and a check minus if the papers are completed but,
the student could have put forth more effort into them. The teacher will also
provide feedback on their work, good and something that they can work on in
further assignments. This is to enhance the teacher and student relationship
and give students something to look at and make changes to in the future.
Accommodations: Students who are ELL should be able to complete this

assignment, instead of writing out the speech, or event, the students can draw
pictures instead and incorporate words into it later, like when the teacher is
coming around and helping students who need it. Students with other learning
disabilities, could be their own group, and the teacher can help them along the
way. Starting with heavy scaffolding for the first few and then letting the
students on their own once they got the hang of things. The teacher can also
allow more time for students to finish this assignment at the end of the day
before they pack up and go home.
Website Used:
http://thecorecoaches.com/2016/01/researching-civil-rights-heroes/
Week Two, Day Three:
Daily Activities
will have an entry task. Journal entry “Who were the people that participated in
the marches for freedom and to end segregation?”
students to shed light on what they believe. The teacher will introduce the
book The Youngest Marcher to the class and read it aloud. We will begin
talking about how even children were getting involved and in the case of
Birmingham the children had the most powerful voices.
the rest of the day. We will be watching a documentary during our reading time
today about the children who marched in Birmingham, and who ultimately
ended segregation in 1963 before the March on Washington for jobs. The
movie will be set up and a worksheet will be on their desks for when they get
back from recess.
10:30-11:30 AM: Documentary: We will be watching the documentary The
Children’s March which is about the children in Birmingham who created a
revolution and ultimately ended segregation because it caught the eye of so
many people nationwide. While the students are watching the film, they will be
asked to fill out the question worksheet. We will have time to discuss the
answers before lunch and we will continue on this topic tomorrow.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Continuing with our “Statistics of the Civil Rights
Movement” we will be looking at the percentage of citizens living below the
Poverty Threshold in 1959. As well as the percentage of the White Population
and Black Population that are below this threshold. We will be tying this into
our earned wages and population.
1:15-1:45 PM: Specialist (Music): Students will continue with normal music
lessons. At the end of music, the teacher will begin talking about how music
helped the Civil Rights Movement. We will be talking about this when students
get back to class.
1:45-2:30 PM: Social Studies: The teacher will read from the book Nobody Gonna
Turn Me ‘Round a nd we will begin to learn some of the songs that were sung
during the Civil Rights Movement. At the end of this period we will add to our
timeline, making sure to include the March on Birmingham.
journals. They should have at least eight entries now.
Activity TItle: Viewing The Film
Purpose: The purpose of this assignment is to get students to see a new side of
the Civil Rights Movement that is not often talked about. We want students to
see what really happened in 1963 and point out that the people who marched
in Birmingham, are still alive today. This was nearly 55 years ago, and we want
students to realize that it wasn’t that long ago. The point of the worksheet is to
be sure that students are paying attention during this short documentary. The
questions also probe the students to think deeper about what is going on
during this time. The film should be eye opening, and it will kick off the rest of
the unit as we learn about the different marches that took place to end
segregation and spread equal rights.
Overview: The teacher will show this short 40 minute film, on the children’s march
in Birmingham. The questions that go along with it make sure the students are
paying attention throughout, and so they can think deeper about the events
happening in the film. After the film is over, we will spend the rest of the time
before lunch discussing the questions and why they believe their answer is to
be true. This film is very powerful, and it makes you think about the Civil
Rights Movement in a whole new way. This lesson will lead into the rest of the
week talking about what our values are, and what we would stand up for. This
is very important for the rest of the Civil Rights unit, and just for us to
understand the hardships that these people went through.
Materials:
● The Children’s March f ilm
● 25 copies of the “viewing the film” worksheet
Assessment: This won’t be given a letter grade, however, students will get credit
for completing this assignment. The teacher will also give feedback to the
questions that have the students think deeper into why things happened. This
will continue the teacher and student communication, and validate students
thoughts and feelings.
Accommodations: Students who are ELL and students with other learning
disabilities, might benefit from sitting in a group together with the teacher to
help them when they reach the questions as they come up. If this does not
work, the students can watch the video through with the rest of the class, and
jot down some notes as we come to questions that they did not understand.
The whole point of the worksheet is to make sure the students are engaged, if
the students who are ELL or have another learning disability are engaged
without the worksheet, then they should at least have notes during the
discussion so that they have something to look back on at the end of the unit
for the test.
Viewing The Film: The Children’s March
1. What was Birmingham’s nickname and why?
2. Have you ever seen a white tank anywhere before? What might a white tank
symbolize to white people? What might it symbolize to black people?
3. The film states, “Under Bull Connor, Birmingham was the closest thing in
America to a police state.” What is a police state?
4. Why couldn’t the parents or adults protest? What would happen to them if they
did protest?
5. What does it mean to “meet violence with nonviolence”? What would it look
like?
6. Dr. King said in a strategy session that “the only way we’re going to break
Birmingham is to fill the jails.” What do you think a strategy session is? Why is
it important?
7. Why do you think that Dr. King said “no” at first, to kids going to jail?
8. Shelley “the Playboy” told the kids that “there’s going to be a party in the park
today” What did he mean?
9. What did the children’s teacher, Mrs. Goree, do to help them go to the March?
10. Kelly Ingram Park was the big green buffer between black Birmingham and the
white downtown. Do buffers exist between groups in your community?
11. Gwen Webb says, “A lot of people thought the kids were going to get hurt, but
the reality was that we were born black in Alabama and we were going to get
hurt if we didn’t do something.” What did she mean by this?
12. In the middle of the protest, when police took a break to eat sandwiches off the
lunch truck, why do you think Bull Connor was mad at the Rev. Bevel was
eating a sandwich off of the truck?
13. The children left the church in “waves of 50” how is that a strategy? What do
you think this accomplished?
14. The police thought the kids would be frightened to be arrested. Instead, they
were happy and singing. Why do you think the kids were full of joy to be
arrested?
15. Why were the kids told to say that they were 15 years old when they were
arrested? Did it work?
16. How many men did it take to hold the fire hose steady?
17. There were 10 kids still standing after everyone else had been knocked down
or dispersed by the fire hose. What were they singing?
18. What did President Kennedy think of the photographs he saw of children being
hosed on the second day of the march?
19. What were the conditions in the jails? Were they clean? What did the children
get to eat? How long were they kept in jail?
20. What did the kids do in jail?

