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Name:__Ashley Stoker, Cheryl Surles_____________________________
Title: _People and Events of the Civil Rights Movement______________
Grade Level: ___4th (but could be used in grades 4-6)__________
SUMMARY OF THE UNIT
In this unit students will focus on the people and events that came about due to the Jim Crow laws of the
south. The unit will follow a time line with background information that led up to the Civil Rights
Movement. Students will have a student journal where they reflect and respond to class discussions,
readings, primary and secondary sources as well as historical role play. Students will gain an
understanding of the different perspectives of the southern people, both white and blacks, and
understand with empathy how the movement changed the world that they live in today. Students will
research an individual from the time period and connect their lives and accomplishments with the
Movement. They will then present their historical character to the class.
SUGGESTED RESOURCES
Civil Rights Bibliography
Bibliography
Bausum, Ann. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement . Des
Moines: National Geographic Children's Books; First Edition edition, 2005.
This is book is about two of the Freedom Riders, John Lewis and James Zwerg. It depicts their two
separate childhoods, one growing up colored and the other growing up white. They both got
involved in the Nashville student movement and then both became Freedom Riders. They
volunteered to continue the Freedom Rides after the bus was set on fire in Anniston, Alabama.
They continued into the Deep South and changed history for the entire nation. This book would be
used as a resource for information about the Freedom Riders.
Blackside. Eyes on the Prize. August 23, 2006.
http://www.pbs.org/wgbh/amex/eyesontheprize/sources/index.html (accessed April 15, 2012).
This web site has a list of documents that express various views of the Civil Rights Movement.
Some examples of the primary sources included are: Letters from a Freedom Rider’s Father dated
1961, a document from Mississippi’s Governor, Ross Bennett titled: No School in our state will be
integrated dated 1962, and a document that tells the Rules for riding desegregated buses from
1956. Many more documents from this period are also available. This would be a teacher resource
but parts of the documents could be used by students as well.
Brown, Walter J. Civil Rights Digital Library: Documenting America's Struggle For Racial Equality. July 11, 2011.
http://crdl.usg.edu/?Welcome (accessed April 15, 2012).
This web site is a great resource for anything a teacher and possibly older students who are
researching information about the Civil Rights Movement. There is a timeline with information on
many of the events that took place from 1954-1068. It has information about the people involved
in the movement as well as a list of topics. Also available is an Educator’s Resource link. This
gives you access to worksheets, quizzes and various other teaching materials.
Bullard, Sara. Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle. New York:
Oxford University Press, USA, 1994.
This book can be used by students in upper elementary or higher, or by educators as a resource
book. This book was written as part of the “Teaching Tolerance” program. It gives a brief
description of blacks in the U.S., then goes through the Civil Rights Movement chronologically.
There are great photos associated with the fight. The last section of the book covers 40 people,
black and white, some who were well known, others who were not who were instrumental in the
movement and lost their lives for the cause.
Cox, Julian. Road to Freedom: Photographs of the Civil Rights Movement, 1956-1968. Atlanta: High Museum of
Art; First Edition edition, 2008.
This is a collection of photographs taken by many different photographers, photojournalists, artists,
and amateurs during the Civil Rights Movement. Pictures include the sit-ins, marches, showdowns
with armed police officers and National Guardsmen, Freedom riders, and others. Thousands of acts
of courage were taken in order to obtain freedom and many of these acts were photographed and
are part of this collection. Teachers and students will find this book useful in presenting the events
for reports, power points or any other type of product that needs primary resource pictures.
Davis W. Houck, David E. Dixon. Women and the Civil Rights Movement, 1954-1965. Jackson: University Press of
Mississippi, 2011.
This book is a teacher resource book that looks at the Civil Rights Movement and examines how
sexual roles and values shaped the strategy, tactics, and ideology of the movement. Feminism
normally deals with issues of patriarchy and prescribed gender roles, this book shows how race
relations continue to complicate sex-based definitions within the Civil Rights Movement. It looks
back on issue prior to the movement as well. It is important to teach the roles both men and
women had in the movement.
Greenberg David, A Tugging String: A Novel About Growing Up During the Civil Rights Era. New York: Dutton
Juvenile, 2008.
This book is written for a 4th grade or higher student. It is a historical fiction book based on the life
of a 12 year old, Duvy Greenberg, whose father was a lawyer for Martin Luther King Jr. and the
protestors who King led in the 1965 Voting Rights March. The book blends memoir, politics, history
and fiction recreating the struggles associated with the movement. Duvy has his own worries being
12, but he is also terrified that his dad’s life is in danger of the Klan. Students can learn a lot of
history through this novel.
jawain. The Civil Rights Movement in Pictures. June 25, 2007. http://www.youtube.com/watch?v=F6kMgUzNxKM
(accessed April 20, 2012).
The is approximately 71/2 min. clip that has pictures of people, events , marches, protests and
other happenings during the Civil Right Movement. These pictures are set to negro spirituals that
were sung during the time period as well. This video could be used in isolation for certain pictures,
or it could be used in a class to show the story of the movement. It would be interesting for
students to view it after studying the people and the events.
