“Will you join me?” Ashley CooperDr. Klienman/AssessmentSpring 2013

“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.” – Margaret Mead

5th Grade- Social Studies“Will you join me?”

I selected 5th grade and the Civil Rights movement as a jumping off point for my UBD Unit Project. I am interested in teaching 5th grade and love Social Studies. I believe that looking at the past and reflecting on the events of the past is the best way of moving forward and making wise calculated decisions.

The Civil Rights Movement is an extremely important time in American History. I find it to be fascinating, fun and very rewarding to study. Leaders emerged and times changed due to people rallying together for a cause. By teaching Social Studies through the concept of movements I hope that a learner would not only understand a particular movement (i.e. The Civil Rights Movement) but will also understand what a movement is and how people are the fire that sparks a movement to be successful or unsuccessful.

It would be my goal as a Fifth grade teacher to not only just teach the Civil Rights Movement through the concept of movement but to teach the entire school year of History through “Movements.” Every piece of history was created through some kind of social, political, economic or geographical movement. I believe that this theme could and would also cross into Art (Renaissance, Abstract, Expressionism, Graffiti), Music (Jazz, Rap, Classical, Harlem), Geography (Westward Expansion, The Gold Rush) and Economics ( Wall Street Crash).

With that being said, pick up your picket sign, we are about to make a Difference!

Stage 1: Standards SS5H8 The student will describe the

importance of key people, events and developments between 1950-1975.

b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), the Montgomery Bus Boycott, The March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.

Transfer Goal Political, Economical, Geographical and

Social movements are happening around us at all times.

One person can make a difference.

Understanding

Movements evoke a change in condition.

Non-Violence is a way of life for courageous people.

Essential Questions

What is a movement?

Can any individual start a movement?

How did the Civil Rights movement evoke change in the United States?

Is non-violence an effective way to protest?

Meaning

Knowledge

Identify and Explain the significance of the following Key players in The Civil Rights Movement. (Rosa Parks, Thurgood Marshall and Dr. Martin Luther King Jr.

Explain the importance of non- violence to The Civil Rights Movement.

Identify and recognize the significance of Civil Rights Protest during The Civil Rights Movement. (Montgomery Bus Boycott, March on Washington)

Conclude the Outcomes and Accomplishments of The Civil Rights Movement.(Voting Right Act and The Civil Rights Act)

Define Movement as it relates to social causes.

Know and Implement Dr. Martin Luther King Jr.’s Six Principles of Non Violence and Six Steps of Non Violent Social Change.

Skills

• Assume different roles to explore perspectives.

• Write and present a persuasive speech.

• Research and Draw conclusions on historical events.

• Read and Evaluate Doctrines, Manifestos and Speeches.

• Participate in a group discussion.

• Work collaboratively.• Design a Plan of Action.• Design and Illustrate a

Billboard.• Construct a non violent protest.• Be Creative.• Promote an Event. • Reflect on work in connection to

coursework.

Acquisition

Stage 2: Evidence

Stage 2: Performance Task 1Enduring Understanding: Students will understand that movements evoke a change in condition. Students will understand that Non-Violence is a way of life for courageous people. • You are an individual living in the United States during the late 1950’s.

You are active member of the Southern Christian Leadership Conference. You have been noticed for your hard work and dedication to the fight for equal rights. Dr. Martin Luther King Jr. has selected you to help in organizing one of the following events: The March on Washington, The Montgomery Boycott, The Greensboro Sit-ins or The Selma to Montgomery March. You must present your event to your community through an educational campaign speech in hopes of persuading people to join your event and cause. Through this campaign speech you must include:

• Why this particular event is worth attending? • Why is the Southern Christian Leadership Conference supporting this event? • What factors or events have occurred to make this event necessary to have? • What the purpose of the event is?• How this event is related to other protest during The Civil Rights Movement?• What the desired achievement of the event would be?• How this event is contributing to The Civil Right Movement? • How this event is inline with Dr. Martin Luther Kings Jr. pedagogy?

Your speech must be at least five minutes in length and will be performed in front of your fellow classmates.