21. How old was the youngest child who got arrested and put in jail?
22. Dr. King told the parents, “Don’t worry about your children. They are going to
be alright. Don’t hold them back if they want to go to jail for they are doing a
job for all of America and for all of mankind.” What job were they doing?
23. The white detective said that in the end there “was no way to hold a lid on this
because the fear was gone.” What is significant about people losing fear?
24. On May 10th Dr. King said that “We have come today to the climax of the long
struggle for justice and human dignity.” Had they?
25. On June 11th President Kennedy said “This is the end of segregation.” Was it?
Week Two, Day Four:
Daily Activities
will have an entry task. Journal entry “what is something you are very
passionate about. Why?”
students to shed light on what they believe. This will lead into the activity we
will do after recess. We will begin by reviewing what our film was about from
the previous day. To make sure that students have an understanding about
what these children were marching for.
10:30-11:30 AM: To start this part, we are going to be signing a “Birmingham
Pledge” which is just for students to vow that they will treat every person as
though they are an individual and as if they have worth. We will place these
pledges up on a bulletin board so students can always be reminded about how
they should treat people. The rest of the period will be focusing on what we are
passionate about, and what we would stand up for. We will begin by reading
aloud the book Love Will See You Through: Martin Luther King, Jr.’s Six
Guiding Beliefs (as told by his niece) w hich talk about the six things he lives
by. Then we will introduce the assignment where there will be a chart of six
thing they are passionate about, and how likely they are to stand up for it. This
should take up most, or all of the period.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Next on the worksheet we will be looking at the
Percentage of Home Ownership data collected in 1940 and 1960 for the
different races in the U.S. These will be tied into earned wages and population
to find a rough estimate of amount of people who owned homes during these
times. After, we will reflect and think about what the living situations for
African Americans looked like at that time.
1:15-1:45 PM: Specialist (art): Students will be starting a two part art project where
the will be doing a watercolor word art. What students will be doing is first
finding quotes and lines from the books that they have read and from the
influential people we have talked about so far. They will then sketch out an
image that they would want to paint. Whether it be something simple like a
bouquet of flowers to something more elaborate like a landscape. After
sketching it out, the will use the quotes they found as the lines of the image
they are painting. They will be writing out the quotes in black pen or marker.
After they completed this, they will put it in their box to save for next time.
1:45-2:30 PM: Science: We are going to be looking at our plants again today.
Students will be asked to record their observations, and write them in their
science notebooks. At this time students should be seeing a small plant show
up, and they will be asked to draw a sketch of their plant. Students should
start thinking about how they will harvest their cotton.
journals. They should have at least eight entries now.
Activity Title: Birmingham Pledge/ What Are You Passionate About
Purpose: This assignment is to get the students to think more about what they
believe in, and if they would be willing to go through the same things these
children from the march did. The pledge is to get students to think actively
about their actions and the way they treat people. A lot of times, we don’t
notice how our words or actions affect others, so this is a way to shed light on
that area, and get students to think about the way they treat people.
Overview: To start this lesson, we will begin by discussing what the Birmingham
Pledge means, and how it relates to us. Every student will read and sign the
pledge, and the teacher will post these to a bulletin board so for the rest of the
unit we can be reminded of our pledge to treat others with respect. The second
part of this lesson is about understanding what we are passionate about. We
are going to be discussing what it means to stand up for what we believe in,
and what that would look like for the different things we are passionate about.
This is just to get students thinking deeper about what the marches
represented, and what they meant to people.
Materials:
● 25 copies of “Birmingham Pledge”
● 25 copies of “What are you Passionate About?”
Instructional Strategy: The teacher will use whole class instruction to give
directions and help the students understand the goals for this assignment.
The teacher will introduce the pledge first, and make sure that the teacher
reads it aloud, and helps students to understand what it means. Once the
teacher passes out the sheet, the students will be on their own to sign it and
pledge to treat people with respect (individual work). Once every student has
completed this, the teacher will bring the class back, and explain why that is
important and how everyone in our class should feel safe, and respected and
while it was already one of our class expectations, we have taken a pledge to
do this forever. We should always think about how our actions or words will
affect others. The teacher will move onto the next activity and discuss what
he/she is passionate about: “I believe that everyone should have the freedom
of speech. This is one of our amendment rights, isn’t that correct? But if we
were to ever be told that it was no longer the case, I would do anything to
stand up for freedom of speech and if that meant going to jail, i would do it.
What are some of the things you guys are passionate about?” This question
will lead into the activity. Students will work individually to fill out the
worksheet and rate how likely they would be to stand up for it. Once students
are finishing up, we will come back together as a class and discuss some of
those issues. We will also be able to see who believes in what, and why.
Assessment: Students will get points for participation for this activity. This is
more to get students thinking deeper about what people are willing to do when
they are passionate about something. We want the students to reflect on their
understanding, and put it into context for themselves, which is why there will
be no grade associated with it.
Accommodations: For ELL and students with learning disabilities they should be
able to complete this assignment with little help. The teacher can read aloud
the directions, if they are having a hard time understanding the directions, and
talk them through their answers as well, prior to having them write anything
down.
Pick ten topics that you are most passionate about, this can be a global issue, or a controversial subject. After
you find ten topics, rate how likely you would be to stand up for that topic like the children did in the
march from 0 being you would not stand up for it, to 5 being you would one-hundred percent stand up
for that issue.
What I am Passionate About 0-5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
When you finish this assignment, write a reflection about what you saw to be the most important to you, and
why. You may do this on another sheet of paper, or on the back of the worksheet. Hold onto this, as we will
be using it at a later time.
Week Two, Day Five:
Daily Activities
will have an entry task. Journal entry “Who was Rosa Parks, and what did she
do?”
students to shed light on what they believe. We will refer back to our
pamphlets that the students had done earlier in the week. This day is going to
be an art day, where students will have a chance to learn more about Rosa
Parks, and the most famous bus #2857. The teacher will read aloud the book
Rosa’s Bus before recess and get the students talking more about what they
would stand up for (from the previous day).
10:30-11:30 AM: The students will come back from recess and be instructed about
the art project they are going to create. We have been building a timeline of
important events that have happened during the Civil Rights Movement, as
well as talked about important people. This activity will lead us into next week
where we are going to talk about protests, and what happened during them,
and how far we have come since then. Each student will get a two blank pieces
of paper, the students will draw their own bus, with the caption “Students
name, bus” and Civil Rights Movement, then they will color it, and paste it to
the other blank paper. We will create a flap on the bus, and on the inside, the
students are going to be writing down the important protests that we have
covered this far, as well as another timeline on the bottom of the paper.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Finally, we will be looking at Life Expectancy for the
different races in 1940 and 1963. We will be using all of the data we collected
to assess why we think the life expectancies differ among races as well as
compile the data to really gain an understanding of what life was like for
African Americans in this day and age. If we have time we will look at current
statistics among all of these factors to see how far as a nation we have come
in various areas.
1:15-1:45 PM: Specialist (Music): Students will be learning more songs from the
Civil Rights Movement, and understanding why they were important to these
people.
1:45-2:30 PM: Social Studies: We are going to continue our discussion on the
protests that these people did. Today will focus on sit-ins. The teacher will
read aloud Sit-In: How four friends stood up by sitting down we will discuss
different types of protests, and what ones were the most effective- violent or
nonviolent
journals. They should have at least ten entries now.
Activity Title: Bus Stop ‘54
Purpose: Rosa Parks, and the bus protests are well known events of the Civil
Rights Movement. We want students to look at when this took place and put it
into perspective of the other protests we have been learning about. The bus is
very significant, and we want students to understand that too. The purpose of
including the different events inside the bus, is to almost create a time capsule
and show how everything is connected. The timeline at the bottom of the page
should help this as well. The Civil Rights Movement is full of events that lead
into one another, and it is like a ripple effect. This is the pattern that we want
students to understand at the end of the day. We want them to understand just
how one event can change the world, forever.
Overview: Students will be given two blank pieces of paper. One will be used as a
backdrop and the other will be used to create a bus. Students will fold it in
half, draw the bus on the top half, and cut it out. It should look like a bus on
both sides of the folded paper. The top will be colored and given “student,
bus” and “The Civil Rights Movement”. The students will glue on the bus, and
create a timeline on the bottom of the page. The students will be asked to write
out the major events that we have been learning inside the bus, as well as on
the timeline. Inside the bus students should be including important people
during this time as well. Once students are finished, the teacher will collect
them and they will go to lunch.
Materials:
● Crayons or Colored pencils
● Pens or Black markers
● Scissors
● Glue
● Classroom Timeline
● Construction paper for the background
● Top and bottom piece of the bus
● Pictures of Civil Rights leaders
Instructional Strategy: This activity is very student based. The teacher will use
whole class instruction in the beginning to give directions, but the students
will be set free to work individually. The classroom should be filled with
conversation about the Civil Rights, and the teacher can play songs from this
time as well, to get students inspired. Once the students are finished, the
teacher can bring the students back, and we can discuss what we liked about
the assignment, what we didn’t, and why we put the important events inside
the bus. We want students to understand that there was a ripple effect and the
bus protests were one of the first of the ripple. The bus acts like a time capsule
showing where the Civil Rights Movement started and how far we’ve come
since.
Assessment: The students will be graded on completion. We want students to

understand the patterns, and see the ripple effect. If the students completed
the bus, and learned from it, then we have accomplished our goal. The teacher
will ask for silent thumbs on if they understood it, and they can retell the
pattern to a friend in their own words.
Accommodations: For ELL and other students with learning disabilities, the
teacher can pull them into their own group so they can work together. The
teacher might need to help with spelling words, or understanding the timeline,
but for the actual art piece they should be able to complete it themselves. If the
student is having a hard time writing, the teacher can allow them to draw
pictures inside the bus instead. The teacher can also allow more working time
to these students toward the end of the day, incase they did not finish.
Website Used:
https://www.pinterest.com/offsite/?token=345-550&url=https%3A%2F%2Flayers-of
-learning.com%2Fcivil-rights-bus-craft%2F&pin=255579347591614314&client_t
racking_params=CwABAAAADDI4NjU5ODM4MjgyNwA
Week Three, Day One:
Daily Activities
will have an entry task. Journal entry “What were some of the protests we went
over on Friday? Did they work?”
students to shed light on what they believe. Teacher will discuss our next
topic, which is the Freedom Riders. We are leading up to Martin Luther King,
Jr. and his speech. We will talk about who the Freedom Riders were, and what
they believed in. Students will be asked to write down what they know about
the two unlikely friends (Jim Zwerg, and John Lewis) Then we'll talk more
about what the Freedom Riders did, and watch a short clip about it
(https://youtu.be/1zBY6gkpbTg) Students will be asked to write down
important facts during the short clip to refer to during the discussion.
the rest of the day. Students will be looking deeper into the Freedom Riders
and we are going to be doing a socratic seminar after recess. The teacher will
set up the desks into two circles. Also during this time the teacher will look at
the students entry ask journals to give feedback on their responses and be
sure they are getting completed.
10:30-11:30 AM: Socratic Seminar: Students sitting in the middle circle will
discuss the events we have covered so far, (Protests, Rosa Parks, Freedom
Riders, Children’s March) They will talk about which ones they thought to be
most successful and why, using textual evidence, or evidence from other
projects we have done. The students on the outer circle will need to take
detailed notes (to show their listening). After about 20-30 minutes we will
switch. When both groups have gone, we will come to a class agreement,
about which types of protests worked the best, and why. Students will write
this down in their journals, and reflect on how their thinking has changed over
the past few weeks about the Civil Rights Movement. This journal needs to be
turned in before they head out to lunch.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students will be working more with the protests to gain
an understanding of just how frequent these protests took place. We will be
looking at how many protests took place during the Civil Rights Movement and
will compare those numbers to how long the movement as a whole. Students
will be asked to use these numbers to determine how often protests happened
during the movement. Essentially, in a month how many protests would you
expect to hear about during this period in our history.
1:15-1:45 PM: Specialist (Art): At this time, students will be finishing up their
watercolor word art that they started the week prior. If needed, students will be
able to finish writing out the quotes, otherwise they should be using the
watercolor pallets to paint their pictures. Once they are done, they will be
placed on the drying rack and then they will be hung up inside of the
classroom.
1:45-2:30 PM: Science: Students will look at their plants again, they will jot down
observations about how their plants look, and draw a quick sketch. This time,
students will be asked to stop giving their plant, either water, sun, or nutrients.
They will make their predictions in their science journals, and reflect on how
their plant has been growing up to this point.
journals. They should have at least eleven entries now.
Activity Title: Socratic Seminar
Purpose: We want to give our students a voice. They have been learning about all
different types of protests, violent ones, and nonviolent ones, and they are
going to be digging deep into which ones they believed to work the best, and
have the most impact. We want our students to use evidence from either the
books and articles we have read, or the projects we have created. They can
make any claim but, they need to back it up with evidence. This activity is to
get students to think deeper about the topics we have been covering, and to
provide their argument for what they believe.
Overview: The room will be set up into two circles, the middle circle will have all
the books, and articles we have used this far in the class and students should
have their projects with them in case they want to reference those. The teacher
will begin by giving the directions, and making sure that every student
understand that we will respect others thoughts and opinions and we are a
judgement free room. The teacher will point to the pledge that the students
signed last week and emphasize that everyone pledged to respect others, and
treat them as individuals. The teacher will set the timer, and lead the
conversation to start by asking the question “What protests worked the best
for America?” Then the students will take the conversation and they will
decide when it stops. The students in the outer circle will be responsible for
taking notes throughout the whole time. This will show to the teacher that they
were paying attention, and they can use these notes when they get to talk.
After 20-30 minutes, the groups will switch. Students in the outer circle will be
in the middle, and vice versa. The same rules apply to both groups, and the
same question will be posed to the second group. After both groups have
gone, the teacher will bring everyone together so we can come up with a class
agreement about what we believed was the best for America. Students will
write this down in their journals, as well as a reflection about how their
thinking has changed since starting this unit on Civil Rights. Students will turn
in their journals before heading to lunch so the teacher can look and give
feedback.
Materials:
● Students writing journals
● Books and Articles used during the last two weeks
● Student projects
Instructional Strategy: This activity is students led. The teacher uses whole class
instruction to begin the activity to give directions, and explain expectations.
However, once the timer is started and the question is thrown to the circle, the
students are the ones leading it till the end. Once the conversation is over for
both groups, the teacher will bring the class together again to come up with a
class agreement, and give directions for the reflection. Then the students will
be turned loose to work individually on the reflection until lunch time.
Assessment: The students will turn in their journals before they go to lunch. The
teacher will look at them and provide feedback on their reflection and
argument. The teacher will also give notes about how that student did during
the socratic seminar. Students will be graded on a rubric for their performance
during the socratic seminar 0-3 based on their use of evidence and their
argument.
Accommodations: For ELL and students with learning disabilities, we can have
them be in the note taking group first so they are able to observe how it should
be done. During the note taking if the students need help, the teacher can
monitor and help them with whatever they need. Then during the argument
group, they can rely on their peers for help, and the teacher can help if the
student is struggling.
Rubric for Seminar
0 1 2 3
Student did not Student helped to Student Student

