| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Witnesses To Freedom Lesson Plan

Page history last edited by Katie 15 years, 3 months ago

Witnesses TO Freedom

Name: Katie Templin

Date: October 12, 2008

Grade Level: 5th

 

Title of Lesson: Witnesses To Freedom

 

Time Frame: 2 lessons of 45 minutes each

 

Standards: U.S. History

  • Grade 4-8 – Strand I
  • Substrand J. Post WWII Era, 1945-1980
  • Standard – The student will analyze the economic, social, and political transformation of the United States and the world between the end of WWII and the present.
  • Benchmark 4 – Students will explain the changing patterns of society, expanded educational and economic opportunities for military veterans, women, and minorities.

 

 

 

Objectives:

  1. Students will identify the struggles African Americans faced during the 1950-1960’s Civil Rights Movement through the book reading and timeline activity.  
  2. Students will create a timeline based on the people involved in the Civil Rights Movement.

 

Materials:

  • Book Witnesses To FreedomWitnesses to Freedom by Belinda Rochelle
  • Access to computers and printers
  • Black yarn for the timeline
  • Tape (used to tape the yarn on the wall)
  • Markers, scissors
  • Blank white paper

 

Anticipatory Set/Motivation:

  • Ask students the essential question: Are people treated differently?
  • Allow students a few minutes to think about this. Then as a whole group we can discuss if and why people are treated differently. Then we will talk about who has the right to “judge” this.

 

 

Day One Procedure:

  1. After allowing students time to answer the essential question, write the following 4 questions on the board :

o    What did you learn?

o    What needs clarification?  

o    What were the important dates mentioned?

o    Who was involved in the Civil Rights Movement during those dates?

 

  1. Divide the class into groups of 2-3 students and assign each group a chapter to read in the book (chapters are about 10 pages long, with pictures). While reading they will answer the questions that are on the board on a separate piece of notebook paper. Remind them to have their vocabulary sheets given to them earlier nearby to refer to while they are reading. 

    3.      After students finish their reading, have a whole class discussion to discuss the answers they wrote to the four questions.

    4.       If there is enough time, introduce the project. Explain that students will get back into their groups and, using the information from the chapter they read, create part of a timeline. They will end up making a big timeline that will be displayed on the wall in the hallway.

o   After everyone completes their timeline, they will put it all together in order to make a whole timeline.

o   They need to include the dates and people involved in the Civil Rights Movement during that time.

o   They must work with each member of their group to write a two or three sentences explaining what the person did during that time. Each student in the group can pick a date and write the sentences. If there is an odd number of dates, then each student will write the sentences for that date together. Afterwards, they will type everything out and transfer it to the timeline on the wall (there will be black yarn for the line already up).

 

Day Two Procedure:

  1. Review what was discussed from the previous day, especially step 4.

 

  1. Have the groups work on their sentences on a separate piece of paper. Remind them to refer back to the four questions in step number one.

 

  1. Allow students enough time to write their sentences. After everyone is done we will go to the library to type them up and find pictures of the people involved. Be sure to go over reliable sites. They can also draw pictures, if time to go along with their picture of the people they find on the internet.

 

  1. Explain to the students that they will have three separate pieces of paper – the dates, the sentences, and the picture. They will use Times New Roman, size 72 for the date and size 22 for the sentences.  

 

  1. Allow them the rest of the class time to do this.

 

Day Three Procedure:

  1. Bring them to the computer lab if they still need to finish their sentences and find pictures.

 

  1. After everyone is done with their sentences, students will gather in a circle in the classroom to share. They will stand in order of their timeline. Each member of the group is responsible for explaining a date. If there is an odd number of dates, students can split up the sentences. Also, make sure that they show their pictures.

 

  1. Then, after everyone is finished explaining their timeline segments, one group at a time (in order) will tape their pieces on the wall. There will be a line of black yarn already on. Students will put their sentences below it, their picture above it and their date directly on the line.

 

 

  1. As students finish putting their timeline together and while they are waiting to do so, have students write a short, one paragraph reflection (5-7 sentences) about what they learned on a separate sheet of notebook paper. They need to include a few struggles African Americans encountered and why, how the civil rights movement affected the businesses, and how people reacted to it. They will also mention how the movement affected America as a whole. If they do not finish this in class, they can take it home for homework.

 

  1. After everyone is done with the timeline, give each student a grading rubric to grade themselves and their partner to turn it. First, they will grade themselves and then switch it with one person in their group. Each person in a group will be responsible for filling out one of their member’s rubrics. However, when grading their partner, they do not have to worry about the last part of the rubric. This will be completed in class.  

 

 

 

Classroom Management:

  • Students will keep their ideas and sentence drafts in a special social studies folder in their desk so they don’t lose or forget them at home.
  • Students will clean everything up after they finish the timeline.
  • Students will hand in their reflective papers the following day.
  • Students will stand attentively in a circle while their classmates are explaining their part of the timeline in the classroom.

 

Student Assessment:

  • Students will create a timeline using the information presented in the chapters they read.
  • Students will complete a rubric grading (below) how well they think they did on the project.
  • Students will explain their part of the timeline when finished.
  • Students will write a reflective paragraph including what they learned.

 

 

 

1 = I did not finish or do the best I could

3 = I finished everything, but am not that happy with my finished product

5 = I did my very best

 

 

Rubric for Witnesses to Freedom:

  

 

 

 

 

 

Myself

 

My partner

I included all my dates from the chapter and wrote at least two short sentences about the individual who helped in the Civil Rights Movement during that time.

 

 

I added matching pictures to my part of the timeline and put everything on the wall in order.

 

 

 

I worked cooperatively with my group.

 

 

I wrote my reflective paragraph including struggles African Americans faced and why, how it affected people and businesses in the south, and America in general.

 

 

 

 

My part of the timeline looked nice and neat.

 

 

 

Total  Points:

 

20

 

20

 

 

 

 

 

 

Witnesses To Freedom Images

Witnesses To Freedom Video

Witnesses To Freedom Vocabulary

 

Book Title

NCSS Ten Themes

Social Studies Standards

 

 

 

Comments (0)

You don't have permission to comment on this page.