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Oh Freedom Lesson Plan

This version was saved 15 years, 5 months ago View current version     Page history
Saved by Franci Frisch
on October 16, 2008 at 10:28:38 pm
 

 

Name: Karen Schulte

Date: October 10, 2008

Grade Level: 5th - I just thought that I would let you know that the 4th grade students at the school where I work read and learn about Rosa Parks and racism.  So maybe you can gear this lesson to 4th graders.  I really think that by 5th grade they know about racism and if they don't, they should learn about it earlier before bad habits have a chance to become ingrained.  Does this make sense?

 

 

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

.

 

Essential question: Why does racism exist?

 

 

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.

 

Materials Needed/Preparation

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

Oh Freedom Interview Chart

Oh Freedom Assignment and Rubric

Oh Freedom Encyclopedia Template and Oh Freedom Encyclopedia Example - Karen, I am wondering if you are going to go over how to fill this out with your students.  How will they know what they need to fill in?  Franci

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

 

 

Anticipatory Set/Motivation/Snappy Launch 

Overview of Civil Rights  YouTube plugin error

 

Karen, Great video for the anticipatory set.  I think this will get the students thinking about civil rights and set them on the path to answering your essential question.  Franci

 

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 by reviewing them with their partner.

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. Have them fill out an encyclopedia page on their partner's reading. Use Oh Freedom Encyclopedia Template. They can reference the example (Oh Freedom Encyclopedia Example)

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 Oh Freedom Assignment and Rubric Give them the remainder of class time to brainstorm ideas or make changes on their individual encyclopedia pages.

 

 

Karen, I like these activities.  I have a suggestion.  I would put in time limits for the activities otherwise you will only get a couple of the activities done. (ex. #1- 10 minutes to read; #2 - 10 min. discussion; #3 - 5 min.; etc.)  Time has been my big nemisis in the lesson that I have taught. I have even used a timer to help keep us on track.  Franci

Day Two Procedure

1.      Students will get into their groups and go over their plans for their pages.  What are their groups?  Are you going to group them or are you going to let them group themselves?  I see, according to your rubric that the students will be grouped by topic, so I'm assuming this means that you will have chosen the groups ahead of time.

2.      Hand out the Oh Freedom Primary Sources sheet. Review protocols for using lab. Show examples of images Oh Freedom Images

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 envelope.  Make sure the students know how much time they have and that this is their only class time to get the pictures, so they need to work efficiently.

 

 

Day Three Procedure

1.      Hand out envelopes to groups. Remind students they have until the end of the period to complete their pages and “grade” themselves with the rubric.  Karen, Maybe say that the last five minutes of class time will be for filling out their rubrics and that work on their pages has to stop at that time whether they are finished or not. Franci

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.

 

           

Classroom Management:

Handouts can be given out by teacher or passed around class. Students will follow established protocol while working on computers. 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 if needed.  Karen, I would definitely put something here about how the groups will be put together.  Also, how do the students know what their responsibilites are in the group?  Are you going to assign roles?  This will definitely help with efficiency if you do, plus then the students who struggle to know where to start, will have been given a place to start.  Does this make sense?  Franci

 

 

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. 

 

 

Oh, Freedom!

Oh Freedom Assignment and Rubric

Oh Freedom Encyclopedia Template

Oh Freedom Encyclopedia Example

Oh Freedom Primary Sources

Oh Freedom Images

Oh Freedom Interview Chart

Oh Freedom! Additional Resources

 

Extensions:

Oh Freedom Vocabulary Activities

Oh Freedom Media Literacy Lesson

 

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