participate in the look for evidence participated in the participated the full
seminar, did not for another conversation. time in the
provide evidence student's argument Rarely was the first conversation.
for anyone talking, but did not to speak. Gave Student provided
and did not engage participate some evidence to plenty of evidence
in the themselves. The their argument, to back up their
conversation. student made no and helped others. argument, and
argument and only helped others
participated once when they needed
or twice. it. The student
started
conversations and
helped to keep
others engaged.
Week Three, Day Two:
Daily Activities
will have an entry task. Journal entry “Who was Martin Luther King, Jr.? What
was he most known for?”
students to shed light on what they believe. Today we are going to be talking a
lot about Martin Luther King, Jr. We are going to be reading a few books about
him, and watch the video of him giving his “I have a Dream” speech. We are
going to do a timeline of his life, and we are going to create our own “I have a
Dream” speeches. Right now, we are going to take out our journals, and I want
you to pay attention while I read the story about his life (Free At Last! The
Story of Martin Luther King, Jr.”) The students will write down the main events
of his life so we can create a timeline of his life after recess.
the rest of the day. The teacher will get the materials ready for the MLK
timeline. The students will all have their own, and then the teacher will create a
class one at the same time.
10:30-11:30 AM: MLK Timeline: The students will use their notes from this
morning to create a timeline of Martin Luther King, Jr.’s life. From birth to
assassination, the major events should be there. Students should equally
spread out the years, and leave enough room to discuss the event. Students
can draw pictures for the events if they wish, and add color. After the students
have finished, the teacher will play the “I Have a Dream” speech, and students
should be engaged, as they will have a written assignment when it is over.
(https://youtu.be/vP4iY1TtS3s)
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students will be looking at different famous speeches
in the history of our nation and analyzing how many words/how long a typical
speech is expected to be. We will use this new found knowledge when creating
our own speeches to know how long ours should be.
1:15-1:45 PM: Specialist (PE): Students will be getting their silly’s out in normal
PE. At the end of the period, the teacher will talk to them about the protests
that happened in the south, and some of the physical things people had to do
to stand their ground (Brace themselves against water hoses, hang on to
tables or chairs when being thrown out, protecting themselves from beatings).
1:45-2:30 PM: Writing: We are going to be writing our own “I have a dream”
speech about one of those topics we pointed out last week that we were
passionate about. Students will be handed a copy of Martin Luther King, Jr.’s
speech so they have something to base their speeches off of. At the end of the
period, students will share what they came up with, and if they are not
finished, they will have time tomorrow to work on it.
journals. They should have at least twelve entries now.
Activity Title: “I Have a Dream”
Purpose: Martin Luther King, Jr.’s “I Have a Dream” speech is one of the most
iconic speeches of all time. Martin Luther King, Jr. was the face of Civil Rights,
and the leader of the movement. We want students to take what they have
learned from the previous activities about Civil Rights, and about the
important leaders of the movement, and create their own speech for
something that they are passionate about.
Overview: Students will watch the “I Have a Dream” speech and take notes while
they watch so they can create their own. Students will be handed a copy of the
speech so they have something to reference while they are creating their own.
The teacher will ask the students to pull out their worksheet that has the
things they are passionate about, and have the students pick the one they
scored the highest that they would stand up for. They will write their speech
on this topic. The students will have plenty of time to work on their writing,
and if they are finished at the end of the period, they will present their speech
to the class.
Materials:
● 25 copies of MLK “I have a dream” speech
● Students writing journal
● Computer access to YouTube
● Projector
Instructional Strategy: The beginning of this lesson will be whole class instruction
while the teacher is showing the video and giving the directions and
expectations. The rest of this activity is student lead. For the most part this will
be individual work, unless the students are working together to make their
speech better. But, for the first half of the time, it should be individual work.
During this time, the teacher will be conferencing with each student to take
note about what they are writing their speech on. The teacher will write this
down with a comment about what it is. The teacher will also use this time to
talk to students who need more help, and pulling a small group, if necessary.
Assessment: This speech will be turned in, when completed and posted on the
board. The students will be graded on presentation, and writing quality.
Students will get a score 0-3 on their writing. 0 meaning they didn’t do it, and 3
meaning they followed all the directions and had a good performance.
Students will also receive feedback on their performance and writing so they
know how to improve before presenting their journal entries on their leader at
the end of the week.
Accommodations: Students who need more help (ELL and students with other
learning disabilities) might be pulled to a small group so they can work
together with the teacher. Students who finish early can practice reading their
speech to a friend and tweaking it to make it sound better. If students do not
finish, they will have time the following day to finish.
“I Have a Dream” Speech-
I am happy to join with you today in what will go down in history as the greatest demonstration
for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to
millions of Negro slaves who had been seared in the flames of withering injustice. It came as
a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free; one hundred years later, the life of the
Negro is still sadly crippled by the manacles of segregation and the chains of discrimination;
one hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast
ocean of material prosperity; one hundred years later, the Negro is still languished in the
corners of American society and finds himself in exile in his own land.
So we’ve come here today to dramatize a shameful condition. In a sense we’ve come to our
nation’s capital to cash a check. When the architects of our republic wrote the magnificent
words of the Constitution and the Declaration of Independence, they were signing a
promissory note to which every American was to fall heir. This note was the promise that all
men, yes, black men as well as white men, would be guaranteed the unalienable rights of life,
liberty, and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note in so far as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has given the Negro
people a bad check, a check which has come back marked “insufficient funds.” But we refuse
to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient
funds in the great vaults of opportunity of this nation. And so we have come to cash this
check, a check that will give us upon demand the riches of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency of now. This is
no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.
Now is the time to make real the promises of democracy; now is the time to rise from the
dark and desolate valley of segregation to the sunlit path of racial justice; now is the time to
lift our nation from the quicksands of racial injustice to the solid rock of brotherhood; now is
the time to make justice a reality for all of God’s children. It would be fatal for the nation to
overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate
discontent will not pass until there is an invigorating autumn of freedom and equality.
Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro
needed to blow off steam and will now be content, will have a rude awakening if the nation
returns to business as usual. There will be neither rest nor tranquility in America until the
Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people, who stand on the worn threshold which
leads into the palace of justice. In the process of gaining our rightful place, we must not be
guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the
cup of bitterness and hatred. We must forever conduct our struggle on the high plane of
dignity and discipline. We must not allow our creative protests to degenerate into physical
violence. Again and again we must rise to the majestic heights of meeting physical force with
soul force. The marvelous new militancy, which has engulfed the Negro community, must not
lead us to a distrust of all white people. For many of our white brothers, as evidenced by their
presence here today, have come to realize that their destiny is tied up with our destiny. And
they have come to realize that their freedom is inextricably bound to our freedom. We cannot
walk alone. And as we walk, we must make the pledge that we shall always march ahead. We
cannot turn back.
There are those who are asking the devotees of Civil Rights, “When will you be satisfied?” We can
never be satisfied as long as the Negro is the victim of the unspeakable horrors of police
brutality; we can never be satisfied as long as our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the highways and the hotels of the cities; we cannot be
satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one; we can
never be satisfied as long as our children are stripped of their selfhood and robbed of their
dignity by signs stating “For Whites Only”; we cannot be satisfied as long as the Negro in
Mississippi cannot vote, and the Negro in New York believes he has nothing for which to vote.
No! no, we are not satisfied, and we will not be satisfied until “justice rolls down like waters
and righteousness like a mighty stream.”
I am not unmindful that some of you have come here out of great trials and tribulations. Some of
you have come fresh from narrow jail cells. Some of you have come from areas where your
quest for freedom left you battered by the storms of persecution and staggered by the winds
of police brutality. You have been the veterans of creative suffering. Continue to work with
the faith that unearned suffering is redemptive. Go back to Mississippi. Go back to Alabama.
Go back to South Carolina. Go back to Georgia. Go back to Louisiana. Go back to the slums
and ghettos of our Northern cities, knowing that somehow this situation can and will be
changed. Let us not wallow in the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I
still have a dream. It is a dream deeply rooted in the American dream. I have a dream that
one day this nation will rise up and live out the true meaning of its creed, “We hold these
truths to be self-evident, that all men are created equal.” I have a dream that one day on the
red hills of Georgia, sons of former slaves and the sons of former slaveowners will be able to
sit down together at the table of brotherhood. I have a dream that one day even the state of
Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of
oppression, will be transformed into an oasis of freedom and justice. I have a dream that my
four little children will one day live in a nation where they will not be judged by the color of
their skin but by the content of their character.
I HAVE A DREAM TODAY!
I have a dream that one day down in Alabama — with its vicious racists, with its Governor having
his lips dripping with the words of interposition and nullification — one day right there in
Alabama, little black boys and black girls will be able to join hands with little white boys and
white girls as sisters and brothers.
I HAVE A DREAM TODAY!
I have a dream that one day every valley shall be exalted, and every hill and mountain shall be
made low. The rough places will be plain and the crooked places will be made straight, “and
the glory of the Lord shall be revealed, and all flesh shall see it together.”
This is our hope. This is the faith that I go back to the South with. With this faith we will be able to
hew out of the mountain of despair a stone of hope. With this faith we will be able to
transform the jangling discords of our nation into a beautiful symphony of brother-hood.
With this faith we will be able to work together, to pray together, to struggle together, to go to
jail together, to stand up for freedom together, knowing that we will be free one day. And this
will be the day. This will be the day when all of God’s children will be able to sing with new
meaning, “My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my father
died, land of the pilgrim’s pride, from every mountainside, let freedom ring.” And if America
is to be a great nation, this must become true.
So let freedom ring from the prodigious hilltops of New Hampshire; let freedom ring from the
mighty mountains of New York; let freedom ring from the heightening Alleghenies of
Pennsylvania; let freedom ring from the snow-capped Rockies of Colorado; let freedom ring
from the curvaceous slopes of California. But not only that. Let freedom ring from Stone
Mountain of Georgia; let freedom ring from Lookout Mountain of Tennessee; let freedom
ring from every hill and mole hill of Mississippi. “From every mountainside, let freedom
ring.”
And when this happens, and when we allow freedom to ring, when we let it ring from every
village and every hamlet, from every state and every city, we will be able to speed up that day
when all of God’s children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro spiritual: “Free at
last. Free at last. Thank God Almighty, we are free at last.”
Source: Martin Luther King, Jr., I Have A Dream: Writings and Speeches that Changed the
World, ed. James Melvin Washington (San Francisco: Harper, 1986), 102-106.
(http://teachingamericanhistory.org/library/document/i-have-a-dream-speech/ )
Rubric for speech and presentation:
0 1 2 3
Student did not Student created Student created a Student created