Performance Task 1- Directions Students will revisit several different clips of Dr. Martin Luther King Jr.

speaking at different protest and rallies for equal rights. As a class students would participate in the Thinking Routine, Headlines. (To

answer the second question students would go back in to their Journal and review their thoughts before beginning the Unit.)

Students will have the opportunity to pick a Non-Violent Movements of The Civil Rights Movements that they would like to elaborate on.

Students will be given class time to formulate and write their educational campaign speech.

All students will have access to previous work and resources including books, speeches and the internet.

Students will each receive a one on one teacher conference to help or assist with any questions.

Students will be provided with a self-assessment sheet and rubric to help students make sure they are addressing the appropriate material and content.

After all students’ have prepared for the community rally speech each student will share their speech with their classmates and teacher.

* Students will be assessed based on their self assessment sheets and teacher crafted rubric.

Stage Two: Evidence Understandings

By examining the events of The Civil Rights Movements students will be able to see that conditions before The Civil Rights Movement were different than conditions following the protests at the conclusion of The Civil Rights Movement. Students will understand that Movements evoke a change in condition.

In looking at the non-violent protests of The Civil War Movement as well as reading the writing of Dr. Martin Luther King Jr. students will see that non-violence was used in order to fight for equal rights. Students will understand that the movement proofed effective. Thus making it apparent that Non-Violence is a way of life for courageous people.

Essential Questions

Through examining the pedagogy of Dr. Martin Luther King Jr. as well as connecting it to a non violent protest and concluding the results of the protest students will answer the essential question, Is non violence an effective way to protest?

In researching, reviewing and preparing for the community speech students will formulate answers to how protest lead to the creation of the Voting Rights Act as well as the Civil Rights Act. They will realize that these acts caused change in America thus answering the essential question, How did The Civil Rights Movement evoke change in America?

Stage Two: Evidence

Creating an educational campaign speech promoting a non violent protest guided by the assigned questions will require students to know:

The non violent protests of The Civil Rights Movement. (Montgomery Bus Boycott, March on Washington, Brown v. Board of Education.)

Key Leaders and Activists in The Civil Rights Movement. (Thurgood Marshall, Rosa Parks, and Dr. Martin Luther King Jr.)

The change evoked by The Civil Rights Movement. (The Voting Right Act and The Civil Rights Act)

The teachings and views of Dr. Martin Luther King Jr. through the Six Steps of Non Violent Social Change and The Six Principals of Non Violence.

Students will demonstrate the following skills in preparing and executing an educational persuasive speech:

• Assume different roles to explore perspectives.

• Write and present a persuasive speech.

• Research and Draw conclusions on historical events.

• Read and Evaluate Doctrines, Manifestos and Speeches.

• Participate in a group discussion.

Knowledge Skills

Assessment is authentic and not test-based.

Assessment aligns with specific understandings, skills, knowledge and content of the Unit aligned in Stage 1.

Directions are clear and will be reviewed in class.

Teacher will be able to answer any questions about the directions.

Self Assessment sheets will provide students with a guide for success.

Classroom resources are available for all students.

All work will be completed in class with ample time to complete assignment.

Assessment will be graded on a teacher produced rubric/

Fair and Unbiased?

Performance Task #1

Stage 2: Performance Task #2 Enduring Understanding:The Problem: It is estimated that 160,000 children miss school every day due to fear of attack or intimidation by other students. 1 in 7 students in Grades K-12 is either a bully or a victim of bullying. 56 percent of students have personally witnessed some type of bullying at school. 71 percent of students report incidents of bullying as a problem at their school.

The Challenge:Recently your school has seen a rise in bullying. More and more students are afraid to come to school and those coming to school are spending an exceptional time in the principals office or school’s nurse room. Little school work is getting accomplished due to the disturbances in the classroom. Teachers are growing more and more frustrated because they cannot manage their classroom causing a lack of creative learning to take places. Bullies are taking over the whole school. The school’s principal has no clue how to address the current bullying situation. She has hired you and your team to create a non-violent movement to fight against bullying.