King, Martin Luther Jr. I Have A Dream. Des Moines: Scholastic Paperback Nonfiction, 2007.
This book can be used at any age as a read aloud or by 4 th graders on up as an independent read.
The book is the entire “I Have A Dream” speech given by Martin Luther King Jr. 15 African artists
depict a portion of the story of the Civil Rights Movement using their own vision to illustrate the
book. These interpretations bring new perspectives to Dr. King’s words.
Leedom-Ackerman, Joanne. Short Stories of the Civil Rights Movement: An Anthology. Athens: University of
Georgia Press, 2006.
This anthology is a group of short stories that look at the Civil Rights Movement from many
different perspectives. Each story focuses on a moment in the struggle for social justice in
America. The stories are grouped chronological with the events of the time period covering School
Desegregation, Sit-ins, Marches and Demonstrations and Acts of Violence. This could be a great
resource using the stories as read alouds, small group seminars, or even writing plays based on the
stories.
McWhorter, Diane. A Dream of Freedom : The Civil Rights Movement from 1954 to 1968. New York: Scholastic
Nonfiction, 2004.
This book written for 4th grade and up, gives a brief description of the emergence and the impact of
segregation in the U.S. The chapters follow chronologically, highlighting pivotal events, people,
successes, and failures of "The Movement." This book also goes into the covert manipulation of the
FBI under J. Edgar Hoover. It also deals with the struggle between the Southern Christian
Leadership Conference and the Student Nonviolent Coordinating Committee, and the shift from
nonviolence to Black Power.
Olson, Lynne. Freedom's Daughters: The Unsung Heroines of the Civil Rights Movement from 1830 to 1970 . New
York: Scribner, 2002.
This book could be used as a teacher resource to obtain information about women’s roles in the
Civil Rights Movement. This book spotlights many of the women who were leaders and
spearheaded many of the campaigns and activities for the movement. Women such as Ida Mae
Wells who led the anti-lynching campaign in 1892, and Mary White Ovington who helped start the
NAACP in 1909, and women like Rosa Parks, Diane Nash and Ida Mae Holland, all women who were
on the front lines of the movement. Also included are women such as Septima Clark and Fannie
Lou Harner who are often neglected figures but receive tribute in this book.
Ottaiano, Mela. Read-Aloud Plays: Civil Rights . Des Moines: Scholastic , 2004.
Teachers and students can use these read aloud plays to learn more about Civil Rights and the people
involved in the Movement. These read alouds can be used as reader’s theaters, or can be used to do
dramatic interpretations in the classroom. The plays have background information as well as activities
for students to research and explore. There are also age appropriate discussion questions for use in the
classroom. These plays are for 4-8 grades.
rothSSteacher. Civil Rights Movement Overview. MRCH 29, 2008.
http://www.youtube.com/watch?v=bX_S7y_iiMg (accessed April 20, 2012).
This clip is a power point that is set to a Negro spiritual. It has many still shots from the Civil Rights
Movement and then words are inserted to highlight the struggles facing African Americans after the
Civil War. This would be a good activity to show as a review after studying the movement, or as an
example of a power point that students could put together as a culminating activity. Using all three
media; words, pictures and music, it is very powerful. It could be used for 4-8 grade.
Shelton, Paula Young. Child of the Civil Rights Movement. New York: Schwartz & Wade, 2009.
This book can be used in any elementary classroom. The author was a daughter of a Civil Rights
activist and uses her child’s perspective to interpret this time period. Paula, the author, grew up in
the Deep South understanding that whites had and blacks did not. Her Uncle was Martin Luther
King. She watched and listened to her family and their struggles being black and joined them in
the march from Selma to Montgomery.
Thomas, William G. Television News of the Civil Rights Era 1950-1970. 2005.
http://www2.vcdh.virginia.edu/civilrightstv/oral.html (accessed April 15, 2012).
This web site features first hand interviews of people that experienced events during the Civil
Rights Movement. These interviews were excerpts from the Emmy winning film, “Massive
Resistance”. Both video and transcripts are available on the site. Also linked to this web site is a
valuable resource for teachers which include classroom applications and a glossary that includes
both topics, with a complete explanation, and a list of people and how they were involved in the
movement.
Turck, Mary C. Freedom Song: Young Voices and the Struggle for Civil Rights. Chicago: Chicago Review Press,
2008.
This book shows how songs of hope, faith, and freedom strengthened the Civil Rights Movement and
helped serve as its voice. Churches and other groups used religious and secular music to electrify the
movement. Music could be found everywhere, from rallies to marches to mass meetings. Songs were
used to console people in jail, and to spread their message. One Chicago minister started a multi-raced
choir to support the African American’s struggle for racial equality.
Turck, Mary. The Civil Rights Movement for Kids: A History with 21 Activities (For Kids series). Chicago: Chicago
Review Press; 1st edition, 2000.
This book shows how children were instigators in the Civil Rights Movement. Barbara Johns led a rally
in her school gym which led to the Brown vs. Board of Education Supreme Court school desegregation
decision. Also how Ruby Bridges was the first black student to attend a desegregated elementary school
in New Orleans alone. Also children will learn how religious leader and students worked together to
help bring attention to the movement. Activities are available such as a reenactment of a lunch counter
sit-in, holding a freedom film festival as well as organizing a choral group to sing the songs that
motivated the movement.
Weatherford, Carole Boston. Freedom on the Menu: The Greensboro Sit-Ins. New York: Puffin, 2007.
