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Home , Coretta Scott King, Dorothy Height, Ella Baker

OUSD Distance Learning Grade 4

Week 4 Semana 4 第四周 عوﺑﺳﻷا 4 Tuần 4

April 2020 Grade 4 ELA/Reading

Week 4 Directions: Read the directions for each lesson and complete the lesson activity.

Guiding Questions: What can we learn from the process of ratifying the 19th Amendment? How can stories inspire us to take action to contribute to a better world? How and why can we encourage and support others to contribute to a better world?

Materials Needed: Text, Lessons and Note-Catchers, Pencil

Read Do Day 1 The many black Note-catcher ​ women who helped to build the ? Day 2 The many black Note-catcher ​ women who helped to build the civil rights movement? Day 3 The many black Note-catcher ​ women who helped to build the civil rights movement? Day 4 The many black Quiz ​ women who helped to build the civil rights movement? Day 5 The many black Writing Activity ​ women who helped to build the civil rights movement?

The many black women who helped to build the civil rights movement

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Image 1. Coretta Scott

King, an American civil rights campaigner and widow of Martin Luther Jr., stands behind a podium covered in microphones at a rally for peace in Vietnam at Central Park in , April 27, 1968. Photo from Hulton Archive/Getty Images

By USA Today, adapted by Newsela staff

On August 28, 1963, hundreds of thousands of protesters gathered in Washington, D.C. They marched through the nation's capital to show their support for civil rights. At the , Martin

Luther King Jr. gave his "" speech. The women of the civil rights movement did not get to say what their dreams were. None of them were given much time to speak. Many black women felt that their voices were being ignored.

The civil rights movement could not have happened without women. They were movement organizers, teachers and writers. They built organizations, studied the country's laws and trained young activists. They worked passionately to stop . The women of the civil rights movement also worked to stop sexism. A society is sexist when women do not have the same rights as men.

Even In The Background, Women Made History

Image 2. (right?width=750&compression=85) at the Women's Strike for Peace in front of the United Nations in New York City, 1963. The march celebrated the second anniversary of the women's organization. Photo: Eddie Adam/AP. [click to enlarge] Barbara Reynolds is a journalist and a minister. "There were hundreds of unnamed women who participated in the movement," she said. It was not just a few leaders, such as Martin Luther

King, who "put their mark on history." It was these women, Reynolds said.

The women of the civil rights movement were wise. They knew that they needed to take on both racism and sexism. Together, many women wanted to build new political movements free of all forms of discrimination.

The courage of black female activists also inspired other movements. For example, it inspired the feminist movement and the gay rights movement. A social movement is a group of people who work to get more rights.

King's wife, Coretta Scott King, was a leader too. She used her talent as a singer to spread her husband's message and raise money for the movement. She also worked to support .

Taking Leadership

Image 3. , an official of the Southern Conference Educational Fund, speaks at the news conference on January 3, 1968. To the right of Baker is actress . Photo: Jack Harris/AP. [click to enlarge] Martin Luther King was the most famous leader of the Southern Christian Leadership

Conference (SCLC). This was one of the most important civil rights groups of its time. But it was lifelong activist Ella Baker who started the group and set its main goals. Many historians see

Baker as the most important woman of the civil rights movement.

Barbara Ransby is a historian. "Baker operated in a political world that was, in many ways, not fully ready for her," Ransby wrote. "She inserted herself into leadership situations where others thought she simply did not belong."

A Parallel March On Independence

The movie "Selma" showed King's role in the marches that went from Selma to Montgomery,

Alabama, in 1965. Their goal was to push the government to pass a law. The law would make sure that all Americans could vote, not just white Americans. King was the most famous leader, but one of the marches' main organizers was . She was barely shown in the movie.

Even when women are remembered, it is not based on who they really were. Take , for example. She is often seen as an accidental hero.

"Everyone seems to think she was a frail little woman," Reynolds said. They think she only sat down at the front of the bus because she was tired and her feet hurt. The truth is that Parks was an activist her whole life. What she was tired of was "being put on the back of the bus."

Another important civil rights leader was . She stood on the platform with King during the March on Washington. She said many women were furious because they were mistreated during the march. Height wanted others to notice that women faced sexism. Along with other black female leaders, she held a separate march. The women marched down Independence Avenue, while the men marched down .

