Voices from Our Past
1 The Hook (Essential Question): How did the leader impact the Civil Rights Movement?
Overall the course of our Biographies/Civil Rights Movement Unit, the teacher will read aloud a variety of books including: The Other Side, Ron's Big Mission, A Sweet Smell of Roses Ruth and the Green Book, Delivering Justice, Riding to Washington, Teammates, Freedom on the Menu, and Martin's Big Words.
The teacher will create "Anchor Charts" for each of these books that will serve as a reference point for students as they begin their research.
RL.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI. 1.7 Use information gained from illustrations and words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).
W.3.1 Develop the topic with facts, definitions, and details.
W3.7 Conduct short research projects that build knowledge about a topic.
SS 3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of Jim Crow laws, the desegregation of schools (Briggs vs. Elliot) and other public facilities, and effort of Afican Americans to achieve the right to vote.
The student will create noticings charts (what happened in the book that would tie into desegregation, segregation, key leaders that helped to influence the Civil Rights Movement, Jim Crow laws, etc.)
2 Direct Instruction/Modeling: Digging Deeper with Another Source
The teacher will tell students that biographies tell about a person's life and learning about people during a period of time can teach us about that time. The teacher will show the primary source document from NBC Learn titled: "Significance of Brown v. Board of Education".
After the video, the teacher will model her thinking in regard to the video on a "noticings chart".
Prior to watching the NBC Learn video clip, students will read the biography of "Linda Brown" to determine if an 8 year old can change a law. Students will use this information to begin to notice segregation. Students will add to their noticings chart new information they have encountered.
3 Independent Research
The teacher will provide students with all of the read alouds from the unit. She will provide students will a rubric which gives students an idea of what they need to include in their project and how many points each section is worth. Students will be able to refer back to the rubric as they work.
Civil Rights Unit Rubric:
Meaning and Examples of Segregation (4 points)
2 Leaders of the Civil Rights Movement and How They Influenced Other (8 points)
Meaning and Examples of Desegregation (4 points)
Students will use the read alouds to cite evidence about the leaders they have chosen. They will also conduct research using Destiny, and Google.
4 Project Creation
The teacher will model for students how to create an Educreations.
Students will use the notes they have taken and pictures from the read alouds to represent segregation, desegregation, and the 2 leaders in the Civil Rights Movement for their Educreations presentation.
The teacher will have the AppleTv ready for students to present their projects. The teacher will use the rubric mentioned earlier to grade student work.
The student will present their Educreation project to the class.