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Oh Freedom Lesson Plan

This version was saved 15 years, 5 months ago View current version     Page history
Saved by Danielle Fritz
on October 14, 2008 at 10:54:50 pm
 

 

Name: Karen Schulte

Date: October 10, 2008

Grade Level: 5th

 

 

Title of Lesson: Oh, Freedom!                                 

Time Frame: 3 lessons of approx. 45 minutes each

 

MN Standard: Gr. 4-8, Strand I. U.S. History; 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 and Benchmark 5. Students will identify major Supreme Court decisions during this era and analyze their impact, including Brown vs. Board of Education.

 

This might read easier if you used bullets and listed the standards individually.

 

Essential question: Why does racism exist?

I am struggling with this one- mostly because I still struggle with what a great essential question is... I wonder if you are getting too specific by adding the "racism" piece- maybe "Why are some people treated differently than others?"- This you should definitely take with a grain of salt!

 

 

Objectives:

  • Students will identify the struggles experienced by African-Americans during the 1950 – 1960’s in relation to the Civil Rights Movement
  • Students will create an “encyclopedia” for the school library on the ordinary people involved in the Civil Rights Movement.

 

Can you write an objective that includes the last standard you have listed? (major Supreme Court decisions...)

 

 

Materials Needed/Preparation

Book Oh, Freedom! by Casey King and Linda Barrett Osborne

Oh Freedom Interview Chart

Assignment Sheet and Rubric

Oh Freedom Encyclopedia Template and Oh Freedom Encyclopedia Example

Oh Freedom Primary Sources (safe sites for students to access photos and documents)

Access to computers and printers

Manila envelope for each group, paper, markers, glue

 

I love your materials and love the idea of an encyclopedia!  I like how you gave the students a list of primary source areas that are "safe".

 

 

Anticipatory Set/Motivation/Snappy Launch 

Overview of Civil Rights  YouTube plugin error

 

Great video!

 

Day One Procedure

1.      Students will pair up and read p. 2 – 11 in Oh, Freedom! to each other. They should make note of the vocabulary words from Oh Freedom Vocabulary Activities

2.      Whole class discussion on what was read to clarify understanding, answer questions, etc.

3.      Assign each student to read one interview in book. See Oh Freedom Interview Chart

4.      After students are finished reading, have them turn to their neighbor and share what they have learned (3 minutes).

5.      After students have shared, give each student a minute to explain to the class what they read and learned. Write the main idea on the board (i.e. segregated buses or schools, protests, sit-ins, KKK, media, etc.) and the name of the student who reported it.

6.      Students with similar stories/main ideas will be grouped together. (Teacher can use his/her discretion in grouping for topics.)

7.      Hand out Assignment Sheet and Rubric and Oh Freedom Encyclopedia Template. Go over details and answer any questions students may have. Show them the Oh Freedom Encyclopedia Example. Give them the remainder of class time to brainstorm ideas.

 

Can you clarify what students are to do with the vocabulary- is this a lesson from a previous day, or are you incorporating it into this lesson?

 Do you have the assignment details and rubric?

 

Day Two Procedure

1.      Students will get into their groups and go over their plans for their pages.

2.      Hand out the Oh Freedom Primary Sources sheet. Review protocols for using lab.

3.      Go to computer lab and have students print pictures they want to use on their pages. Troubleshoot any technology troubles, answer questions, etc.

4.      Return to class. Have students store pictures and papers in folder.

Are students adding pictures to the encyclopedia page?

 

 

Day Three Procedure

1.      Hand out folders to groups. Remind students they have until the end of the period to complete their pages and “grade” themselves with the rubric.

2.      When students have completed their pages, have them put them in page protectors, place them in the 3-ring binder under the appropriate section, and hand in the rubric.

3.      If some students finish sooner than others, allow them the opportunity to work on a “cover” sheet that can be inserted in front of the binder with a title, artwork, etc.

I like how you have a project for students who finish early!!

           

Classroom Management:

Student groups will each have a manila envelope to keep their work in. They should place their names on it as well as their topic. Paper will be available for encyclopedia pages. Students can use their own glue, markers, etc. for their pages.

 

 

Student Assessment:

Students will complete their group encyclopedia pages that will be graded with the rubric. They will also complete a rubric grading their group’s participation.

 

Karen,

I think your lesson is great!  I think it is age appropriate and I do feel that it fits the standard- mostly Benchmark 4.  I added a few comments and questions that I had while going over your lesson.  I hope my different perspective helps you as you polish this lesson for a grade!  Good luck!!

Danielle Fritz 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oh, Freedom!

Oh Freedom Vocabulary Activities

Oh Freedom Primary Sources

Oh Freedom! Additional Resources

 

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