"Black Women Are Going To Lead The Way"

Today, there is a new generation of black female activists. Political leader Donna Brazile said the nation should be ready for more of them.

"Black women are taking an active role in beginning what I call the next phase of the black political movement," she said. "Black women are going to lead that way, but we're not going to be alone. We're going to bring as many people with us. Because in moving the country forward, we can leave no one behind."

Grade 4 ELA/Reading WEEKLY DISTANCE LEARNING STUDENT SCHEDULE

Week 4 Directions: Read the directions for each lesson and complete the lesson activity.

Guiding Questions: What can we learn from the process of ratifying the 19th Amendment? How can stories inspire us to take action to contribute to a better world? How and why can we encourage and support others to contribute to a better world?

Materials Needed: Text, Lessons and Note-Catchers, Pencil

Read Do Day 1 The many black Note-catcher ​ women who helped to build the civil rights movement? Day 2 The many black Note-catcher ​ women who helped to build the civil rights movement? Day 3 The many black Note-catcher ​ women who helped to build the civil rights movement? Day 4 The many black Quiz ​ women who helped to build the civil rights movement? Day 5 The many black Writing Activity ​ women who helped to build the civil rights movement?

Lesson 1

Target I can determine the main idea of a text and find supporting details.

Text, ● The many black women who helped to build the civil rights Materials movement. ​ ● Lesson 1 Note-Catcher, Pencil

Read With a family member, caregiver, or a friend, read The many black ​ women who helped to build the civil rights movement. ​ Think ● What is this article about? ● Why does the author title the article, The many black women ​ ​ who helped to build the civil rights movement?

Talk With your family member, caregiver, or friend, talk about the following questions:

Remember that the main idea is the big idea that the author wants you to understand and take away from reading a text. A supporting detail is information from the text that supports, explains, defines or proves the main idea. Also, the title is a place the author can capture the main idea of the text.

● What is another title the author could have given this article? ● What evidence from the text supports your thinking? ● What explicit information in the text supports your thinking about the main idea? (supporting details)

Write Thinking about your conversation use the Note-Catcher to record your main idea. Then find 3 supporting details from the text and record them on the Note-Catcher.

Closing ● Share your writing with someone and tell why you chose to draw or write what you did. ● After you complete your assignment remember to read a book with a family member, caregiver, or friend for 20 minutes.

Lesson 1 Note-Catcher

Directions: Record your conversation about the main idea and supporting ​ details from the text. ​

What is another title for the text that captures the main idea?

Supporting Details Notes

(What explicit information from the text supports your thinking about the main idea?)

Lesson 2

Target I can determine the meaning of general and domain specific words and phrases as they pertain to the article, The many black women ​ ​ who helped to build the civil rights movement. ​ Text, ● The many black women who helped to build the civil rights Materials movement. ​ ● Lesson 2 Note-Catcher, Pencil

Read With your family member, caregiver, or friend, reread the section with the subheading “Even In The Background, Women Made History” ​ ​ from The many black women who helped to build the civil rights ​ movement. ​ Think Remember that close readers use strategies to figure out the meaning of words they don’t know: ● context: read the sentences around the word ● look at the affixes for clues (example: disapprove) ​ ​ ● look at the root of the word for clues (example: disapprove) ​ ​ ● use a dictionary

Think about the following questions: ● What is this section mainly about? ● How does this section support the main idea of the whole text? ● What does the phrase “put their mark on history” mean?

Talk With your family member, caregiver, or friend, talk about the following questions:

● What does the phrase “put their mark on history” mean? ● What clues can you find in the text that help you understand the meaning of this phrase? ● What is another way to say the phrase “put their mark on history”?

Write On the Note-Catcher record the meaning of the phrase “put their mark on history”. Then record how this phrase supports the main idea of the text.

Closing ● Share your writing with someone and tell why you chose to draw or write what you did. ● After you complete your assignment remember to read a book with a family member, caregiver, or friend for 20 minutes.

Lesson 2 Note-Catcher

Directions: Record the meaning of the phrase “put their mark on history”. Then, ​ record how this phrase supports the main idea of the text.