This is a book written for k-3 but could be used as a read aloud at upper grades in order to understand
perspective or point of view. In the book, Connie is a young African American who grew up in
Greensburg, NC. She didn’t understand why she couldn’t buy a cold drink at Woolworth’s and then sit
down and enjoy it. She also didn’t understand why there were places where she could not eat, swim or
use the bathroom. After a visit from Dr. King Jr. her brothers and sisters became active in the NAACP
trying to make change in the U.S. Eventually , she is able to place her order and sit down to enjoy it.
Williams, Juan. Eyes on the Prize: America's Civil Rights Years, 1954-1965 (African American History . New York:
Penguin Books, 1988.
This book can be used in conjunction with the DVD series that was published by PBS or it can stand
alone as a valuable resource. The book uses still photography from the same events covered on the
DVD. The book recounts the struggles of the Civil Rights Movement but it purposely singles out littleknown activists to highlight and tell their stories. Participants of the movement tell the events from their
perspective through-out the book. This would be a great resource for both students and teachers to gain
a better understanding of the events of the Civil Rights Movement.
Other Resources—
Video resources
Rosa Parks Part 1
http://www.youtube.com/watch?v=kGRYS-vmLcY&feature=related
Rosa Parks Part 2
http://www.youtube.com/watch?v=SdctBUEivks&feature=related
Freedom Riders | PBS 2011
http://www.youtube.com/watch?v=dRlZFk8Lc3Y&feature=related
Martin Luther King, Jr. - Mini Bio
http://www.youtube.com/watch?v=3ank52Zi_S0
Books that can be used as a read a-loud and the topics they can be used to cover.
Brown v. Board of
Little Rock Nine
Freedom Riders
Sit-ins
Education/School
Segregation
“Brown v. Board of
“Little Rock Nine:
Education” by Diane L. Good Young Champions for
School Segregation”
by Jake Miller
“Freedom Riders:
John Lewis and Jim
Zwerg on the Front
Lines of the Civil
Rights Movement”
by Ann Bausum
“Sit-Ins and
Freedom Rides: The
Power of NonViolent Resistance”
by Jake Miller
“Going to School During the
Civil Rights Movement” by
Rachel A. Koestler-Grack
“Little Rock: The
Desegregation of
Central High” by
Laurie A. O’Neill
“Sit-Ins and
Freedom Rides:
The Power of NonViolent Resistance”
by Jake Miller
“Freedom on the
Menu: Greensboro
Sit-Ins” by Carole
Boston Weatherford
“The School Is Not White!”
by Doreen Rappaport
“The Little Rock
School Desegregation
Crisis in American
History” by Robert
Somerlort
“Brown v. Board of
Education of Topeka:
Challenging School
Segregation in the Supreme
Court” by Jake Miller
The Power of One”
Daisy Bates and the
Little Rock Nine” by
Dennis Brindell
Fradin, Judith Bloom
Fradin
“Through My Eyes” by Ruby
Bridges
“Remember: The Journey to
School Integration” by Toni
Morrison
“Sit-in: Four Friends
Stood Up by Sitting
Down” by Andrea
and Brian Pinkney
Boycotts
Martyrs
Bill of Rights
Jim Crow Laws
“Rosa’s Bus” by Jo “When the
S. Kittinger,
Children March:
Steven Walker
The Birmingham
Civil Rights
Movement” by
Robert H. Mayer
“Free At Last: A
History of the
Civil Rights
Movement and
Those Who Died
in the Struggle”
by Sara Bullard
“The Bill of
Rights” by
Christine TaylorButler
“Students on
Strike: Jim
Crow, Civil
Rights, Brown
and Me” by John
A. Stokes
“If a Bus Could
Talk” by Faith
Ringgold
“March On! The
Day My Brother
Martin Changed the
World” by
Christine King
Ferris
“Martin Luther
King Jr.” by
Colleen A.
Sexton
“The Bill of
Rights: Protecting
Our Freedom
Then and Now”
by Syl Sobel
“Freedom
Summer” by
Deborah Wiles
“The Montgomery
Bus Boycott
(Turning Points in
U.S. History)” by
Dennis B. Fradin
“The March from
Selma to
Montgomery:
African Americans
Demand the Vote”
by Jake Miller
“The Day Martin
Luther King, Jr.
Was Shot” by Jim
Haskins
“The Bill of
Rights in
Translation” What
it Really Means”
by Leavitt and
Amie J.
“Walking for
Freedom: The
Montgomery Bus
Boycott” by
Richard Kelso
“We’ve Got a Job:
The 1963
Birmingham
Children’s March”
by Cynthia
Levinson
“If I Lived at the
Time of Martin
Luther King” by
Ellen Levine,
Beth Peck
“Boycott Blues:
How Rosa Parks
Inspired a Nation”
by Andrea Davis
Pinkney
“Rosa Parks: My
Story” by Rosa
Parks
Marches
“I Have a Dream”
by Martin Luther
King, Jr.
MATERIALS NEEDED
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Popsicle sticks with students’ names
Civil Rights Journal (pre-made by the teacher)
RAN Chart
Post-it notes
Freedom Rides and Sit-ins Power point—on website
Paper for RAFT and Freedom Ride sign
Video clip:
http://www.youtube.com/watch?v=dRlZFk8Lc3Y
Rubric and explanation for the RAFT
“Through My Eyes” by Ruby Bridges
“Remember: The Journey to School Integration” by Toni
Morrison
Chart paper and markers
Ruby Bridges slideshow (power point)—on website
Video clip: http://www.youtube.com/watch?v=kGRYSvmLcY
Video clip:
http://www.youtube.com/watch?v=SdctBUEivks
“Rosa Parks: My Story” by Rosa Parks
“If A Bus Could Talk” by Faith Ringgold
Power point of the boycott –on website
YouTube video:
http://www.youtube.com/watch?v=3ank52Zi_S0
“March On! The Day My Brother Martin Changed the
World” by Christine King Farris
Exit slips
List of historical characters (predetermined by the
teacher)—in power point on website
Graphic organizers
Notecards
Historical Character power point—on website
Graffiti wall for Civil Rights Journal
Graffiti wall for bulletin board
 Timeline of Events for Civil Rights Movement—on
website
STAGE 1 – Identify desired results
Competencies/Standards
Common Core
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text.
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.
4.RI.5 comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text
or part of a text.
4.RI.6 Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to
the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text”).
4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Enduring Understandings (“Students will understand THAT…”)
Overarching Enduring Understandings
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Throughout history change is hard but necessary.
Understanding the past helps one understand the present and make decisions
about the future.
Topical Enduring Understandings