As a team you must start, produce and execute a movement. What issue is your movement addressing? What steps are you going to take to get people involved in your movement? Who is your target audience? What is your plan of action? How will a non-violence campaign affect your movement? What do you want to accomplish at the end of your movement?

Create:You and Your team are responsible for creating an action plan/timeline, an informational billboard and organizing a protest. Your action plan should be a detailed account of how you plan on addressing the problem of bullying as well as steps to create awareness around your school. The informational billboard should bring awareness to the problem and get fellow students and teachers excited about joining your movement. Your protest should identify with Dr. Martin Luther King Jr.’s thoughts on non-violence protest. You will have the opportunity to get other students involved in your protest. Be Creative, Work Together and Solve the Problem.

Individual Reflection:: Individually you will write a one page paper connecting your movement to The Civil Rights Movement.

*Students will be given a group rubric and peer assessment sheet to guide thinking, work and behavior through the Performance Task.

Performance Task 2 Directions Students will be presented with the following statistics about bullying in

America. It is estimated that 160,000 children miss school every day due to fear of attack or intimidation by other students.1 in 7 students in Grades K-12 is either a bully or a victim of bullying.56 percent of students have personally witnessed some type of bullying at school.71 percent of students report incidents of bullying as a problem at their school.

Students will engage in the Thinking Routine, Circle of Perspectives. Perspectives of a bully, a victim, a teacher, a parent, a principal, and a classmate will be explored.

Students will revisit and discuss Martin Luther King Jr.’s Six Steps to a Non-Violent Movement.

Students will be broken up into prearranged groups by the teacher. Students will be given the Problem of creating a movement to fight against

Bullies. Students will be reminded of the goals and rules of working collaboratively in a

group setting. Students will work together in class to develop an action plan, informational

billboard and non-violent protest. All materials will be provided by the teacher. Students will display their billboard in the school’s cafeteria. Students will try to persuade other students during lunch to join their protest. Students will be given a peer assessment sheet in order to evaluate their

colleagues. Students will write a one page reflection paper linking their movement to The

Civil Rights Movement. As a class students will perform a protest to bring awareness to bullies.

*Students will be assessed based on their peer assessment sheets and rubric generated by the teacher.

Stage 2: Evidence Understanding

Through the students creating their own movement to end bullying in their school students will be changing the condition from what was going on before the movement to their outcome after the movement is complete. They will achieve the understanding Movements evoke a change in condition.

Students will construct a non-violent protest in order to draw attention to the issues of bullying in school. By creating a non-violent protest using Dr. Martin Luther King Jr.’s Six Steps of Nonviolent Social Change students will understand that Non Violence is the way of life for courageous people.

Essential Questions

Students will successfully be able to answer the question of What is a movement? and Can any individual start a movement? By hands on creating, implementing and executing their own movement.

Students will create a non-violent protest to explore the essential question: Is non violence an effective way of protest?

In writing a reflection and connection to their own movement students will revisit the changes that took place after The Civil War Movement. In doing this reflection they will form an answer to the essential question: How did the Civil Rights Movement evoke change in the United States?

Stage 2: Evidence Knowledge

By producing, implementing and executing a successful movement students will know: What a social movement is. As

well as the time, effort and work that one must put into project.

By creating a non violent protest students will know: The Six Steps of Non Violent

Social Change written by Dr. Martin Luther King Jr.

The Six Principles of Nonviolence written by Dr. Martin Luther King Jr.

By reflecting on the project and making connections to the coursework students will know: The outcome and

accomplishments of The Civil Rights Movement.

Skills

By participating in Circle of Perspectives students will: Assume different roles to explore

perspectives Engage in a group discussion

By working in a group to produce a movement containing an action plan, billboard and protest students will: Work collaboratively Be creative Create an action plan Create a billboard Construct a Protest Promote an Event

In writing a reflection and connection essay students will: Reflect on work in connection to

coursework

Assessment is authentic and not test-based.

Assessment aligns with specific understandings, skills, knowledge and content of the Unit.

Directions are clear and will be reviewed in class.

Teacher will be able to answer any questions about the directions.

All work will be done in the classroom, providing ample time for students to accomplish the tasks.