complete the half of a speech, speech, and put their speech, with
assignment and did not put much much effort into much effort and it
did not present effort into it, and making it their is revised and
did not present a own, but did not edited. The student
speech to the class present it or did presented their
not present their speech to the class
speech using using expression.
expression.
Week Three, Day Three:
Daily Activity
will have an entry task. Journal entry “How are your leader journals going?
What is easy about them? What is hard?”
students to shed light on what they believe. Students will have a chance to
practice presenting what they have this far for their leader journal entries.
Students should channel the voice of their leader, the best they can. We will do
this for the first part of our period. The last 15 minutes students will be asked
to stand in the back of the class for a quick civil rights inspired “brain break”.
Students will march around the classroom in rythme, (1,1,1,2,3) then the
students will shout “freedom” for two laps, and “equal rights” for two laps.
Then the students will march back to their seats and get ready for recess.
10:30-11:30 AM: We are going to be focusing on how we can do simple social
justice actions everyday. When the students come back from recess they will
be asked to brainstorm with their table group, what they can do this week that
show social justice (like smiling at someone you don’t normally interact with).
The teacher will give them about 10-15 minutes to do this, after that time the
class will come back together and discuss what they came up with. Then the
teacher will take them on a “field trip” to the main office where they can
practice these social justice actions, and they can see the benefit of doing it.
When they get back to the class, the teacher will ask them to write a reflection
about how they felt doing some of those actions and if they were likely to do
those on a normal basis.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students will come in from recess and will be
introduced to the “Martin Luther King Jr. Word Problems” worksheet. This
worksheet will utilize different aspects of Martin Luther King Jr speech and
create word problems for the students to solve from them. The teacher will
briefly introduce the activity for the first five minutes and then the students will
be given the worksheet to complete. Some collaborative work is encouraged
as some of the problems may be difficult for the students. For the groups that
finish, they can choose to find a good fit book, write in their journals, or
continue to do research on their civil rights activist.
1:15-1:45 PM: Specialist (Music): Students will be practicing the songs they have
learned the past few weeks.
1:45-2:30 PM: Science: Students are going to be getting ready to take their plants
home. They have had a few days of either no sunlight, no water, or no
nutrients, and students will write down their observations in their science
notebook. Students will reflect on their predictions and if they were right or
wrong, and draw one last sketch.
journals. They should have at least thirteen entries now.
Activity Title: Martin Luther King Word Problems
Purpose: Martin Luther King Jr’s “I Have a Dream” speech was one of the most
pivotal moments in the Civil Rights Movement. Dr. King was also one of the
most influential people in the movement. Some would say he was the face
behind the entire movement. By incorporating math word problems to Dr.
King’s speech and his life we are giving the students a different perspective of
the speech, still allowing them to learn facts about Mr. King, all while hitting on
math standards.
Overview: Students will be given the “Martin Luther King Word Problems”
worksheet. We will discuss the worksheet for 5 minutes touching on different
aspects about the speech such as how long the speech was, how many people
heard the speech, when the speech took place, and how long Martin Luther
King Jr. lived. Students will be able to learn various aspects about the speech
and Martin Luther King Jr.’s life without even knowing it.
Materials:
● 25 copies of “Martin Luther King Word Problems”
● Pencils
● Calculators (if needed)
Instructional Strategy: Students will come in from recess and sit in their seats. We
will start to discuss Martin Luther King Jr. and discuss his speech (which we
went over yesterday). Students will be introduced to the “Martin Luther King
Word Problems” worksheet and will be told that this is a math worksheet
where we will use various aspects of the “I have a dream” speech and MLK’s
life to complete some fun and unorthodox problems. The teacher will then
pass out the worksheets to each student and ask that each student work for 10
minutes alone on the worksheet to come up with ideas about how to solve
them and to actually solve them if they feel comfortable doing so. The teacher
will let the students know when time is up and when they can move into
groups to complete the assignment. The teacher will walk around and answer
any questions that pertain to the worksheet. When the students finish the
worksheet they may read a good fit book, write in their journal, or continue to
do research on their chosen person of importance.
Assessment: This worksheet will be turned in the next day at the end of the day,
allowing students who have not finished time to do so at home for homework
or can continue to work on it during tomorrow's math time. Students will be
assessed on accuracy and completion. Each problem will receive two points,
one point for effort of the problem and one point for accuracy.
Accommodations: Students who need more help (ELL and students with other
learning disabilities) might be pulled to a small group so they can work
together with the teacher. Students who get done early may work on other
things like reading, writing in their journal, or researching more about their
person of importance.
Week Three, Day Four:
Daily Activities
will have an entry task. Journal entry “ Out of every person we have learned
about the past three weeks, who do you think is the most influential and why?”
students to shed light on what they believe. We are going to be learning a new
game today, which is a variation of the game “authors”. The teacher will have
the game prepared and ready to hand out after the discussion about the entry
task. Each group will play with their table group. The point of the game is to
collect a full set of events that a leader influenced or was a part of. We will play
this game until recess.
10:30-11:30 AM: Depending on where the students are in the game, we might have
to spend the beginning part of this period finishing up the game. If a table
group is already finished they will be doing SSR with an appropriate book.
After every group is done, we are going to be talking about where we are today
with civil rights. The teacher will read aloud an article
(http://www.scholastic.com/browse/article.jsp?id=4794). The students will
listen and write in their writing journals what they thought about the article.
They will also respond to the question in the article “If you could come up with
a plan, what would it be?” “How equal is education for blacks and whites
where you live? If it works well, why? If it doesn't, how might it be fixed?” “So
what comes next? Should we be satisfied with the progress we’ve made
already? Or should Americans- black and white- work harder to to achieve the
1963 march goals on jobs, justice, and peace?” The journals will be turned in
before lunch for feedback.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Students who have not finished the “Martin Luther
King Word Problems” may do so during this time. This is a little bit tougher of
an assignment so we want to make sure every kid gets the opportunity to
complete it, turn it in, and fully understand how to do each problem. Students
who have finished this assignment may read a good fit book, write in their
journals, or start putting their presentation together.
1:15-1:45 PM: Specialist (Art): During this period of time, students will be be
creating a simple art project where they will be tracing their hand and will be
writing a quote from Martin Luther King Jr. on it. The quote that that they will
be writing down is “The function of education is to teach one to think
intensively and to think critically. Intelligence plus character - that is the goal
of true education.” Students will be able to decorate their hands in any way
that they want. Whether it be solid colors, smaller drawings, or completely
geometric, it is all up to them. We chose to use this quote because their
motivation to learn is all in their hands and it up to them to do what they want
with the knowledge that they are getting.
1:45-2:30 PM: For this period, students will have the opportunity to finish their “I
have a dream” speeches, work on their leader journal entries, or quietly read.
This is a make up time before we end our unit tomorrow.
journals. They should have at least fourteen entries now.
Activity Title: “Leaders” (a variation of the game “Authors”)
Purpose: The point of this game is to get students to think further about the
things we have learned in the past three weeks. We want our students to have
a solid understanding about who the important people were in the Civil Rights
Movement, and we want them to practice with their knowledge. What a better
way, than a game!
Overview: For this game, there will be five leaders (Martin Luther King, Jr., Rosa
Parks, John Lewis, Abraham Lincoln, and Harriet Tubman.) Each leader will
have four events linked to them. The object of the game is to form complete
sets of each leader. The winner of the game is the one who has the most
complete sets. Students will play this game until someone has the most
complete set of leaders. You will ask your group members if they have a
particular event. (Student A do you have the “i have a dream” speech from the
March on Washington in 1963). If the student has it then the student must give
away the card, if they do not have the card then they may say try again. Then
the student will pull from the deck in the middle. Each student will start off
with two cards. The game will go in clockwise order, and the first to go will be
group member number 1 (labeled on the back of their chairs).
Materials:
● “Leaders” deck of cards
Instructional Strategy: The teacher will use whole class instruction when giving
instructions to the whole class about the game. After the students understand
the game, the teacher will pass out the materials and set them free. The
teacher will rome the class to be sure everyone is playing fair, and following
the rules, or the teacher will be holding their own group with students who
need extra attention.
Assessment: The teacher will walk around and check off students names who are
playing the game fairly, and correctly. This is just a fun way to wrap up the
unit, so the students will be getting participation for this activity.
Accommodations: The students who need extra help (ELL and students with
other learning disabilities) can attempt to be part of their normal group, but if
they need more help then the teacher can pull them into their own group with
the teacher, so that the teacher can help them understand the cards better,
and work with them through the game.
“Leaders”
Week Three, Day Five:
Daily Activities
will have an entry task. Journal entry “We are on our last day of the Civil
Rights Movement, in your own words, how has your thoughts on Civil Rights
changed? Look back on your first entry, how has your thoughts and feelings
changed?”
students to shed light on what they believe. During this time, we will be
presenting our “I Have a Dream” Speeches, for anyone who has not gone yet.
And we will be presenting our leader journal entries. Some of us have leaders
from slavery, some of us have leaders from the Civil Rights movement. The
students should be channeling their leader, and presenting in the voice and
demeanor of their leader.
the rest of the day. The teacher will set out the test that will be completed
during the time before lunch.
10:30-11:30 AM: Test time. This test will cover the things we have learned the last
two weeks on Civil Rights. There will be multiple choice, fill in the blank, and
short answer. Just like the test they took after our slavery lessons.
11:30-12:00 PM: Lunch.
12:15-1:15 PM: Math Time: Because we are wrapping up our lesson on the Civil
Rights Movement, students will be slowly introduced into our new math unit
that we will be covering. This unit will cover various expressions and
equations. During this math time students will be doing a Kahoot so that the
teacher can get a better understanding of how much they already know about
expressions and equations.
1:15-1:45 PM: Specialist (PE): Students will engage in regular PE activities.
1:45-2:30 PM: Civil Rights Bingo!
2:30-2:50 PM: To wrap up: students will be given the “pretest” again, to see how
much they have learned from the first week to the last.
Activity Title: Civil Rights Test
Purpose: This test is to assess how much the students have learned since the
beginning of the Civil Rights Unit. This test will cover everything we have
talked about since day one of Civil Rights. This test also holds the students
accountable for their learning, and to express their learning from throughout
the weeks.
Overview: There will be multiple choice, fill in the blank, and short answer
questions. The test will be 14 questions and will cover everything we have
talked about the last two weeks. Students will have the full period to finish the
test, and they must turn it in, even if not finished, when they leave for lunch.
Materials:
● 25 copies of the Civil Rights Test
● Pencils
Instructional Strategy: The teacher will use whole class instruction when giving
the directions and expectations during the test. The teacher will pass out the
test, and let students know where to turn in their test, and what to do after they
finish. Students should be silent reading when they finish their test, or they
can work on their leader journal entries.
Assessment: This test will be graded on a right or wrong basis, and the short
answer questions will be graded based on a 0-3 rubric. 0 meaning they totally
missed the mark, or did not answer the question, and 3 being they answered
every part of the question and provided evidence for their answer.
Accommodations: Students who are ELL or other learning disabilities can take
the test in a small group in the back so the teacher can read aloud the
questions, and help those students through understanding what the question
is asking. If students need more time, the teacher can allow the students to
finish the test after lunch but before the end of the day.
Civil Rights Test-
1. Who was Martin Luther King, Jr.? What was his involvement in the Civil Rights movement?