After slavery ending, Jim Crow laws caused blacks to be treated unfairly.
Even though laws were made to give blacks equal rights, they were not
enforced by people of authority.
Essential Questions (“How…” “Why…” “To what extent…”)
Overarching Essential Questions
 How does understanding how people were treated in the past, help us today?

How am I connected to the past?
Topical Essential Questions
 Why is it important to understand the change needed in the South during the
Civil Rights Movement?

How did my life change due to the Civil Rights Movement?
Enabling Knowledge and Skills (“What skills and conceptual knowledge
must students possess in order to demonstrate understanding – especially on
performance tasks?”)
Students will know


Students will be able to
Students will know why there was a need for change in reference to the Jim
Crow Laws, causing the Civil Rights Movement.
Students will know important people that were involved in the Civil Rights


Movement.
Students will know important events that were associated in the Civil Rights
Movement.
Students will be able to identify important people involved in the Civil
Rights Movement and tell how they were connected to important events in
the Movement.
Vocabulary and terms for Civil Rights Movement:
 Civil Rights
 Segregation
 Integration
 Jim Crow Laws
 Brown v. Board of Education
 Freedom Rides
 Sit-ins
 Boycott
 Marches
 Prejudice
 Hate
 Lynching
 Racism
 Racist
 Culture
 Perspective
 Freedom
 Equality
 Activist
STAGE 2 – Determine acceptable evidence
Overview of assessment evidence
Briefly describe the types of assessment activities you will use throughout this unit to ensure
students are gaining the enabling conceptual knowledge and skills they need so that ultimately they
can demonstrate understanding through the major performance task.
TYPE OF
EVIDENCE
Primary
performance
task
Written prompts/
journals
Small
projects/skill
demonstrations/
supporting
performances
DESCRIPTION OF THE ASSESSMENT
ACTIVITY
Students will perform historical characters in Empathy, Perspective,
first person from a list of characters provided. Interpretation
Students will keep a journal throughout the
unit where they reflect or respond to prompts
during individual lessons
Empathy, Self-knowledge,
RAFT writing
Explanation,
Interpretation, Self
knowledge
Exit tickets
Recruiting posters
Jim Crow Sign reflections
Students will complete the timeline for the
Civil Rights Movement.
Student selfassessments
Interpretation, application
Perspective
Empathy
Application, Explanation
Students will identify people associated with
the Civil Rights Movement and connect them
to Events of the Movement.
Class discussions
Observing
/conferencing
WHICH
FACET OF
UNDERSTANDING IS
EMPHASIZED?
Think Pair Share
Conferencing during research of Character
Application, Explanation
Individual Graffiti wall from journal
Quizzes/ tests
Other
Final Reflection
Application, Empathy
t
GRASPS details for the primary performance task
The GRASP format to provide more detailed information about the primary performance task through which
you will assess student’s growing understanding.
GRASPS
Goal
 Provide a statement of
the task.
 Establish the goal,
problem, challenge, or
obstacle in the task.
Role
 Define the role of the
students in the task.
 State the job of the
students for the task.
Audience
 Identify the target
audience within the
context of the
scenario.
 Example audiences
might include a client
or a committee.
Situation
 Set the context of the
scenario.
 Explain the situation.
Product
 Clarify what the
students will create
and why they will
create it.
Standards and Criteria
 Provide students with
Use of GRASPS in this Unit

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To research and perform a first person character who is
associated with the Civil Rights Movement.
To connect their character and create empathy from the
perspective of their character to the events associated with the
Civil Rights Movement.