What is the meaning of the phrase, “put their mark on history”?

What clues from the text support your answer?

What is a synonym (a word that means the same thing) for the word “mark” as it is used in the text?

How does this phrase support the main idea of the text?

Lesson 3

Target I can explain ideas or concepts in a historical text including what ​ happened and why.

Text, ● The many black women who helped to build the civil rights Materials movement. ​ ● Lesson 3 Note-Catcher, Pencil

Read With your family member, caregiver, or friend, reread the section with the subheading “Black Women are Going to Lead The Way” from The ​ ​ many black women who helped to build the civil rights movement. ​ Think ● What is this section mainly about? ● How does this section support the main idea of the whole text? ● What is the influence or impact black women activists have on people today?

Talk With your family member, caregiver, or friend, talk about the following questions: ● How does this section support the main idea of the whole text? ● What influence or impact did black female activists have on people today?

Write Using the Lesson 3 Note-Catcher to record thinking about the influence or impact of black female activists on people today.

Closing ● Share your writing with someone and tell why you chose to draw or write what you did. ● After you complete your assignment remember to read a book with a family member, caregiver, or friend for 20 minutes.

Lesson 3 Note-Catcher

Directions: Record thinking about the influence or impact of black female ​ activists on people today.

What are some of the effects of the courage of early black women activists? How did they influence or impact movements and activism today?

Lesson 4

Target I can refer to details and examples in a text when answering questions about what the text says explicitly and when drawing inferences from the text.

Text, ● The many black women who helped to build the civil rights Materials movement. ​ ● Lesson Quiz, Pencil

Read With your family member, caregiver, or friend, reread The many black ​ women who helped to build the civil rights movement. ​ Think Remember the work that you have done this week:

● You have found the main idea of the article. ● You have found the meaning of words and phrases in the text. ● You have thought about the effects of the early black women activists.

Talk With your family member, caregiver, or friend, talk about the following questions:

● What is the main idea of this article? ● What are the main ideas of the sections that you reread? ● What were some of the important supporting details?

Write Answer the questions on the Lesson 4 Quiz.

Closing ● Share your writing with someone and tell why you chose to draw or write what you did. ● After you complete your assignment remember to read a book with a family member, caregiver, or friend for 20 minutes.

Lesson 4 Quiz

Directions: Using the article, answer the following questions. ​

1. Why were African-American women key to the civil rights movement?

a) They accidentally became activists due to unfair conditions. b) They helped organize marches and sparked political boycotts. c) They took actions to make sure only African-Americans could participate. d) They delivered key speeches after the "I Have A Dream" speech.

2. Read the following paragraph from the article.

The women of the civil rights movement did not get to say what their dreams were. None of them were given much time to speak. Many black women felt that their voices were being ignored.

How does this paragraph support the MAIN idea of the article?

a) It shows the types of dreams the black women of the civil rights movement had. b) It helps explain why the work that black women did in the civil rights movement is not well known. c) It shows what the black women in the civil rights movement wanted to speak about. d) It helps explain why black women in the civil rights movement were not given much time to speak.

3. Based on the article, which of the following is true?

a) Black women suffered more racism than black men. b) Black women opposed sexism that black men ignored. c) Black women opposed violent protests unlike black men. d) Black women fought for the right to vote unlike black men.

4. Read the following paragraph from the article.

Barbara Reynolds is a journalist and a minister. "There were hundreds of unnamed women who participated in the movement," she said. It was not just a few leaders, such as Martin Luther King, who "put their mark on history." It was these women, Reynolds said.

Which statement BEST summarizes the paragraph?

a) Martin Luther King was a leader in the civil rights movement. b) Martin Luther King was a leader who put his mark on history. c) A black woman named Barbara Reynolds is a journalist and a minister. d) Hundreds of black women participated in the civil rights movement.

5. Which of the following represents the view of African-American women in the civil rights movement?

a) Women should accept the sexism of men to better fight a enemy. b) Men rather than women should deliver important speeches at marches. c) The civil rights movement should focus on fighting racism alone. d) The fight against racism is part of a larger fight for human rights.

