Bottling Up Qualities of a Hero
1 The Hook-What impact did Civil Rights leaders have on the Civil Rights Movement?
The teacher will ask the students if they have heard about the Civil Rights Movement before, and what information, if any, do they already know about it. The teacher will record their responses on an anchor chart. The teacher will then create a circle map and label the middle section "What Makes a Hero?" The teacher will ask the students what they think a hero is and record their answers in the circle map.
The students will share what they already know about the Civil Rights Movement for the teacher to record on an anchor chart. The students will list qualities they think a hero possesses for the teacher to record in a circle map.
2 The Immersion-Who are some of the different leaders of the Civil Rights Movement, and what things did they do to make them a leader?
The teacher will spend many days immersing the students in books that deal with and give information on the Civil Rights Movement (list provided below). The teacher will assist the students in discussing and completing a chart on each book discussing the main character, the problem they faced, the solution to the problem, and the setting of the story.
Books: The Other Side, Ruth and the Green Book, The Story of Ruby Bridges, Rosa, Martin's Big Words, Teammates, Freedom on the Menu, Ron's Big Mission, and This is the Dream.
The students will hear many different books regarding the Civil Rights Movement and will be required to complete a chart based on the different books they have heard. The students will chart details involving the main character of the story, the setting of story, the problem the character faced, and the solution to the problem.
3 The Research-What actions did Civil Rights Movement leaders take to help make a difference?
The teacher will review with the students the various Civil Rights leaders they have discussed and completed a chart on during the course of their unit: Martin Luther King Jr., Rosa Parks, Ruby Bridges, Thurgood Marshall, Jackie Robinson, and Daisy Bates. The teacher will assist the student in choosing books, articles, photographs, and internet sites that are safe and provide true information.
The student will conduct research on one Civil Rights Movement leader of their choice from a list of leaders discussed in class. The student will use books, articles, photographs, and safe, reliable internet sites to find information about their leader. The student will find facts about their leader's actions, personal life, and how they made a difference.
4 The Presentation-How can we describe various Civil Rights Movement leaders through words and visuals?
The teacher will guide the students in creating their two-part presentation on their Civil Rights Movement leader. The teacher will review the student's paper about their leader based on the notes they took.
The student will create a visual representation of their leader using an empty two-liter bottle as the body, a styrofoam ball as the head, and various art supplies and materials to decorate their bottle to represent their leader. Upon completing their bottle, the student will take a picture of it to be the visual on their Educreations project. The student will record themselves reading their paper on their leader while their biography bottle shows.
5 The Wrap-Up-How can we present our information so that others can learn about Civil Rights Movement leaders?
The teacher will provide each student with a time to present their Educreations, paper, and biography bottle to her and the class. The teacher will grade each student based on a rubric.
The student will present their Educreations, paper, and biography bottle to their teacher and classmates. The student will be a respectful listener as each of their classmates presents their information, and will record at least three facts from each person's presentation.