Students will research primary sources, and secondary sources
using graphic organizers and note cards to create stories
connecting their character to the Civil Rights Movement.
Students will perform in first person their stories in a
presentation to the class.

A class of students that are learning about life in the south for
African Americans and the need for change due to the Jim
Crow Laws.

After learning about the events of the Civil Rights, you are
going to research a person and inform your students about your
person’s connection to the Civil Rights Movement.

You will create a presentation that links chronological, as well
as connects your person to the important events of the Civil
Rights Movement.

Your performance needs to demonstrate your understanding of
a clear picture of
success.
 Identify specific
standards for success.
 Issue rubrics to the
students.
the information you have researched on your character. You
will be judged on the following rubric which will evaluate you
on the following categories:
Rubric for Historical Characters
(Also located on the Historical Characters power point)
•
•
•
•
Biographical details: The presentation includes accurate and concise information about the character’s life
Experiences from childhood
Major influences
Major events as adult
Other details and events
Contribution/relevance: The presentation addresses the importance and contributions of the character and the relevance of study
•
What is the individual most famous for?
•
Perception of individual during his/her life
•
Perception of individual throughout history
•
•
Accuracy: The presentation—including content, props, and audiovisuals—is accurate
Props and audiovisuals are accurate
Annotated bibliography of all sources
Poise and presentation: The student is well prepared.

There is little or no reliance on notes.
20 pts.
20 pts.
10 pts.
20 pts.
15 pts.
Character: The presentation is in character. Student is believable as the character, speaking in first person, avoids current slang
15 pts.
Totals
100 pts.
STAGE 3 – Design learning activities
Use the WHERETO model to identify the type – but not the sequence – of instructional activities required to
promote the desired results. Following the WHERETO model is an optional calendar for actually scheduling the
sequence of learning activities. Note that assessment activities (the second “E” and to some extent the “R” in
WHERETO) are embedded throughout the unit.
WHERETO
W
How will you ensure that all
students know where they are
headed in the unit, why they are
headed there, and how they will be
evaluated?
R
E
T

From the hook, students will learn about the need for change
in the south due to the Jim Crow laws. They will use and
update a timeline of events and people during the Civil Rights
movement, and they will be evaluated with rubrics that will
be given to them prior to their activity.
How will you hook students at the
beginning of the unit?
“H” Ideas
 Students will perform a simulation where they are
treated a specific way due to a characteristic that is
randomly given to them.
What events will help students
experience and explore the big ideas
and questions in the unit? How will
you equip them with needed skills
and knowledge?
“E1” Ideas
 RAN chart
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
“R” Ideas
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the unit?
“E2” Ideas
How will you tailor instruction to
meet student need in readiness,
learning style, and interest while
remaining true to the desired result?
“T” Ideas
H
E
“W” Ideas






Children’s read-a-louds
Primary and secondary video clips
Power points with primary and secondary sources
RAFT’s
Reflections
Historical Character research












Class discussions
Peer discussions
Journaling
Historical Character research—conferencing
throughout preparations
Provide students with rubrics to self-evaluate
Conferencing
Exit tickets
Reflections
Revisit RAN chart to see how our thinking has
changed.
Graphic organizers
Exit Tickets
Posters



O
Signs
Journal entries
Research
“O” Ideas
How will you organize learning
experiences to maximize
engagement and understanding and
minimize misconceptions?




Use a timeline
Use a Journal
Class RAN Chart
Varies styles of expression—listening, talking,
writing, drawing, role playing
Sequence of unit learning and assessment activities
Calendar
Monday
Lesson 1
Tuesday
Lesson 2
Wednesday
Lesson 3
Thursday
Friday
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lessons:
Lesson # 1
Title: Hook-Simulation
Duration: 1 day
Learning Goals Based on Standards:
Students will be able to:
 Understand the reason the Civil Rights Movement was necessary.
Essential Questions:
 How does understanding how people were treated in the past, help us today?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
Students will Know: By the end
of the activity, students will know
that blacks in the south were
treated differently than the
whites based on the color of their
skin. Students will find out that
Jim Crow Laws were the laws
that stifled blacks’ constitutional
rights.
Students will Understand:
Students will understand that
people should not be treated
differently due to a characteristic
beyond their control.
Students will Do: Students will be
divided in to two separate
groups. The groups will be
determined by a random draw
performed by the teacher and
students. Students will not know
why they are being divided in to
the groups. One of the groups
will be treated in a specific way
due to a characteristic that is
randomly given to them.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? The students
understanding will be judged based off of their journal entry that they will be asked to write after
participating in the simulation activity done during that day. Students will be asked to journal about
their thoughts, feelings and questions they had throughout the activity. Students will also be given an
opportunity to share their journal entries.
Instructional Activities/Sequence: The teacher will have popsicle sticks with each student’s name on it.
The class will help the teacher divide the class into two separate groups without any knowledge of why
they are being divided. Throughout the day, the teacher will give one group privileges and deny the same
privileges for the other group. (Ex. Recess, lunch, using special resources, only calling on the “privileged
group”, one group can have student resources, etc…) At the end of the day, the class will debrief by
discussion about how students felt about their treatment throughout the day. The students would then
journal their thoughts, feelings and questions they had about the activity.
Resources:
 Popsicle sticks with students’ names
 Civil Rights Journal (pre-made by the teacher)
Lesson # 2
Title: RAN Chart
Duration: 1 day
Learning Goals Based on Standards:
Students will be able to:
 4.W.8. Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.