6. If the section "Taking Leadership" was organized in chronological order, which sentence would come FIRST?

a) Martin Luther King was the most famous leader of the Southern Christian Leadership Conference (SCLC). b) This was one of the most important civil rights groups of its time. c) But it was lifelong activist Ella Baker who started the group and set its main goals. d) Many historians see Baker as the most important woman of the civil rights movement.

7. How did sexism affect African-American women?

a) They could not vote. b) They could not organize marches. c) They could not march in public protests. d) They had fewer opportunities to speak.

8. Read the section "Black Women Are Going To Lead The Way." How does this section contribute to the article's MAIN idea?

a) It explains why black female activists were ignored in the past. b) It explains how black female activists solved a problem. c) It describes some famous events that black female activists led. d) It describes the next steps that black female activists will take.

Lesson 5

Target I can report on a topic in an organized manner, using appropriate ​ facts and relevant, descriptive details to support main ideas; speak clearly at an understandable pace.

Text, ● The many black women who helped to build the civil rights Materials movement. ​ ● Lesson 5 Note-Catcher, Pencil

Read With your family member, caregiver, or friend, reread The many black ​ women who helped to build the civil rights movement. ​ Think Think about how you would explain what was black women’s role in ​ ​ the history of equal rights in the .

● What main idea would you share? ● What phrases from the text would you use to support your main idea?

Talk With your family member, caregiver, or friend, talk about the following questions:

● What are the most important main ideas of this article? ● What are the most important supporting details? ● What words or phrases from the text would best support your main idea?

Write Using the lesson 5 Note-Catcher, write 3-4 sentences that explain black women’s role in the history of equal rights in the United States. When you are finished, practice reading your sentences out loud to a family member, caregiver, or friend. Remember to speak clearly and fluently!

Closing ● Share your writing with someone and tell why you chose to draw or write what you did. ● After you complete your assignment remember to read a book with a family member, caregiver, or friend for 20 minutes.

Lesson 5 Writing Activity

Directions: Write 3-4 sentences that explain black women’s role in the history of ​ equal rights in the United States. When you are finished, practice reading your sentences out loud to a family member, caregiver, or friend. Remember to speak clearly and fluently!

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Grade 4 - Week 4

Talking Math Day 1 Launch What can you count in this picture?

Describe the rectangles you see in the picture using the phrases half of, third of, and fourth of.

If the dimensions of each rectangle is 10 inches by 6 inches, what is the area of each rectangle in the sign? What is the perimeter of each rectangle?

Describe the angles you see in the letters M and E in the picture. How many, or about how many, degrees is each angle?

Grade 4 - Week 4

Talking Math Day 2

Launch

What shapes do you see in the picture? Where do you see them?

Show how you could split the wheel to make halves. Show how you could make fourths.

Show how you could split the wheel to make halves. Show how you could make thirds?

Each revolution of the wheel takes 30 minutes. If a person started riding at 9:45 am and rode 3 consecutive times, what time would they get off the wheel?

Priya got on the wheel at the bottom for a ride. The wheel moved 45 degrees and stopped.

What is her approximate location in the picture?

Grade 4 - Week 4

Talking Math Day 3

How might you sort the vehicles into 2 categories? How many vehicles would be in each category?

Which tool would you use to measure the length of a car: a ruler, a meter stick or a tape measure? Why would you use that tool?

Would the amount of gasoline in a car be measured in grams, kilograms, or liters? What other amounts would be measured in liters?

If a car has 5 liters of gasoline in its tank, how many milliliters is that?

Grade 4 - Week 4

Talking Math Day 4

How many more gloves are needed for there to be 20 gloves? Write an equation to match your thinking

Is the number of gloves odd or even? How do you know?

Write as many multiplication equations as you can to match something in the picture.

Is the number of gloves prime or composite? How do you know?

Grade 4 - Week 4

Talking Math Day 5 Andre says a chili pepper is about 3 inches long. Jada says a chili pepper is about 8 centimeters long. Can they both be right? Explain your reasoning.

A typical tomato weighs 123 grams. How much would 5 tomatoes weigh?

A typical serrano pepper weighs 6 grams. If there are 75 peppers in a box, how much does the box weigh?

A large head of cabbage can weigh 2½ pounds. How many ounces is that?