2. The children who marched in birmingham did not want to go to jail, and avoided jail time.
a. True
b. False
3. What year was the children’s march in birmingham?
a. 1950
b. 1963
c. 1965
d. 1955
4. What did the radio influencer mean when he said there would be a “party in the park” on the radio?

5. Who were the freedom riders?

6. Who was the leader that we talked about most in the freedom riders?
a. Martin Luther King, Jr.
b. John Lewis
c. Rosa Parks
d. John f. Kennedy
7. Out of the choices below, what were some of the protests we talked about in class?
a. Sit-ins
b. Marches
c. Boycotts
d. All of the above
8. In your own words, describe what civil rights means.

9. When did martin luther king, jr. speak his “I have a dream” speech?
a. March on washington 1963
b. March on washington 1965
c. March in birmingham 1963
d. March in birmingham 1965
10. What was the court case that ended segregation in schools?
a. King vs. board of education
b. Brown vs. board of education
c. Brown vs. united states
d. Brown vs. alabama
11. Who was rosa parks?

12. What did rosa parks do to influence the civil rights movement?

13. We talked a lot about violent and nonviolent protests. In your own words describe what you believe to be the best form of
protest, and why. Where did you see that to be effective?

14. What were some of the social justice acts that we can do every day? Which one do you use the most often?

Answer Key/ Rubric
2. B
3. B
6. B
7. D
9. A
10. B
0 1 2 3
Student did not Student answered Student answered Student answered

answer the the question the question, but the question,
question, or the partially. Student did not explain explained their
student was way either got part of their thinking, or thinking, and
off track with the the question did not elaborate elaborated on what
answer. correct but did not on the topic/issue. the topic or issue
elaborate, or did was.
not finish
answering the
question.
Lesson Plans:
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about
and supporting students with the T&L (and edTPA) Instructional Plan. While
there are many variations of lesson plans, this format meets departmental
requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Rachel Doran, Simon Jongekryg, Jamierin Walters, Kierstin

Merritt Date: April 16, 2018
Cooperating Teacher: Bringhurst Grade: 6 th
School District:Pullman School District School: Jefferson Elementary School
University Supervisor: Lori White
Unit/Subject: Civil Rights Movement
Instructional Plan Title/Focus: Diary of a Civil Rights Leader.
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:

We will start our Civil Rights movement by picking an important leader during
these times to “portray” over the next 3 weeks. Students will be asked to
create journal entries as the person they choose, as we explore the major
events that happened during this time. Students are able to directly relate to
the person that they chose and connect them to the major events that we are
covering as we unfold slavery and Civil Rights. This allows the students to
understand the main leaders during this time at a deeper level, and they are
able to practice using different voice and expression. This is the first activity
of our three week long unit. Students will sign up for a leader, and they will
create a diary of at least fifteen entries during this unit. Tomorrow we will
begin talking about slavery, but students will be researching their leader
during this time.
1. State/National Learning Standards:
effective technique, relevant descriptive details, and well-structured event
sequences.
Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
2. Content Objectives and alignment to State Learning Standards:
1. SWBAT… Create a diary about a specific civil rights leader using specific details
about their life
Aligned Standard:
2. SWBAT… Identify major events that their leader was a part of

Aligned Standard:
effective technique, relevant descriptive details, and well-structured event
sequences.
3. SWBAT… use different types of narrative techniques to develop the civil rights leader
Aligned Standard:
Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
4. SWBAT… organize journal entries in a clear and appropriate way
Aligned Standard:
5. SWBAT… develop journal entries over the course of three weeks
Aligned standard:
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Language Objectives:
1. SWBAT… use precise words and phrases that the civil rights leader were to use
Aligned standard:
1. Previous Learning Experiences: Teacher candidates should explain what students

know and have learned that is relevant to the current lesson topic and process.
e. Planning for Student Learning Needs(accommodations, student experiences,

prior learning and experiences):
For this lesson, there are plenty of opportunities for students to seek help if needed. For
my students who are ELL or have other learning disabilities the teacher will help
them one on one or in a small group after modeling what is expected and after the
students are turned loose to write. The teacher will work with these students to
determine the leader that they picked, as well as any information they already know
about him/her. For students with learning disabilities, the teacher might have the
students tell aloud what they know, or what they want to write before physically
writing it down in their journal. This way the student knows exactly what he/she
wants to say before being asked to write. The teacher may also have the students
conduct their journal entries in a different way, such as: word processor, native
language, or other forms of communication. The teacher can also give extended time
to complete the assignment if that is necessary for the student. Students should
have had exposure to many of the main civil rights leaders (Martin Luther King, Jr.,
Rosa Parks) but there are plenty that they have not heard of. Because of this, it will
be encouraged for students to pick someone they have not heard of before so that
they are gaining the most information from the assignment.
f. Assessment Strategies(Informal and formal)
Content/Language Objectives Assessment Strategies
1. SWBAT… Create a diary Informal/ Formative: Journals will be

about a specific civil rights collected during week two, to be sure that
leader using specific details the student has the minimum amount of
about their life journal entries and has been following all
directions. Teacher will give feedback on
what they have so far.
Formal/Summative: journals will be
collected at the end of the three weeks,
and checked off (based on the rubric
attached below) if they have used specific
details and identified a civil rights leader
2. SWBAT… Identify major Informal/ Formative: Journals will be

events that their leader was a collected during week two, to be sure that
part of the student has the minimum amount of
journal entries and has been following all
Formal/Summative: journals will be
attached below) if they have identified
major events that their leader was a part
of.
3. SWBAT… use different types Informal/ Formative: Journals will be

of narrative techniques to collected during week two, to be sure that
develop the civil rights leader the student has the minimum amount of
Formal/Summative: Journals will be
collected at the end of the three weeks
and will be checked off (based on the
rubric attached below) on if they have
used different narrative techniques to
further develop their leader.
4. SWBAT… organize journal Informal/ Formative: Journals will be

entries in a clear and collected during week two, to be sure that
appropriate way the student has the minimum amount of
organized their diary in a way that is clear
and appropriate for their civil rights
leader.
5. SWBAT… develop journal Informal/ Formative: Journals will be

entries over the course of collected during week two, to be sure that
three weeks the student has the minimum amount of
completed at least fifteen entries for their
civil rights leader.
1. SWBAT… use precise words Informal/ Formative: Journals will be

and phrases that the civil collected during week two, to be sure that
rights leader were to use the student has the minimum amount of
attached below) on if they have used
words or phrases that their leader were to
use
g. Student Voice:
Student-based evidence Description of how
K-12 students will be to be collected (things students will reflect
able to: produced by students: on their learning.
journals, exit slips,
self-assessments, work
samples, projects,
papers, etc.)
1. Explain student Journal- students will show Students are

learning targets and what they have understood the reflecting on their
is required to meet them learning targets and why learning by completing
(including why they are they are important in their the three weeks worth
important to learn). journal entries over the of journal entries and
course of three weeks. presenting on what
they have come up
with.
2. Monitor their own Checklist- students will be At the halfway mark,
learning progress toward handed a checklist and the end, students
the learning targets (attached below) that they will be asked to reflect
using the tools provided can reference throughout on how they are doing
(checklists, rubrics, etc.). the three weeks to be sure before the journals are
they are including graded. Students will
everything they need to, in discuss what they think
their journal entries. is going well, and what
they need to improve
on. They will do this
twice, before turning
them in.
3. Explain how to Research- When the students should be

access resources and students turn in their able to explain where
additional support when journals, students will also they can find
needed (and how/why turn in their research information about civil
those resources will help materials (any notes they rights leaders (print
them). took, any printouts, articles and online) and how
ect) so that the teacher can they supported them
see how the student during their journal
accessed resources and entries
help.
h. G
rouping of Students for Instruction:
For this assignment, it is mostly individual. Students are grouped in their everyday
table groups with a mixture of strong and weak readers (ELL and other learning
disabilities) this is so those students have support within their group so they can
participate rather than continually being pulled away during work time. Strong readers
and writers are able to model to the weaker readers and writers and support them if
need be. For this particular assignment, while it is individual, there are opportunities
for students to conference with other students (especially those who have leaders in
the same time as their own) to figure out how to better their journal entries. This
allows students to collaborate with their classmates, and better their entries at the
same time.
Section 2: Instruction and Engaging Students in Learning