Essential Questions:
 How does understanding how people were treated in the past help us today?
 How am I connected to the past?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
 How did my life change due to the Civil Rights Movement?
Students will Know: Students
Students will Understand: By the Students will Do: Students will be
will know what information is
end of the lesson, students will be asked to complete a RAN Chart
true and not true about the Civil able to see their knowledge of the dealing with Civil Rights. They
Rights Movement based off of
Civil Rights unit displayed in a
will also be asked to confirm
what we learn. Students will
graphic organizer.
their thoughts as confirmed
know that what they think they
information or as a
know may be confirmed
misconception as the unit goes
knowledge or a misconception
on. Also, students will need to
and that further learning will
develop new questions,
help to develop new questions.
wonderings, or information to
record as the unit proceeds.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? Understanding will be
judged based of off observation performed by the teacher as well as assessing the journal entries that
correspond with the RAN chart.
Instructional Activities/Sequence: Students will be asked to complete a RAN Chart at the beginning of the
unit. The RAN Chart will be a graphic source used for students to record and build on prior knowledge
as they work through the learning process. Students will be given post-it notes to write down things they
think they know about the Civil Rights Movement. The Chart will be broken into the following groups;
What I think I know, confirmed information and misconceptions, new information, and new questions or
wonderings that come up during the unit (new information). To begin, each student will be required to
record information that they think they know about the Civil Rights Movement. As we learn, we can
move the post-it notes to the confirmed or misconception column and add new information and new
questions as we go.
Resources:
 RAN Chart
 Post-it notes
 Civil Rights Journal
Lesson # 3
Title: Freedom Rides and Sit-Ins
Duration: 2 days
Learning Goals Based on Standards:
Students will be able to:
 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
 4.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
 4.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 Why was there a need for change in reference to Jim Crow Laws during the Civil Rights
Movement?
Students will Know: Students
will know how Freedom Rides
and Sit-Ins impacted the Civil
Rights Movement and what the
purpose was behind the events.
Students will Understand:
Students will understand the
reason behind people
participating in freedom rides
and sit-ins in the south during the
Civil Rights Movement. They will
also understand the procedures.
Students will Do: Students will
watch and discuss power points
created by the teacher presenting
information about freedom rides
and sit-ins in the south
throughout the Civil Rights
Movement.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged?
Students will be asked to journal after watching the power points and having a classroom discussion
about freedom rides and sit-ins. They will also be asked to explain their sign and the feelings and
emotions that go along with it. Students will also be asked to write a RAFT and they will be assessed on
their comprehension and writing of that activity.
Instructional Activities/Sequence: Students will watch and discuss the two power points over freedom
rides and sit-ins compiled by the teacher. The teacher will use these slides as a way to instruct the class on
what freedom rides and sit-ins are and why they were used as a non-violent way to fight back in the
struggle for equality during the Civil Rights Movement. Students will also watch a YouTube video on
Freedom Rides. After the lesson over freedom rides and sit-ins is completed, students will be asked to
pick a sign from the movement and draw the sign in their journal and then explain feelings and emotions
that the sign brings out. As a writing piece, students will be asked to write a RAFT relating to sit-ins.
R-You are a black college aged citizen
A-Young black citizens who you are recruiting to join the Sit-ins
F-Recruiting poster
T-Recruiting young black citizens to join the Civil Rights Movement and participate in a Sit-in at a local
store.
Resources:
 Freedom Rides and Sit-ins Power point
 Civil Rights Journal-RAFT and Freedom Ride sign
 http://www.youtube.com/watch?v=dRlZFk8Lc3Y
 Rubric and explanation for the RAFT
RAFT Assignment for lesson #3
R-ole
You are a black,
college age citizen.
RAFT Explanation
A-udience
Young black citizens
who you are
recruiting to join the
sit-ins
F-ormat
Recruiting poster
T-opic
Recruiting young
black citizens to join
the Civil Rights
Movement and
participate in a sit-in
at a local store.
To complete a RAFT Assignment you are expected to write from the point of view of a historical character. It is
important that you include historically accurate details to help the reader better understand your character, write
clearly, strive for creativity, and pay attention to the format.
Answer the following to help you plan your writing:
R-ole: Which role from the historical past will you play?
A-udience:Who will you be writing to? [This relates to the format below and you have many choices. You
could write to yourself in a diary entry, the public in a speech or newspaper article, a loved one in a letter or
poem, etc.]
F-ormat:What type of format or writing style will you use? (Remember you can write a song, newspaper
article, journal entry, letter, public speech, or poem.)
T-opic:What important event will you be writing about? [Think about the most significant times in your
character's life.]
You may include an illustration that you draw or paste into the document.
RAFT Rubric
10
5
0
Exhibits knowledge of the Exhibits some
No historical facts
Content
history, includes important knowledge of the included or major
facts and information.
material.
historical inaccuracies.
Uses proper punctuation,
Displays a lack of
Writing
spelling, grammar, and
Some mistakes. attention for rules of
Technique
sentence structure.
formal writing.
Displays originality,
Some attempts at Predictable, little
Creativity
creativity and
creativity.
creativity.
thoughtfulness.
Neat, easy to read,
Neat, but lacks Messy or no
Presentation
interesting graphics.
artistic flair.
illustration.
Lesson #4
Title: School Segregation
Duration: 2-3 days
Learning Goals Based on Standards:
Students will be able to:
 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize
the
text.
 4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 How am I connected to the past?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
 How did my life change due to the Civil Rights Movement?
Students will Know: Students
Students will Understand:
Students will Do: Students will
will know that schools were
Students will understand that
listen to two read aloud books
segregated in the south based on
black and white schools were not talking about desegregating
the color of one’s skin.
equal and did not follow the
schools and what it was like for
Plessy v Ferguson law of
the students that were chosen to
“separate but equal”. Students
participate in such events.
will also understand why people
Students will also reflect and
chose to desegregate schools in
express empathy and
the south during the Civil Rights understanding of students during
Movement.
that time period.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? Students will be
assessed by the accuracy of t-charts (events/feelings/thoughts), discussions, and reflections of the
information presented.
Instructional Activities/Sequence: The teacher will read “Through My Eyes” by Ruby Bridges and
“Remember: The Journey to School Integration” by Toni Morrison. These books cover what it was like
for a black student to integrate a white school in the south during the Civil Rights Movement. It is
important that the students know about the Brown v. Board of Education and this is covered in Ruby
Bridges book, “Through My Eyes”. As a class, the teacher and students will make a t-chart on each book
