Ubd Unit Cover Sheet

Unit Title: The Difference Between Black and White: The Continuing Struggle for Equality

Grade Level: 9-12; High School

Subject/Topic Area(s): U.S. History

Designed By: Lori Flippin, Instructor Lawrence High School- USD 497 1901 Louisiana Lawrence, Kansas 66044 (785) 832-5050 ext 1972

Time Frame: 3-5 class periods (depending on amount designated for homework)

Brief Summary of Unit:

By investigating the complexities of the Civil Rights Movement of the 1950s and 1960s, the students will become aware of the struggle for racial equality throughout this nation. They will bear witness to the realization that the Civil Rights Movement has a historical significance, is a continual struggle, and ultimately, impacts all Americans. Students will incorporate a vast array of methodology as they explore the Supreme Court Decision in Brown v. Topeka Board of Education, the integration of Central High School in Little Rock, AR, the Montgomery Bus Boycott, and various individuals that impacted the numerous Civil Rights marches, sit-ins, and protests. Students will implement research strategies as they analyze primary and secondary source materials and fulfill the assignment obligations. The assessment requires students to complete three (3) of the boxes on the TIC TAC TOE assignment sheet, either horizontally, vertically, or diagonally. They will then share their activities with the class, create an all-school display of the Civil Rights Movement, culminating with a self-evaluation and reflective journal entry. STAGE 1-DESIRED RESULTS Content Standards

▲ Assessed Indicators

USB3I7▲ The student will examine the struggle for racial and gender equality and for the extension of civil rights. USB5I3▲ The student will used primary and secondary sources about an event in U.S. history to develop a credible interpretation of the evaluating on its meaning USB5I4 KB4I2 Big Ideas Students will understand that…

the struggle for racial equality and the pursuit of civil rights is ongoing.

the Civil Rights Movement influences all Americans.

Essential Questions:

What is the Civil Rights Movement?

How does ethnicity (race) impact the behavior of American society?

Why should people, today, be aware of the sacrifices made in the fight for racial equality?

Students will know: Students will be able to: what the struggle for racial critically analyze primary and and gender equality during the secondary sources related to the Civil Rights Movement entailed. Civil Rights Movement. that the pursuit of individual choose the specifics of their rights is a continuous process. assignment and depending on their selection, be able to that many people were involved incorporate a variety of and made tremendous sacrifices learning strategies/activities in the struggle for racial as they complete the equality during the Civil requirements of their lesson. Rights Movement. STAGE 2 ASSESSMENT EVIDENCE Performance Task (Summarize with GRASPS template) Your goal is to choose 3 boxes from the assignment sheet: diagonally, vertically, or horizontally, and complete the specifics of each assignment. Accessing prior knowledge and/or researching new topics about the Civil Rights Movement from the 1950s and 1960s will assist in your decision-making process about which 3 items to choose. Your ultimate role is that of a student, however, throughout the lesson you may be a researcher, a sculptor, an artist, a writer, a director, or a technological guru. The audience includes your classmates and school student body as the situation dictates an all-school display of the Civil Rights Movement. Your products, as chosen within the TIC TAC TOE assignment, will be displayed for the entire school in a display cabinet. Key Criteria The students will demonstrate their understanding of the complexities of the Civil Rights Movement by completing three assignments of their choosing. The assignments are designed to address varied learning styles, allow for creativity, utilize primary and secondary sources, incorporate multiple learning strategies and encourage self-expression. The teacher will use a grading rubric to assess the students’ work.

Other Evidence The student will complete a self-assessment, including a summary statement about what they learned throughout this lesson. Also critiqued will be the students’ use of class time and participation in class discussions. GRASPS Blueprint

GOAL: Your task is to develop an awareness of the Civil Rights Movement and an appreciation for the people who sacrificed and survived this tumultuous time in American History.

ROLE: Your job is to select and complete three (3) boxes on the TIC TAC TOE assignment sheet. They must be in a line, either diagonally, horizontally, or vertically.

AUDIENCE: The target audience is the student body in your classroom/school.

SITUATION: The challenge involves identifying what specific topics, relevant to the Civil Rights Movement that you would like to research and then complete an appropriate activity applicable to the topic.

PRODUCT, PERFORMANCE, AND PURPOSE: You will be required to complete three (3) assignments of your choosing, per TIC TAC TOE assignment sheet. Additionally, each student will complete a self-assessment and present/share their project to the remaining class members. Standards: You will be assessed by using a teacher-created rubric, a self- assessment reflective writing, and a peer focused feedback forum.

Stage Three – Learning Plan Where-On the chalkboard (wipe board) the teacher will write, “Putting the ‘Movement’ back into the Civil Rights Movement”. Discuss that ‘Movement’ indicates motion, evolution, and change, and that this unit is going to explore and incorporate the multi-faceted events, specifically during the fight for racial equality during the 1950s and 1960s that help facilitate a change in the United States. The teacher, utilizing the powerpoint presentation (on CD), will provide an introduction/overview of the Civil Rights Movement, accessing prior knowledge as necessary, and then present the student with an assignment sheet outlining the requirements of the projects. The teacher will make available written and virtual resources, technology/computers/cameras, photos, analysis forms, art supplies, and any other resource deemed appropriate by student assignment.