1. Introduction:
We are going to be starting our new unit over slavery and the Civil Rights Movement.
This is currently black history month, and we all know we celebrate MLK day. Who can tell
me who that is? (student will respond Martin Luther King, Jr.) Good. When you all came in
today, we signed up for a leader during the Civil Rights Movement. We are going to be
creating a journal or diary for this leader over the next three weeks and we are going to
include all the details and events that your leader attended.
b. Questions:
1. When we create a diary or journal, would we put today’s date? (Analysis)
2. What are the different types of narrative techniques that we should be using in our
journals? (Analysis)
3. How can we find more information about our leader? (Analysis)
4. If we have three weeks for our unit, what is the minimum number of entries we
should have in our journal if we write once every day? (Analysis)
5. How should you organize your journal to best reflect your leader? (Analysis)
1. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
Transition from introduction to

directions for the assignment:
“Now that we know who our leader is,
please raise your hand if you have
ever heard of your leader?” (some
students might raise their hand) “if you
do not know your leader, than you will
be learning even more than others!” I
am going to pass out a journal to each
of you, and i want you to begin by
writing your name, and your leaders
name on the inside cover”
“We are going to take the next fifteen to

twenty minutes working on our first entry
in our journals. Who can remind me what
date we would put in the corner of the
page, do we put today’s date?” (Student
will respond with no, a date from that
leaders life)
Students will begin researching and
working in their journals.
Teacher will notify the students when they

have five more minutes to work, and will
bring the class back together before they go
to recess. “What do you guys think about
this assignment so far? Do you think you
can keep up with it for fifteen days?”
(students will respond with yes, and some
might say it is easy, and others might say it
is hard) “I want you guys to put this in your
desks, or on the back table. We are going to
be writing an entry every day.”
1. Closure:
Teacher will notify the students when they have five more minutes to work, and will bring
the class back together before they go to recess. “What do you guys think about this assignment so
far? Do you think you can keep up with it for fifteen days?” (students will respond with yes, and
some might say it is easy, and others might say it is hard)
1. Independent Practice:
Students are able to extend their thinking and experiences outside of the classroom,
and in different areas because they are learning how to research and find key details.
Students can use research in all content areas, and they will be able to decide what is
important over that is not. Students can involve family members because they can show
their work from this assignment, and teach their family about what they have learned after
fifteen days of channeling a new person/leader. Students can practice their presentations
with their families to prepare before presenting to the class. This is going to be a good
learning experience for students and they can take the skills they are learning through this
activity with them to other content areas, and later on in their schooling career.
1. Instructional Materials, Resources, and Technology:

● 25 journals
● 25 copies of “diary of a civil rights leader” checklist
● Chromebooks
● Classroom library full of books on civil rights leaders
e. A
cknowledgements:
http://www.corestandards.org/ELA-Literacy/
Rubric for journals :
0 1 2 3
Student did not Student identified Student identified Student identified

have any journal a leader a leader a leader
entries Student has a few Student has fifteen Student has more
journal entries journal entries than fifteen journal
Student did not Student organized entries
organize their their journal in a Student organized
journal in a clear clear way, but their journal in a
way maybe not clear and
Student did not appropriate to their appropriate way
use narrative leader for their leader
techniques to help Student used one Student used
develop their or two narrative many narrative
leader techniques techniques to
Student has one Student has one or develop their
event for their two events for their leader
leader leader Student has plenty
Student has one or Student has many of details about
two details on their details about their their leader.
leader leader Student has used
Used one phrase Used a few words many words and
or word that the or phrases that phrases that their
leader would use their leader would leader would use.
use
Checklist for “Diary of a Civil Rights Leader”
★ I have identified a Civil Rights Leader
★ I have at least fifteen journal entries
★ I have identified major events that my leader was a part of
★ I have used many different narrative techniques to develop my leader
★ I have organized my journal in a clear and appropriate way
★ I have used words and phrases that my leader would use
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about
and supporting students with the T&L (and edTPA) Instructional Plan. While
there are many variations of lesson plans, this format meets departmental
requirements and is aligned with the 2014 edTPA as well.
Teacher Candidate: Rachel Doran, Simon Jongekryg, Jamierin Walters, Kierstin
Merritt Date: 16 April 2018
Cooperating Teacher: Mrs. Bringhurst Grade:6th
School District: Pullman School District School: Jefferson Elementary
School
Unit/Subject: Civil Rights Movement/ Art
Instructional Plan Title/Focus:Bus Stop ‘54/Civil Rights Timeline
a. Instructional Plan Purpose:
Over the course of the two week section based around the Civil RIghts Movement,
students have been writing down important moments during this movement.
The purpose of this lesson is to condense all of the significant events into one
timeline that they would be able to see how and when these events occurred
over the course of the movement. Through this activity, they will be placing
these events underneath a bus that they will be coloring in. We chose to use a
bus because Rosa Parks and the bus protests are well known events of the
Civil Rights Movement. We want students to understand how everything is
connected because inside of the bus they will be putting significant figures
inside of it. The Civil Rights Movement is full of events that lead into one
another, like a ripple effect. This sis the pattern that we want students to
understand by the end of the day. We want them to understand just how one
event can change the world, forever.
The lesson topic that was taught before this was based around a Birmingham
Pledge and what the students are passionate about. The students sign the
pledge and then identify six things they are passionate about and how likely
they are t stand up for it. The lesson topic that will be coming after this is
based around the Freedom Writers and will be having a Socratic Seminar
based around the events we had covered so far.
1. State/National Learning Standards:
Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
Use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
1. Content Objectives:
1. SWBAT… create a bus and timeline diagram that outlines the important
events
That happened during the civil rights movement.
2. SWBAT… organize the significant events by the dates that it occurred.
3. SWBAT… select three important figures of the Civil RIghts Movement to be
placed
inside of the bus craft.
4. SWBAT… write three facts about the Civil Rights.
Aligned standard:
CSS.ELA-LITERACY.RH.6-8.7
C
Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
1. SWBAT… use exact words (vocabulary) when writing about specific events
from the Civil Rights Movement.
Aligned standard:
Use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
1. Previous Learning Experiences:
Prior to this lesson, students have been learning about important events
during the Civil Rights Movement and important figures. Students should have
already had prior knowledge about Martin Luther King Jr. and hopefully Rosa
Parks before entering the sixth grade. Students should at least know who they
are and what they are known for before we dive into this unit as a whole.
e. P
lanning for Student Learning Needs:
For ELL and other students with learning disabilities, the teacher can put them
at the small group table so the teacher can go through the assignment step by
step with them when needed. The teacher would help them with spelling words
and writing out the actual timeline. If a student is having a difficult time with
writing, then they can draw images instead of writing three facts about the
Civil RIghts Movement. The teacher can also allow more time to finish the bus
craft at the end of the day if they were unable to finish. If students are done
before the rest, then they can write down more than three facts about the Civil
RIghts Movement.
f. Assessment Strategies:
SWBAT… c reate a bus and Formative: The assignment is graded

timeline diagram that outlines the for completion, so we will be collecting
it at the end and just look through
important events that happened them to make sure it is completed. We
during the civil rights movement. will be checking to make sure the
timeline and facts are present.
SWBAT… o rganize the significant Formative: When the bus crafts are
events by the dates that it collected, we will just look to see to
occurred. make sure that the dates are in order.
SWBAT… s elect three important Formative: Since students will be

figures of the Civil RIghts choosing from premade pictures of
Movement to be placed inside of influential Civil Rights Movement
the bus craft. leaders, we will be checking to see if
there are three different leaders
pasted.
SWBAT… w rite three facts about Formative: We will just check to see
the Civil Rights. that there are three facts present,
again we are just grading on
completion.
SWBAT… u se exact words Formative: When we collect the bus

(vocabulary) when writing about crafts, we will check for the use of
specific events from the Civil vocabulary words when they write
Rights Movement. both the facts and events.
g. Student Voice: Student voice is a term used to describe students expressing

their understanding of their own learning process. For your lesson, respond
to the three required components of student voice and identify how students
will reflect and/or communicate on their learning or progress toward meeting
the goals. (Use the following table.)
Student-based evidence Description of how
K-12 students will be to be collected (things students will reflect
able to: produced by students: on their learning.
journals, exit slips,
self-assessments, work
samples, projects,
papers, etc.)
1. Explain student Bullseye- Students will be
learning targets and what creating a bullseye
is required to meet them and will writing one
(including why they are thing that they think
important to learn). they did well,
something they need
to work on, and
something that could
be changed about the
craft.
2. Monitor their own Show of Thumbs- Students will be

learning progress toward asked to put up their
the learning targets thumb to represent
using the tools provided what they have
(checklists, rubrics, etc.). learned. Thumbs up
would be if they
completely
understood the craft,
sideways would be if
they were a little
confused but still got
it, and thumbs down
would be that they
did not understand it
at all.
3. Explain how to Extra websites- Through this craft,

access resources and we will be including
additional support when leaders and events
needed (and how/why that they might have
those resources will help not learned about
them). yet. We will be
providing them with
links to the websites
or we may have them
find more
information on their
own.
h. G
rouping of Students for Instruction:
At the beginning of this lesson, the teacher will use whole-class instruction in
the beginning to give step by step directions. After the instructions have been
communicated to the class, students will work individually to create their bus
crafts. However, the classroom should be filled with conversation about the
Civil Rights Movement. We also understand that even though we may say that
they should work individually, students may end up working as their table
groups to complete the assignment.
1. Introduction:
“Welcome back sixth graders! I hope you a had an amazing recess! Today we
are going to make a bus timeline of all the events that we had covered so far
on this journey through the Civil Rights Movement. Can someone tell me an
exact date for an event that happened during this movement? Awesome! Can
someone tell me a fact about the movement? What about an important leader
from this time? These are some amazing answers and we will be doing just
that with this craft!”
b. Q
uestions:
● Which important leaders are you including inside of your bus? (Knowledge)
● Can you explain what happened during _____ (one of the events they put on
the timeline)? (Comprehension)
● What facts would you write down to show your understanding of the Civil
Rights Movement so far? (Application)
● How are these events connected to the leaders that you glued onto the craft?
(Analysis)
● Do you agree with the outcome of _____ (one of the events they put on the
timeline)? (Evaluation)
1. Learning Activities: Describe what the teacher will do and say and students
will do during the lesson. Write it as a procedural set of steps in the left
column of table below. On the right, refer to a supporting learning theory or
principle driving that activity and/or your rationale for doing what you are
doing.
Prompts for right hand column—supporting theories/principles. In the right
column, use references from texts, research/peer reviewed journals, or other
learning theories to support your choice of activities. You might draw from
your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and
the content.
o Active learning over passive learning (e.g. SCI Learning Experiences
ladder—simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including
those with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table
above)
(Why are you doing what you are
doing?)
Example: Transition from Supports multiple means of

introduction by asking students to engagement, and allowing
look at “inputs” and in pairs, create students to generate their own
a list of additional community inputs from experience; is more
assets/contributions (inputs) for culturally responsive than teacher
social change diagram. Circulate generated ideas only.
around groups to observe
students’ progress.
1. Transitioning from the This part of the activity is

introduction “Each of you will supported by Piaget’s concept of
be getting three different sheets Schema because this craft will
of paper. One piece will have allow students to piece together
the bottom of the bus and the what they have been learning about
timeline and another sheet will the Civil Rights Movement so far.
be the top of the bus. The last This allows them to see the
piece of paper will have pictures movement condensed into dates on
of important leaders.”
a timeline which is building upon
their existing knowledge.
1. “When you get your sheets, you This is supported by Bandura’s