Groups will be established by the teacher to promote fairness.

Students will have the opportunity to provide feedback about their fellow group members.

Assessment provides a variety of formats for all different types of learners.

Students will be graded on a teacher generated rubric and peer assessment. (Conferences will be given if need be).

Fair and Unbiased? Performance Task #2

Stage 3: Lesson Plan

• Journal- Cause and Effect

• Compare and Contrast

Journal: Cause and Effect Hook: Students will look at journal entries of Dr. Martin Luther King Jr. Students will be instructed to bring Journal every day. Background Assessment: Students will be asked to participate in the Thinking Routine:

Tug a War. The dilemma will be “The Civil Rights Movement was a pivotal time in America. It required Americans to choose sides and fight for what they believed in.”

Students will use their journals to record cause and effects of The Civil Rights Movement.

(Rosa Parks refused to give up her seat to a white man- The Montgomery Bus Boycott was organized). Students will be encouraged to write reflections and respond to prompts to promote

deep thinking. What would have happened if a white man had given up his seat to Rosa Parks?How would The Civil Rights Movement be different if violence was used in fighting for

equal rights?Are there rights worth fighting for today?

Teacher will look at Journal weekly to read reflections and notes. Journals will not be graded for correctness but for effort.

Closing: Students will participate in a filed trip to the Marin Luther King Jr. National Historic Site. They will browse the museum, see Dr. Martin Luther King’s Jr. original journals and observe a puppet show regarding The Civil Rights Movement.

Journal: Cause and Effect Through journaling through the Unit Students will

come to conclusions about the cause and effects of The Civil Rights Movement. By examining the conditions before and after The Civil Rights Movement students will come to the understanding Movements evoke change in condition. Students will also answer the essential questions: How did The Civil Rights Movement evoke change in America?

Journaling will require students to focus on skills such as writing, reflecting, concluding on ideas and asking questions. Through a journals students will know: The key events and players of The Civil Rights Movement, The Changes that occurred in America due to The Civil Rights Movement and the teachings of Dr. Martin Luther King Jr.

Compare and Contrast Hook: Students will watch a short video depicting The

March on Washington. Students will then view a short video portraying South Africans protesting unemployment and low pay.

Background Knowledge: Students will brainstorm the advantages and disadvantages of non-violent protest and violent protest as a class.

Students will research both The March on Washington and The Protest of the South African people in 2000.

Students will Compare and Contrast the two events using a Venn Diagram.

Closing: Students will Reflect on whether they believe The March on Washington or The South African Protest of 2000 were more effective and Why in a Class Discussion.

Compare and Contrast By looking at both The March on Washington and The

South African protest of 2000 students will come to conclusions about the value of non violence and violence in the form of protest. Students will explore the understanding Non Violence is a way of life for courageous people and answer the essential question Is non violence an effective way to protest?

By constructing a Venn Diagram to illustrate similar points and different points of both protests students will know: The events that occurred leading up to The March on Washington, Dr. Martin Luther Kings Jr.’s view on non violent protest and the outcome that the protest inspired. Students will collaboratively, write their opinions, research and reflect work on their conclusions in this assignment.

Additional Ideas Read, Watch and Analyze Martin Luther King Jr.’s “I have a

Dream Speech.” Have students write their own Dream Speech regarding an issue they feel strongly about.

Freedom’s Children: Young Civil Rights Activist tell their own stories. Through the course of the unit during reading students will examine the stories of 30 African American children or teenagers who lived in the 1950’s and 1960’s. Students will keep a journal to record their feelings and questions about the stories.

Compare and Contrast: Students will compare and contrast the views of Malcolm X and Dr. Martin Luther King Jr.

Picture Book: Students will take on the role of a writer/illustrator. Their task will be to create a picture book depicting the life, challenges and accomplishments of a Civil Rights Activist.

What’s your Cause? Students will find a Movement they feel they would want to become a part of. Students will create a five minute PowerPoint presentation to persuade their colleagues to join in the movement.

Non Violent Steps to Social Change: Students will create posters to illustrate the Six Steps of Non Violent Social Change written by Dr. Martin Luther King Jr.