Hook-Choose one or blend them Hook 1: The teacher shall play the song “We Shall Overcome” as students enter the classroom. Have the words to the song displayed on an overhead and discuss the authors’ lyrics and meanings and why this song would become an anthem for the Civil Rights struggle.

Hook 2: Have a video clip, relevant to the Civil Rights Movement, playing as students enter the classroom. I suggest the scene from Crisis at Central High when Elizabeth Eckford is being screamed at and harassed by the mob of white students on the first day of the integration in Little Rock. Discuss with students why the white students behaved this way and how Elizabeth Eckford must’ve felt. Help students understand that many, many people, black AND white have been impacted by racial injustices. (On a personal note, I have met Elizabeth Eckford and I had a chance to visit with her about this event…I would share her words with my students at this time.)

Hook 3: The teacher will write on the board: Define what a black person is? What does it mean to be white? The teacher will have the classroom chairs obviously divided into two separate sections, with a sign above each area: “Whites Only” & “Colored Students”. Without further explanation, instruct students to sit down and answer the questions on the board. After the obvious turmoil/confusion that will occur, discuss the ramifications of segregated classrooms. Elaborate and discuss as a class the bell- ringer questions.

Explore/Enable/Equip- The teacher will provide students with the assignment sheet and assessment criteria. **See TIC TAC TOE assignment sheet and grading rubric. (S)he will go over each ‘box’, clarifying the requirements and answering questions. The teacher will then make available the appropriate resources. The students will select which 3 ‘boxes’ they will complete, getting pre-approval of topics as needed. Students will brainstorm, research, investigate, analyze, and finally culminate their information into the project requirements. The teacher will keep track of what three assignments each student is completing and act as a facilitator, offering suggestions and encouragement as needed.

Reflect/Rethink- As students present their work to the class, they need to consider how ‘race’ impacts human behavior, both historically and in modern times. Additionally, they need to be empathetic to those that did sacrifice and suffer so that those in more recent times can relish in the strides that have been made toward racial equality. Students will be asked to complete a reflective journal entry/self-assessment outlining what they learned with this project and how they think it will impact their lives.

Evaluate- Students will complete a self-evaluation rubric on their assignments. Students will also offer feedback to other students as they present their assignment to the class.

LESSON MODIFICATIONS: For younger aged students, struggling learners, or a collaborative activity you might work in teams of three (3) with each team member completing one (1) box. SUGGESTED RESOURCES:

WEBSITES: http://www.africanamericans.com/CivilRights.htm http://www.tolerance.org/memorial/index.html http://www.civilrightsteaching.org http://www.watson.org/~lisa/blackhistory/contents.html http://www.cartoonistgroup.com/bysubject/civil_rights/index.php http://www.spartacus.schoolnet.co.uk/USAcivilrights.htm http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2004/sept ember04/civilrights.htm http://www.pbs.org/wgbh/amex/scottsboro/filmmore/index.html http://www.centralhigh57.org/ http://memory.loc.gov/learn/features/civilrights/flash.html http://multicultural.mrdonn.org/AfricanAm.html#CivilRights http://www.loc.gov/exhibits/civilrights/cr-exhibit.html http://rubybridges.com http://school.discovery.com/lessonplans/programs/civilrights/ http://www.civilrightsmuseum.org/ http://www.reportingcivilrights.org/

continued on next page SUGGESTED WRITTEN/AUDIO/VISUAL RESOURCES: Putting the Movement Back Into Civil Rights Teaching by Deborah Menkart (Editor), Jenice View, Alana D. Murray ISBN: 1878554182

Teaching the American Civil Rights Movement: Freedom's Bittersweet Song by Julie Armstrong (Editor), Susan H. Edwards (Editor), Houston B. Roberson (Editor), Rhonda Y. Williams (Editor), Susan Hult Edwards (Editor) ISBN: 0415932572

Warriors Don’t Cry by Melba Pattillo Beals ISBN: ISBN: 0671899007

Crisis at Central High: Little Rock, 1957-58 by Elizabeth Huckaby ISBN: 0807107794 and accompanying video

Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle by Sara Bullard ISBN: 0195094506

Through My Eyes by Ruby Bridges, Margo Lundell, (Editor) ISBN: 0590189239

Freedom’s Children; Young Civil Rights Activists Tell Their Own Story by Ellen Levine

Black, White, & Brown, Brown versus the Board of Education SKU: KTWU-0016

The Civil Rights Movement: a photographic history, 1954-1968. Steven Kasher, Abbeville Press, 1996

Nine From Little Rock, Charles Guggenheim, (DVD)

Milestones of the Civil Rights Movement, (DVD)

MATERIALS NEEDED: Resource books Assignment Sheet: TIC TAC TOE We Shall Overcome music/CD Civil Rights video clip e.g. Crisis at Central High Computer & Internet access Art Supplies: i.e. markers, glue, colored pencils, poster- board, construction paper, modeling clay, rulers, scissors, Powerpoint presentation/CD entitled Civil Rights & Race Relations