will want to first color the bus concept of observational learning
before you cut it out.” *colors because the students are watching
the bus and then starts to cut the teacher as s/he cuts out the bus
around the bus. Then brings out as an example. By watching the
a pre-cut bus.* “Once you cut teacher, students are able to see
out your bus, you are going to what is expected of them and what
want to choose four of the they need to do. They know what
leaders to out in your bus. You they need to do step by step.
will first want to cut along the
windows like this to make
flaps.” *Cuts the windows to
make flaps.* “Once the flaps are
cut, you can either tape or glue
your leaders to the back of the
bus like this.” *glues a picture
on the back.*
1. “Next, you will write down This is supported by Vygotsky’s

three facts on the other piece of Importance of Language because
paper. Can someone give me a students are having the opportunity
fact about the Civil Rights to talk through what is being asked
Movement?” *Calls on two to of them at this time. Students are
three students to give facts and able to present facts about the
writes them down.* movement that they might have
learned through the books read,
websites visited, etc. This is
primarily done as an entire class.
1. “On the timeline, you will be This is supported by Vygotsky’s

writing down important dates Importance of Language also
that happened during this because they have the opportunity
movement. Can someone give me to once more have that discussion
an important event that about important events that
happened during the Civil Rights happened during this time period.
Movement?” *Calls on two to Also by having students elaborate
three students to give events to on what happened during the
write down onto the timeline. As
they give dates, we would ask events they say, they are working
them what happened during that on their language skills.
event and if they do not
remember, we would call on
another student.*
1. “Now that you know what is These students are actively

required of you, you can get constructing their own knowledge
started on the craft! Each one of because they are the ones creating
you will need to create your own the craft on their own. They are able
bus and make sure the to choose which pictures to
conversation is on the Civil choose, what facts to write, and
Rights Movement. Feel free to what events to write down onto
ask your peers for help or if they their timeline. They are pulling from
have facts or events that you what they know and what their
don’t have.” *As students work peers know also.
on the craft, we will walk around
to listen to their conversations They are also building their
and ask the questions outlined.* knowledge via the social
interactions when they are set free
to do the craft because they are
asking peers for events that they
might have missed. Or they may be
the ones giving the events to their
peers. The conversations
happening should be focused on
the Civil Rights Movement.
(Add rows as needed)
1. Closure:
“Is everyone done with their bus crafts? What were some things that you liked
about this activity? What were some things that you want to have changed?
What were some fun facts that you put inside of the bus? What were some
things that you learned by putting the events we talked about on a timeline?”
1. Independent Practice:
After the day ends, the students will be getting the bus crafts back to take
home to share with their family. They will be required to add one more fact
about the Civil Rights Movement but this this fact will be what they
parents/guardians know. It also cannot be what is already written down inside
of the bus.
1. Instructional Materials, Resources, and Technology:
● Crayons or Colored pencils

● Pens or Black markers
● Scissors
● Glue
● Classroom Timeline
● Construction paper for the background
● Top and bottom piece of the bus (will be provided below)
● Pictures of Civil Rights leaders (will be provided below)
Pictures of Civil Rights leaders
e. Acknowledgements:
https://layers-of-learning.com/civil-rights-bus-craft/
https://layers-of-learning.com/wp-content/uploads/2016/01/Civil-Rights-Bus.pdf
https://www.biography.com/.image/t_share/MTE1ODA0OTcxNzQ5Mzc3NTQ5/rosa-
parks-9433715-1-402.jpg
https://upload.wikimedia.org/wikipedia/commons/5/5d/Thurgood-marshall-2.jpg
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT_xrFuIz9mgMqEnxKQf
f3xeqv25BP7rY4oIIvntJhipJSRkapl
https://readthespirit-wpengine.netdna-ssl.com/interfaith-peacemakers/wp-content/
uploads/sites/25/2014/02/John_Lewis_1964-04-16.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/1/13/A._Philip_Randolph
_1963_NYWTS.jpg/220px-A._Philip_Randolph_1963_NYWTS.jpg
http://www.canterburycollege.ac.uk/files/8914/0247/1827/Blooms_Taxonomy_Teac
her_Planning_Kit.pdf
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are
many variations of lesson plans, this format meets departmental requirements and is
aligned with the 2014 edTPA as well.
Teacher Candidate: Kierstin Merritt, Jamierin Walters, Rachel Doran, Simon Jongekryg Date:
20 April 2018
Cooperating Teacher: Barbara Ward Grade: 6th
School District: Pullman School District School:
Unit/Subject: Civil Rights Movement/Reading
Instructional Plan Title/Focus: Socratic Seminar/ Civil Rights Discussion
a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan
develops students’ conceptual understanding of overall content goals. This is sometimes
also called a “rationale” and includes a “what, why, how” general statement (see also
Central Focus in edTPA). Additionally, explain where in a unit this lesson would be
taught. What lesson topic came prior to this one (yesterday) and what related lesson
will come after this one (tomorrow)?
This lesson will help students understand the Civil Rights Movement through their peer’s
opinion and help cement their own. Students will be holding a Socratic Seminar, in which
half of the class sits in the middle and discusses what they feel is appropriate for the theme of
the meeting. The outer circle will be silent during this time but taking notes on whatever the
inner circle says. After around 20-30 minutes of discussion, the circles will switch and a new
meeting will begin. This is important in the educational world because it creates a student-led
environment and holds the students accountable for their education. It is also applicable in the
real world because students will discuss controversial as well as ordinary topics with others
and have to be able to let other people discuss their opinion. In lessons leading up to this
seminar, students have been learning about different leaders in the Civil Rights Movement as
well as their actions (protests).We have also talked about the Birmingham Pledge which
states that we will respect each other as individuals and give people time to state their
opinions. After this lesson, students will be discussing speeches that Movement leaders have
given and the impact those speeches had on the Movement and the Country.
b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.
● CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
● CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
● CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
● CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
● SWBAT elaborate on their knowledge of Civil Rights Leaders and actions

○ CCSS.ELA-LITERACY.SL.6.1.A
○ CCSS.ELA-LITERACY.W.6.2.B
● SWBAT produce effective questions and responses.
○ CCSS.ELA-LITERACY.SL.6.1.C
● SWBAT communicate effectively within a group
○ CCSS.ELA-LITERACY.SL.6.1.B
● SWBAT talk with their peers about different Civil Rights Leaders and their actions
during a discussion
○ CCSS.ELA-LITERACY.SL.6.1.A
● SWBAT ask questions based off of their peer’s response.
○ CCSS.ELA-LITERACY.SL.6.1.C
● SWBAT talk and listen to their peers respectfully.
○ CCSS.ELA-LITERACY.SL.6.1.B
d. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.
This lesson is set in the middle-end of our Civil Rights Movement unit. Before this
students should have learned the main leaders of the Civil Rights Movement as well as
what made them a leader. Students should also have learned what a Socratic Seminar is
and how to act when you are in either circle (outer circle takes notes, inner circle talks
and listens respectfully to peers while also asking questions to further the conversation).
e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
For ELL students, bilingual dictionaries will be present to help with any vocabulary issues
they might be having. Because half of the class will be in the inner circle with the outer circle
close behind, sight adjustments need not be made because visual aids will not really be
included. If a book or picture is being cited, we will put it on the projector for everyone to
see. If we have to make hearing adjustments, students will be asked to repeat and if what was
said was still not heard then what was said will be written on the board. For students who are
not verbal, we will have them write down anything they wish to say or have them respond to
yes/no questions aimed to probe their thoughts, such as “Was what this leader did good for
the movement?” If students need help at any time, a teacher will step in to assist and then
give the discussion back to the students.
f. Assessment Strategies (Informal and formal)

Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also attach
appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will
teacher candidates allow for K-12 students to express their learning in different ways?
Will K-12 students be given some choice?

● SWBAT elaborate on their Formative: Students will be assessed on their
knowledge of Civil Rights participation within the seminar by getting a
Leaders and actions checkmark next to their name on a piece of scratch
paper. They will also be assessed when they turn in
their journals on the notes they took while
observing the other group’s discussion
● SWBAT produce effective Formative: Students will be assessed on their
questions and responses. participation during the discussion. If they are
actively listening, questions will come to mind to
ask others. Students will get a checkmark next to
their name on a piece of scratch paper for asking
and responding to questions.
● SWBAT communicate Formative: Students will be assessed on how well they
effectively within a group are respectful to their peers during the discussion.
They will be monitored by the Teachers and
reminded if they are valuing others opinions.
● SWBAT talk with their peers Formative: Students will be assessed on their
about different Civil Rights participation within the seminar by getting a
Leaders and their actions checkmark next to their name on a piece of scratch
during a discussion paper.
● SWBAT ask questions based Formative: Students will be assessed on their

off of their peer’s response. participation during the discussion. If they are
actively listening, questions will come to mind to
ask others. Students will get a checkmark next to
their name on a piece of scratch paper for asking
and responding to questions.
● SWBAT talk and listen to Formative: Students will be assessed on how well they
their peers respectfully. are respectful to their peers during the discussion.
They will be monitored by the Teachers and
reminded if they are valuing others opinions.
*In the right column, describe whether the assessment you’ll collect is informal or formal.
Note: most assessment is considered formative when thinking about day-to-day lessons.
Summative is related to mastery. An exception might be having a “formal” quiz mid-way in
a unit to assure that students are on track with a certain degree of proficiency. Should the
quiz indicate students are not progressing, and adjustment of timing in the instructional
“unit” will be required.
g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the following
table.)
Student-based evidence to be Description of how
K-12 students will be able to: collected (things produced students will reflect
by students: journals, exit on their learning.
slips, self-assessments,
work samples, projects,
papers, etc.)
1. Explain student learning Journal Students write in their
targets and what is required to journals what
meet them (including why they they’ve learned from
are important to learn). the discussion and
why it’s important
2. Monitor their own learning Checklist Students will complete a
progress toward the learning checklist asking if
targets using the tools provided they have asked a
(checklists, rubrics, etc.). question and
responded to
someone
thoughtfully. If they
see they haven’t,
then it will remind
them to complete the
checklist.
3. Explain how to access Seminar Students will rely on
resources and additional support others to drive the
when needed (and how/why those conversation and
resources will help them). learn from their
peers.
h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might
include random, ability-based, interest, social purposes, etc.). Recognize that some
lessons or parts of a lesson may call for grouped work or individualized work or both.
Students will be numbered off (1 or 2). Then the 1’s will move their desks to form a circle in
the middle of the room while 2’s move their desks to be around them in order to listen. We
will also be sitting around students monitoring their learning. This is how a socratic seminar
works and also how it is done most effectively.
a. Introduction: Teacher candidates identify how they are going to introduce the concept,
skill or task in a way that gains students’ attention and gets them involved (the lesson
“hook”).
“Alright now since we have been learning about different Civil Rights leaders and their
actions, we are going to give you all the roles of being teacher to one another! After we
number you off, we would like you to move your desks into 2 circles with one circle inside
the other. Then you all are going to lead the discussion!”
b. Questions: Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, indicate Bloom
level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)
1. Why was each leader was important *recognize*? (Knowledge)

