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SREB Readiness Courses Transitioning to College and Careers Literacy Ready History Unit 1

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SREB Readiness Courses Transitioning to College and Careers Literacy Ready History Unit 1 SREB Readiness Courses Literacy Ready . History Unit 1 SREB Readiness Courses Transitioning to college and careers Literacy Ready History Unit 1 . Civil Rights Movement Southern Regional Education Board 592 Tenth Street, NW Atlanta, GA 30318 (404) 875-9211 www.sreb.org 1 SREB Readiness Courses | Transitioning to college and careers Literacy Ready . History Unit 1 Table of Contents Course Overview ................................................................................................3 Pacing Guide .....................................................................................................4 Lesson 1: What is History? ................................................................................7 Lesson 2: Gateway Activity—Civil Rights ........................................................25 Lesson 3: Anchor Text and Essential Questions ..............................................40 Lesson 4: Project Development .......................................................................52 Lesson 5: Reading and Annotating a Chapter .................................................60 Lesson 6: Taking and Integrating Notes from Lecture .....................................83 Lesson 7: Research Project: Identifying and Annotating Sources ..................94 Lesson 8: Identifying Historical Claims and Evidence ...................................104 Lesson 9: Taking History Exams ....................................................................117 Lesson 10: Analyzing Political Cartoons ........................................................127 Lesson 11: Writing a Historical Narrative .......................................................137 Lesson 12: Comparing Two Presidential Speeches ......................................158 Lesson 13: Creating a Presentation ...............................................................172 Lesson 14: Answering the Essential Question ...............................................182 References .....................................................................................................193 2 SREB Readiness Courses | Transitioning to college and careers Literacy Ready . History Course Overview Overview and Rationale: This first unit involves students in reading about the Civil Rights Movement, with a special focus on the Freedom Rides. Students discover what we learn as history is not the story of what happened in the past, but historian’s interpretations of what happened based upon artifacts, primary source and other documents and upon what other historians have said. The unit begins with exploring documents that have different points of view about the Little Rock Nine. Through the unit, students read textbooks and other documents including photographs, speeches, newspaper articles and political cartoons in order to answer the essential question. Students also do their own investigation of a topic related to the Civil Rights Movement, take a history test and write a historical account. Unit Objectives 1. Students recognize the disciplinary constructs that influence how reading and writing take place in history classes. 2. Students will be provided with a guided approach to the critical thinking tasks that students will be expected to do independently in college or career environments. 3. Students will engage in close readings of complex texts. This involves identifying claims and evidence as well as the ability to read critically. 4. Students will find textual support or evidence for an author’s and their own inferences/ claims. 5. Students will annotate texts to organize information and their own ideas. 6. Students will read multiple texts, including non-print texts, and analyze how their content, style, genre and perspective help determine meaning. 7. Students will develop reading endurance, or the ability to read lengthy, complex texts independently. 8. Students will write an argumentative essay based on evidence referenced from assigned texts. Essential Question How did the Civil Rights Movement of the 1960s transform the concept and practice of liberty in America? Sub-questions: 1. What changed? Was the change legal, social, political, economic or cultural? 2. Who was responsible? 3. What tactics were used? Were these legal, social, political, economic or cultural? 4. What challenges were faced? 3 Course Overview SREB Readiness Courses Pacing Guide Literacy Ready . History Unit 1 Week 1 Lesson 1: What is History? 1. Students will learn what history is by reading four short documents about the Little Rock Nine in order to answer the question: What was Governor Faubus’ motivation in trying to keep the nine African American students out of Central High School? 2. Students will consider the source and the context of each document and they will be seeing what is corroborated or not across documents. 3. Students will learn the difference between primary source documents and tertiary source documents. 4. Students will learn to use textual evidence to support their claim about Governor Faubus’ motivation. 5. Students will review expectations for the essay assignment and elements of the scoring rubric. Lesson 2: Gateway Activity—Civil Rights 1. Given a group of photographs depicting scenes from the Civil Rights Movement, students will use the National Archives and Records Administration process for analyzing a photograph. 2. Students will interpret photographs using information about context and source in addition to content. 3. Students will begin a timeline of the Civil Rights Movement using the photographs and prior knowledge of Civil Rights Movement events. 4. Students will be able to explain that sourcing, contextualization, corroboration and chronology are aspects of history reading. Lesson 3: Anchor Text and Essential Questions 1. Students will demonstrate their understanding of the focus of the unit, the time period in which it takes place and the kinds of questions their reading will help answer. 2. Students will demonstrate that they are actively engaging in close reading of the textual material through their annotations and reading behaviors. 3. Students will show understanding of the targeted vocabulary. Week 2 Lesson 4: Everything but the Paper: Introduction to the Research Project 1. Students will use primary and secondary sources in writing, demonstrating that they understand the implications of their differences. 2. Students will identify the perspective or bias of a text author and interpret the text in light of that perspective. 3. Students will take into account the context of a text (time period in which it was written, the audience for whom it was intended, etc.) when interpreting a text. 4. Students will evaluate the trustworthiness of various sources. 4 Course Overview SREB Readiness Courses Pacing Guide Literacy Ready . History Unit 1 Lesson 5: Reading and Annotating a Chapter 1. Students will demonstrate their ability to engage in close reading by their interpretations of sentences from a history text. 2. Students will show through their annotations that they are identifying historically important information about the Civil Rights Movement from reading. Week 3 Lesson 6: Taking and Integrating Notes from Lecture 1. Students will demonstrate that they have understood the lecture through their lecture notes. 2. Students will demonstrate the ability to synthesize two sources of information. 3. Students will show understanding of the targeted vocabulary words through an exit slip. Lesson 7: Research Project—Identifying and Annotating Sources 1. Students will find five sources for their research project using their school’s Internet sources. 2. Students will annotate the sources, summarize and evaluate them. 3. Students will follow MLA or other format for citing the sources. Week 4 Lesson 8: Identifying Historical Claims and Evidence 1. Students will be able to identify both implicit and explicit claims made by the historians in the PBS special and describe the evidence for those claims. 2. Students will show their understanding of corroboration by identifying corroborating evidence in the PBS special. Lesson 9: Taking History Exams 1. Students will utilize strategies to generate their own exam review questions. 2. Students will learn to ask and answer higher-level questions. 3. Students will learn to use group testing as a way to increase their ability to explain and understand history concepts. 4. Students will be able to evaluate their own exam performance. 5 Course Overview SREB Readiness Courses Pacing Guide Literacy Ready . History Unit 1 Week 5 Lesson 10: Analyzing Political Cartoons 1. Students will describe the claim implicit in a political cartoon about the Civil Rights Movement. 2. Students will describe the techniques of exaggeration, labeling, analogy, and irony as they appear in political cartoons. 3. Students will use sourcing, contextual information and the cartoon content to describe the viewpoint of the cartoonist. Lesson 11: Comparing Two Presidential Speeches 1. After reading two speeches and reading a portion of a textbook chapter, students will identify similarities and differences in the two speeches and explain them using information about sourcing and contextualization. 2. Students will determine whether or not they can explain the similarities and differ- ences using the contextual information in the chapter or whether there is some other explanation. Week 6 Lesson 12: Creating a Presentation 1. Students will complete an outline of their research project. 2. Students will complete a PowerPoint that discusses their
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