to record events that happened in the book and how the character would have felt and/or thought. The tchart is something you can use for prompting a classroom discussion. After reading the books, charting
events and feelings/thoughts, and having a classroom discussion, the students will be asked to journal
their own thoughts and feelings about school integration. The t-charts can be left up as a resource for
students. The students will also have a chance to share their journal entries which can also provide a lead
in to another classroom discussion. The teacher will also share a power point of Ruby Bridges’ experience
with integration.
Resources:
 “Through My Eyes” by Ruby Bridges
 “Remember: The Journey to School Integration” by Toni Morrison
 Chart paper and markers
 Ruby Bridges slideshow (power point)
 Civil Rights Journal
Lesson # 5
Title: Boycott
Duration: 5 days
Learning Goals Based on Standards:
Students will be able to:
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
 4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
Students will Know: Students
will know that boycotts happened
in response to the struggle for
civil rights. Students will also
know the leaders involved in
boycotts.
Students will Understand:
Students will understand why the
bus boycott happened, who was
involved and why it is important
to the Civil Rights Movement.
Students will Do: Students will
listen to stories about Rosa Parks
and the bus boycott and discuss
the event as a class as well as
watch and discuss a power point
on the boycott and people that
were involved.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? Students will be
assessed by the reading of their journal entries that correspond with the lessons on the bus boycott.
Instructional Activities/Sequence: Teacher will start reading “Rosa Parks: My Story” as a read aloud.
After starting the book, the teacher will show a power point on the bus boycott as a way to show and give
students background knowledge that they will be able to connect to when the teacher reads that part of
Rosa’s story. This is a chapter book. It will take a couple days to read. After reading Rosa’s
autobiography, the teacher can also read, “If A Bus Could Talk” by Faith Ringgold. This story is telling
the story of Rosa and the bus boycott from the perspective of the bus. It helps for students to be able to
further understand the bus boycott and the impact it brought on the Civil Rights Movement. After both
of the read alouds are completed, the students will watch a YouTube video on Rosa Parks and her role
within the Civil Rights Movement and the Bus Boycott. After the books and video, students will be asked
to write a reflection.
Resources:
 http://www.youtube.com/watch?v=kGRYS-vmLcY
 http://www.youtube.com/watch?v=SdctBUEivks
 “Rosa Parks: My Story” by Rosa Parks
 “If A Bus Could Talk” by Faith Ringgold
 Civil Rights Journal
 Power point of the boycott
Lesson # 6
Title: Martin Luther King, Jr. and marches
Duration: 2 days
Learning Goals Based on Standards:
Students will be able to:
 4.W.2 Write informative/explanatory texts to examine atopic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 How am I connected to the past?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
 How did my life change due to the Civil Rights Movement?
Students will Know: Students
Students will Understand:
Students will Do: Students will
will know that marches were
Students will understand why
hear a read aloud about Martin
performed as a non-violent way
marches were performed and
Luther King, Jr. and have a
of protesting. Students will also
how Martin Luther King became discussion on what they have
know Martin Luther King, Jr.
such an inspirational leader to
learned and what he represents
and his role with non-violent
those that followed him.
in American history.
marches.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? Students will be asked
to journal and reflect on the knowledge that they will have learned about Martin Luther King, Jr. and
marches during the Civil Rights Movement. They will be assessed by the reflection and the answer to the
exit slip question: What are two things in your life that you feel would be different if Martin Luther King,
Jr. and the Civil Rights Movement hadn’t worked so hard to change?
Instructional Activities/Sequence: Students will watch a YouTube video on MLK’s biography.
http://www.youtube.com/watch?v=3ank52Zi_S0 and then read “March On! The Day My Brother Martin
Changed the World” by Christine King Farris. The video and story will build the students’ background
knowledge on Martin Luther King, Jr., who he was and why he is an important role model in American
history. Students will be given time to journal after the lesson(s) having been taught. The journal entry
should be a reflection of what they have learned about MLK Jr. After they have finished their reflection
on what they have learned, they will be asked to pick two things in their life that they feel would be
different had MLK and the Civil Rights Movement not worked so hard to change.
Resources:
 YouTube video: http://www.youtube.com/watch?v=3ank52Zi_S0
 “March On! The Day My Brother Martin Changed the World” by Christine King Farris
 Civil Rights Journal-Reflection and Exit Slip
Exit Ticket Template
Please turn in to your teacher before leaving today!
1.
2.
Please turn in to your teacher before leaving today!
1.
2.
Lesson # 7
Title: Historical Characters
Duration: 10 days
Learning Goals Based on Standards:
Students will be able to:
 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 How am I connected to the past?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights Movement?
 How did my life change due to the Civil Rights Movement?
Students will Know: Students will
Students will Understand: Students
Students will Do: Students will pick
know what life was like for a
will understand what life was like
a historical character from the Civil
historical figure that lived during
for the person they are studying.
Rights time period and research
the Civil Rights Movement.
They will understand life of that
them. The student will record
Students will know why the
person from the character’s
information in a graphic organizer
historical character acted in the
perspective.
and present the information as if
manner in which they did and
they are the person they are
know the purpose behind their
studying. This will be a first person
actions in relation to the Civil
presentation to the rest of the class.
Rights Movement.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests,
journals, homework, observations, etc.) How will understanding be judged? The students’ understanding will be
judged by the rubric for their presentation as well as their information on their graffiti walls.
Instructional Activities/Sequence: Students will be assigned a historical character done by a drawing with the
class and the teacher. The teacher will draw a name of a student and assign them a person from the
predetermined list of characters. The students are responsible for researching their person and recording
information about that person’s life in a graphic organizer that will be provided by the teacher. After all of the
information has been researched and recorded, the student will begin transcribing their records on to notecards
for the first person presentation they will give in front of the class. The student is responsible for presenting the
information they’ve found as if they were that person speaking to the class. They need to take in to account
clothing and props that person might have brought with them. After each presentation, students will write one
thing about that person on their biography graffiti page included in their journal. As a culminating activity, the
class will create a biography graffiti wall. At this time, students will write two to three sentences about their
character on the class graffiti wall. Students can use the graffiti walls to study and then using the historical
character power point, the teacher will divide the class into teams and play a game where students have to
recognize individuals from the Civil Rights Movement and tell the event they are associated with.
Resources:
 List of historical characters (predetermined by the teacher)
 Popsicle sticks with students’ names
 Graphic organizers