HOME/SCHOOL CONNECTION—WEEK 2, A Investigation 2: Ecosystems Review A few weeks ago you started studying the environment where you live—your neighborhood. We hope you are still going outside regularly to make your observations. Are you seeing signs of the seasons changing? Try for one observation per week in this long-term investigation. Read interactive e-Book on FOSSweb—FOSS Science Resources: Environments Login to FOSSweb, and from your Media Library, fnd the e-Book. From the Table of Contents go to the article “Setting up a Terrarium” on pages 13-15. After reading, record In your science notebook what a terrarium needs in order to provide for the living things that live and grow there. Take notes of the design for a homemade terrarium on page 15. Investigation Now it is your turn to design a terrarium using empty recycled materials. You may decide to use a clear plastic lettuce container, pretzel container, or a 2-liter soda bottle. Whatever you decide to use, make sure it is very clean. Focus Question: How will the terrarium meet the needs of organisms? Some materials you may decide to use: • Container (clear, plastic, holds its shape) • Soil (potting soil or soil from outside) • Gravel or small pebbles, sand could work too • Seeds or small plants • Scissors • Water • Small garden animals (isopods, small beetles, or snails are good choices) (Rule: If you don’t know what the animal is—don’t pick it up.) • Small rocks, leaf litter (from the ground), small pieces of wood Create your design Sketch out the design for your terrarium in your science notebook. Add labels that explain the function of the items you include. Depending on the way you are doing school-at- home, you may want to share your design with your teacher and class. You might plant some garden seeds, some seeds you fnd in your kitchen (dried beans or popcorn kernels) or seeds you fnd outside. You could plant a cutting from a small house plant. (continued on the next page) FOSS Next Generation Environments Module © The Regents of the University of California Investigation 2: Ecosystems Can be duplicated for classroom, workshop, or home-school use March 30, 2020 HOME/SCHOOL CONNECTION—WEEK 2, A (Continued) Investigation 2: Ecosystems

When you are ready to start building, check in with an adult at home, and run your design by them. If the adult does not want the terrarium to live inside, you can still create the design in your notebook and perhaps keep it outside in a place that gets indirect sunlight. Build your terrarium! Build your terrarium according to your design. One tricky thing about a terrarium is knowing how much water to add. If after watering, the sides of the container are covered completely in condensation, you may need to open it a little to let some water evaporate. No condensation and the soil looks dry, perhaps not enough. Record in your notebook the amount of water you add and how often. Once you have the right level of moisture you might not need to open the terrarium. Clean up.

Respond to the focus question in your notebook. How will the terrarium meet the needs of organisms?

In your notebook, record observations about your terrarium over time.

FOSS Next Generation Environments Module © The Regents of the University of California Investigation 2: Ecosystems Can be duplicated for classroom or workshop use. March 30, 2020 HOME/SCHOOL CONNECTION—WEEK 2, B Investigation 2: Ecosystems Investigation Take a moment, put your head down, and shut your eyes for about one minute. What sounds do you hear in your home? What sounds do you hear outside of your home? Go ahead and do it now. Today, you will go outside and listen for outdoor sounds, but before you do that set up your notebook. You will need to record information about what you hear, the characteristics of those sounds, and what those sounds tell you. Something like this: What information Sound I heard Sound characteristics does this tell me?

Focus Question: How do animals use their sense of hearing? After getting permission from an adult family member, go outside for about 15 minutes with your science notebook. Find a place to stand or sit. If you do not have permission to go outside, sit next to an open window. Pay particular attention to animals you see, including humans—what noises are they making? What do you think this tells you about the animals? Are other animals interacting with the noise makers? After you have spent about 15 minutes doing this come inside and do some refection in your notebook. Look at the data in your chart. Did you see any animals making noises? What did this tell you about the animal? If you heard a siren—what does that noise tell you? I f you heard baby birds chirping, what might they be trying to tell the momma and papa birds? Make sure your chart is fully flled in—all three columns with several examples.

(continued on the next page)

FOSS Next Generation Environments Module © The Regents of the University of California Investigation 2: Ecosystems Can be duplicated for classroom, workshop, or home-school use March 30, 2020

OUSD Distance Learning

Social Studies assignment continues working from Week 1_packet

April 2020