2. Explain how a leader’s choice impacted the movement. (Understand)
3. Relate a Civil Rights Leader’s choice to the impact it had among people. (Apply)
4. Compare how Civil Rights would have been without the leader. (Analyze)
5. Criticize a classmates thought on a leader. How are your thoughts different? (Evaluate)
c. Learning Activities: Describe what the teacher will do and say and students will do
during the lesson. Write it as a procedural set of steps in the left column of table below.
On the right, refer to a supporting learning theory or principle driving that activity
and/or your rationale for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences
ladder—simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those
with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
(Why are you doing what you are doing?)
Example: Transition from introduction by Supports multiple means of engagement,
asking students to look at “inputs” and in and allowing students to generate their
pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.
around groups to observe students’
progress.
1. I will transition from the introduction by Allows students to show evidence for
saying “Now that we are in our groups, I thoughts, foreshadows first/second student
want you all to get out any resources you voice
might need to back your thoughts. I want the
outer group to take out your journals to write
notes in about what the inner circle is talking
about. We will be switching groups so
everyone will have a chance to talk and at
the end of our seminar you are going to be
turning in your journals to me. I’ll make sure
to give them back so you can keep making
observations about this unit.” (Students will
take out any resources they might need to
prepare for the seminar) “I am also going to
be handing out a checklist for people in the
inner circle to complete. This is so that you
can remember to be an active learner during
this meeting. I will also be collecting these
with your journals.”
2. “You all are going to be talking about Reminds students of previous learning and sets
different parts of the movement but I would expectations for discussion, promotes
like to get you started. If you have any student-led learning, multiple means of
questions, make sure to be respectful to your engagement through conversation and
peers and wait for a good time to ask it. This notetaking, begins with third student voice
ties into our Birmingham Pledge so make
sure you keep your promise. The first
question I would like to ask you would be:
Which was the more effective peaceful
protest: sit-ins at restaurants or boycotting
buses?” (Students will then begin a
conversation with responses such as sit-ins
because they demanded respect or boycotts
because it showed how important Black lives
were and still are)
3. Students will be leading conversation but if Promotes Student-led learning, multiple means
the talking comes to a stop I will ask them of engagement through conversation and
another question along the lines of “Who notetaking
was a more influential leader: Rosa Parks or
John Lewis?” Responses could be along the
lines of Rosa Parks because she wasn’t afraid
to start the bus boycott or John Lewis
because he became an educated man now in
politics
4. After the conversation has gone on for about Promotes student-led learning, multiple means
20 minutes, I will tell the groups to switch: of engagement through conversation and
“Because group 1 has been talking this entire notetaking
time, let’s give them a break. Group 2 please
switch places with someone in the middle
and bring anything you need to speak. Group
1 go ahead and get your journals out to take
notes on. Group 2 I’ll pose the same
questions to you that Group 1 had: Which
was the more effective peaceful protest:
sit-ins at restaurants or boycotting buses?”
5. Now that we’ve all discussed more about the Multiple means of engagement through
Civil Rights movement, I’d like for all of conversation and journal writing, signals
you to go back to your desks so we can for first/second student voice
discuss one more question: What do you
think worked out the best for the Civil Rights
Movement?” Students could respond with
things like peaceful protest, influential
leaders, violent leaders, etc. “Now that we’ve
discussed our thoughts on that I’d like for
you all to write a reflection in your journals
about how your thoughts have changed from
the beginning of this discussion and of this
unit. Make sure that you also place your
checklist in your journal.”
(Add rows as needed)
b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus
on what is important.
I will end the lesson by saying “We’ve gotten to talk about some very influential people and
ways of protest throughout this seminar. What was your favorite item of discussion?” (call on
1-2 students) “I’m very happy with how you all participated openly in the discussion and
remembered to respect your peers’ ideas. It’s important that you all took away something
from this discussion. One famous saying is that we have to learn about history in order to
never repeat history. By learning about this topic in are class, we are making sure we don’t
repeat this event in time.”
c. Independent Practice: Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even
outside of the classroom). Include possible family interaction (identify at least one way
in which you might involve students’ families in this instructional plan.)
Students will extend thinking by reflecting on events and influential people in their lives
right now. We would also ask that students ask their parents’ influential models because
there would be a time gap after the Civil Rights Movement where their parents lived
during.
d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials

the teacher and students will use during the lesson; e.g., handouts, worksheets,
multi-media tools, and any assessment materials utilized.
Student Voice Checklist:
___I have asked at least one question during this discussion
___ I have responded to at least 2 questions during this discussion

Example of Speaking/Listening/Writing Assessment:
COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing that
assignment. While each member will naturally shoulder different responsibilities while working on
the project, collaboration does not mean merely tacking someone else’s name to the project so that
they can earn credit for completing it. Listed below are the members of our collaborative group
along with our signatures. We have also specified the aspects of the project for which each one of us
was responsible and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-Assessment

Members &
Signature
Created lesson plans, edited unit, formed 8/10

Kierstin ideas for books and lesson plans
Jamie Handled the art portion of the unit, the 9/10

bus craft edTPA, the “Juba This,
Juba That” activity, edited the unit
and fixed the formatting, provided
activity ideas.
Simon Handled the math portion of the unit, 9/10

annotated many of the books and
video, helped with the “diary of a civil
leaders” lesson plan, edited unit,
created the cover, went and got all the
reading materials for the unit.
Rachel
Our signatures above attest that we all contributed equally in this project.

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Rachel Doran, Simon Jongekryg, Jamierin

Walters & Kierstin Merritt

Purpose and Rationale:

Lesson Plans have their state standards, learning objectives, assessment

Social Studies Standards:

Speaking and Listening Standards:

Physical Education Standards:

Day Main Ideas Goals

Teacher Goals: help students to recognize what

Teacher Goals: To help students to understand

Teacher Goals: to help students relate to the

Teacher Goals: Help students to understand the

Teacher Goals: To help students understand

Rosa’s Bus: The Ride to Civil Rights written by Jo S. Kittinger illustrated by

People We Should Know: Rosa Parks written by Jonatha A. Brown

Rosa written by Nikki Giovanni illustrated by Bryan Collier

The Children’s March: A Film by Hudson & Huston

​ ew York, NY: DK Publishing Special

​ ilwaukee, WI: World Almanac

Rappaport, D. (2006).​​ Nobody Gonna Turn Me ‘Round. ​Cambridge, MA:

Weatherford, B. C. (2006). ​Moses: When Harriet Tubman Led Her People to

Weidt, N. M. (2003). ​Harriet Tubman. ​Minneapolis, MN: Lerner Publications

Purpose: This pre-assessment activity is to establish what students already know

Instructional Strategy: The teacher will handout a anticipation guide to every

What Does Freedom Mean to Me?

Juba This, Juba That

Juba This, Juba That

Student answered all Student answered Student answered

Organization Student uses a Student uses Student uses

Evidence Student has part Student has some Student has

Assessment: At the end of the week we will be collecting the worksheet

Website Used: ​https://www.shmoop.com/civil-rights-desegregation/statistics.html

Find the percentage of African Americans compared to the entire U.S.

2. Median Yearly Earned Income of Full-Time Workers: 1949 and 1959

3. Living Below the Poverty Threshold in 1959

Total Population: 22.4%

White Population: 18.1%

Black Population: 55.1%

4. Percentage of Home Ownership: 1940 and 1960

Among whites in 1940: 42.1%

Region with the highest concentration of white homeowners: Midwest

Among Blacks in 1940: 20.5%

Region with the highest concentration of Black homeowners: South

Among whites in 1960: 64%

Region with the highest concentration of white homeowners: Midwest

Among Blacks in 1960: 35.8%

Region with the highest concentration of Black homeowners: West

5. Life Expectancy 1940 and 1963

1940: 62.1 years

1963: 67.4 years

1940: 51.5 years

1940: 66.6 years

1963: 74.4 years

1940: 54.9 years

1963: 66.6 years

Assessment: This assignment will be graded on a completed basis. The students

Accommodations: Students who are ELL should be able to complete this

20. What did the kids do in jail?

Assessment: The students will be graded on completion. We want students to

Rubric for Seminar

Student did not Student helped to Student Student

Student did not Student created Student created a Student created

Student did not Student answered Student answered Student answered

ew York, NY: DK Publishing Special

ilwaukee, WI: World Almanac

Rappaport, D. (2006). Nobody Gonna Turn Me ‘Round. Cambridge, MA:

Weatherford, B. C. (2006). Moses: When Harriet Tubman Led Her People to

Weidt, N. M. (2003). Harriet Tubman. Minneapolis, MN: Lerner Publications

Website Used: https://www.shmoop.com/civil-rights-desegregation/statistics.html

Teacher Candidate: Rachel Doran, Simon Jongekryg, Jamierin Walters, Kierstin

e. Planning for Student Learning Needs(accommodations, student experiences,

1. SWBAT… Create a diary Informal/ Formative: Journals will be

2. SWBAT… Identify major Informal/ Formative: Journals will be

3. SWBAT… use different types Informal/ Formative: Journals will be

4. SWBAT… organize journal Informal/ Formative: Journals will be

5. SWBAT… develop journal Informal/ Formative: Journals will be

1. SWBAT… use precise words Informal/ Formative: Journals will be

1. Explain student Journal- students will show Students are

3. Explain how to Research- When the students should be

“We are going to take the next fifteen to

Teacher will notify the students when they

SWBAT… c reate a bus and Formative: The assignment is graded

SWBAT… s elect three important Formative: Since students will be

SWBAT… u se exact words Formative: When we collect the bus

2. Monitor their own Show of Thumbs- Students will be

3. Explain how to Extra websites- Through this craft,

Example: Transition from Supports multiple means of

1. Why was each leader was important recognize? (Knowledge)

Simon Handled the math portion of the unit, 9/10