Notecards
Historical Character slideshow
Graffiti wall for Civil Rights Journal
Graffiti wall for bulletin board
Lesson # 8
Title: Final Lesson
Duration: 1 day
Learning Goals Based on Standards:
Students will be able to:
 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including
what happened and why, based on specific information in the text.
 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Essential Questions:
 How does understanding how people were treated in the past help us today?
 How am I connected to the past?
 Why was there a need for change in reference to the Jim Crow Laws during the Civil Rights
Movement?
 How did my life change due to the Civil Rights Movement?
Students will Know: Students
Students will Understand:
Students will Do: Students will
will know that some thinking has Students will understand that
think-pair-share and reflect on
changed from the beginning to
there was a need for change in
the ending questions of the unit.
the end of the unit because some
the south during the Civil Rights Students will also revisit the RAN
knowledge may be confirmed
Movement and understand that
chart and see how their thinking
knowledge, while other
what was done during the Civil
has changed.
knowledge may be a
Rights Movement effects their
misconception. Students will
lives today.
know why there was a need for
change in reference to the Jim
Crow Laws, causing the Civil
Rights Movement.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes,
tests, journals, homework, observations, etc.) How will understanding be judged? Students’
understanding will be judged by their discussions during think-pair-share and their reflection to the
questions listed below.
Instructional Activities/Sequence:
As a class update our RAN chart to see how our thinking has changed.
Students will think-pair-share and journal their response to the following questions.
 Why was the Civil Rights Movement necessary?
 How did my life change due to the Civil Rights Movement?
 Three things that you learned, found to be the most interesting, want to remember, etc…
Resources:
 RAN Chart
 Civil Rights Journal