Social Studies and TheaterSocial Studies and Theater

Grade 2Grade 2By: Radhai HariharanBy: Radhai Hariharan

Lesson OverviewLesson Overview

This lesson is about the heroic This lesson is about the heroic actions of Rosa Parks and the actions of Rosa Parks and the resulting change in segregation laws. resulting change in segregation laws. It also helps students to perform a It also helps students to perform a skit using characters, setting and skit using characters, setting and conflict.conflict.

StandardsStandards

Social Studies2.5 Students understand the importance of individual action and

character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

Theater2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

ObjectivesObjectives

Students will learn about the story of Rosa Students will learn about the story of Rosa Parks and the unjust laws. Parks and the unjust laws.

Students will be able to complete a Students will be able to complete a diagram illustrating the seating diagram illustrating the seating arrangements on buses in Montgomery, arrangements on buses in Montgomery, Alabama, in 1955. Alabama, in 1955.

In groups, all students will be able to role In groups, all students will be able to role play the scene on the bus on that play the scene on the bus on that December day in 1955 when Rosa Parks December day in 1955 when Rosa Parks refused to move to the back of the bus.refused to move to the back of the bus.

VocabularyVocabulary

ContentContent

Rosa Parks, Black History, African Rosa Parks, Black History, African American, Montgomery, boycott American, Montgomery, boycott

AcademicAcademic

Drama, role play, worksheet, seating Drama, role play, worksheet, seating arrangement arrangement

ProcedureProcedure

To get students attention and to set the mood for To get students attention and to set the mood for the story: Ask students wearing red to get up and the story: Ask students wearing red to get up and go stand in the back. Let them know they have to go stand in the back. Let them know they have to stand until the end of the day.stand until the end of the day.

Ask the students who are standing, how they feel.Ask the students who are standing, how they feel. How would you feel if you can’t drink from the How would you feel if you can’t drink from the

same fountain as your peers? If you have to eat, same fountain as your peers? If you have to eat, sit and go to movies that are different from your sit and go to movies that are different from your peers. If you are forced to go to different schools, peers. If you are forced to go to different schools, because of the color of your skin.because of the color of your skin.

Now read one of these books to Now read one of these books to introduce Rosa Parks:introduce Rosa Parks:

Where did Mrs. Parks sit on the bus?Where did Mrs. Parks sit on the bus?

She sat on the aisle in the second row of seats She sat on the aisle in the second row of seats opposite the driver’s side. The front 10 seats were opposite the driver’s side. The front 10 seats were reserved for whites only. She sat in the first row of reserved for whites only. She sat in the first row of

seats allowed for blacks.seats allowed for blacks.

After sharing the Rosa Parks story, distribute to After sharing the Rosa Parks story, distribute to each student a copy of the Rosa Parks Changed each student a copy of the Rosa Parks Changed the Rules work sheet. the Rules work sheet.

Have some students take turns to read the text at Have some students take turns to read the text at the top of the page that tells about the rules that the top of the page that tells about the rules that were usually followed on buses in Montgomery, were usually followed on buses in Montgomery, Alabama, in 1955. Alabama, in 1955.

Discuss the rules in relation to Rosa's story, and Discuss the rules in relation to Rosa's story, and

have students do the activity on the work sheet.have students do the activity on the work sheet. Next, get ready to role-play so students

understand character, setting and conflict.

Set up eight chairs in two columns like a bus. Have eight students sit in the bus seats and tell them that they have been working all day and they are tired. They are riding the bus home which will take about 30 minutes. (setting)

Tell students that you are a new passenger getting on the bus. Pick a student (not a sensitive one) and tell him or her that he or she must get up and give you his or her seat. If the student hesitates, say "You know the law, people with (red) shirts must give up their seats if someone with a (blue) shirt comes on the bus. So get up or I will have you arrested." (characters & conflict)

Hold a discussion about what happened and the feelings of the people involved. Guide the students to the conclusion that the law is not fair and that it is the responsibility of the individual and community to do something about the law.

Set up chairs in the classroom to reflect the seating arrangement on the bus.

Divide the class into 2 groups A & B. Each group will perform a short skit from the bus scene story, while the other group watches behaving as a good audience.

Students will role play passengers on that bus, acting out the events that day as Rosa got on the bus and as the driver asked Rosa to move to the back of the bus. (so we need passengers, Rosa Parks & bus driver)

AssessmentsAssessmentsSocial Studies Can student correctly fill out the worksheet by Can student correctly fill out the worksheet by

following the directions?following the directions? Can student tell who Rosa Parks is and her story?Can student tell who Rosa Parks is and her story? Can the student explain how her action made a Can the student explain how her action made a

difference?difference?Theater Are students able to identify the characters in the Are students able to identify the characters in the

bus scene. bus scene. Are students able to identify the setting?Are students able to identify the setting? Are students able to identify the conflict?Are students able to identify the conflict? Was the performance engaging?Was the performance engaging? Did the group work cooperatively to perform skit?Did the group work cooperatively to perform skit? Were the students good audience members?Were the students good audience members?

Lesson ExtensionLesson Extension

Connect story to Civil Rights movement Discuss Dr. Martin Luther King Discuss the relationship of individual rights and

community responsibility Discuss how laws have changed from then and

now

ReferencesReferences

http://www.hfmgv.org/exhibits/rosaparks/home.asphttp://www.hfmgv.org/exhibits/rosaparks/home.asp

http://www.educationworld.com/a_lesson/03/lp297-02.shtmlhttp://www.educationworld.com/a_lesson/03/lp297-02.shtml

http://learningtogive.org/lessons/unit37/lesson3.htmlhttp://learningtogive.org/lessons/unit37/lesson3.html