Lesson # 3

Part E
Theme: Civil Rights Movement/ Montgomery Bus Boycott & Rosa Parks
Grade: 5
Teacher: Brent Stinson
Lesson 3, Day 7

Materials:
Book “Daydream of Freedom: The Montgomery Bus Boycott”, “They Walked to Freedom”
Red/Blue Dots
Fact Sheet on Rosa Parks
Articles: “The Civil Rights fight Continues” by Kari Knutson “Winonans didn’t identify with speech” by Jerome Christenson “Winona supports Martin Luther King legacy this weekend” by Jerome Christenson
Photocopy of Martin Luther King Jr’s letter sent to St. Mary’s Student
Video Clip: Rosa Parks: Take a Stand

Goal: The students will understand the political, social and historical transformation of the Civil Rights Movement.

Objective:
Students will be able to identify who Rosa Park was and understand the importance of the bus trip.
The students will know the geographical location of the Civil Rights Movement.
The students will be able to tie a meaning to Winona and the Civil Rights Movement.

Procedure:
Introductory Experience (5 Minutes)
Show the students a picture of a bus and the state of Alabama.
Ask the students what these two pictures have in common?
Explain that these photos relate by the means of the Montgomery Bus Boycott and how it happened in the state of Alabama.
On a map visually show the class where the state of Alabama is located.

b. developmental experience
1. Have the students line up outside the classroom; one by one have them come into the classroom. (2 Minutes)
2. Greet the students as they enter the classroom with either a red or blue dot. (2 Minutes)
3. Have the students get together with their fellow classmates who have the same color dot on their hand. (2 Minutes)
4. As a class move the chairs to simulate a bus. (2 Minutes)
5. Have the students put their hand with the dot in the air. (1 Minute)
Directions:

6. Instruct that each student with a red dot gets an envelope that tells them that they will not let a person with a blue dot sit next to them; blue dot students do not tell the other students their directions. (2 Minutes)
7. Instruct the students to take a seat on our pretend bus. The teacher plays the bus driver. The students with the red dots do not let the students with the blue dot sit next to them and force them to the back of the pretend bus. (4 Minutes) 8. After a few minutes have the students find a seat. Explain that during the Civil Rights Movement African Americans (blue dot students) were to sit at the back of the bus. (5 Minutes)

9. Hand out and have the students read the Fact Sheet on Rosa Parks. -Ask the students what they learned from the bus experiment (4 Minutes) 10. List on the board how the students felt during the bus simulation, along with geographical information and dates. (5 Minutes)
11. Allow time for each student to write down each point from the board on a piece of paper. (4 Minutes)

12. Split the students in groups of 3. Assign each group to a spot in the classroom. (2 Minutes)

13. Hand out a copy of the article “Winonans didn’t identify with speech” to group 1. The article “The civil rights fight continues” to Group 2, and “Winona supports Martin Luther King legacy this weekend” to Group 3. 14. Explain that each group must highlight the main point, important ideas, and characters in their given article. Allow time for each group to work. (9 Minutes)

15. Have each group present their answers found from their article. (7 Minutes)
16. Play the Video Rosa Parks: Take a Stand. Cue the movie to the 8:52 minute mark. (9 Minutes) 17. Highlight some of the memorable events as a class. (3 Minutes) -Ex: Ask the students what they found moving or inspirational

18. Have the students take out a piece of paper and pencil. (13 Minutes) ---Journal Writing: The students are to draw a picture of an event they remember from the video/lesson/unit and write two paragraphs on how they felt while watching the video.

c. culminating experience (9 Minutes) Read the first 3 pages from the book “They Walked to Freedom” Explain that the students may not leave for lunch until they say one fact about Rosa Parks.

Assessment: Portfolio Work, Check for Understanding during Quiet Individual Work Time

Lesson # 2

Theme: Civil Rights Movement/ Equality for All Lesson 2, Day 4
Grade: 5
Teacher: Brent Stinson

Materials:
Movie “Remember the Titans”
Television
Photo
Pencil
Paper
Key Term Worksheet (from Day 1)
Articles: “King’s greatest speech isn’t his only message” by Greg Gaut “Together, blacks, whites can realize MLF’s dream” by Cynthya Porter “Martin Luther King had more than just a dream” by Brian Voerding
Book “The Martin Luther King Jr Story” by Johnny Ray Moore and Amy Wummer

Goal: The students will be able to explain the social and political transformation of the United States from 1955 to 1965.

Objective: The students will be able to identify influential leaders and important dates at the beginning of the Civil Rights Movement.

Procedure:
a. Introductory Experience (5 Minutes)
Show a picture of Martin Luther King Jr and ask the students who this man is.
Explain to the students that MLK Jr was one of the leaders of the Civil Rights Movement. Also say that he was a pastor, poet, speaker and activist.

b. Developmental Experience
1. Read the book “The Story of Martin Luther King Jr.” (7 Minutes)
2. Ask the students if they identified any words from their term worksheet. (3 Minutes)
--The worksheet was completed during Lesson 1.--

3. Give the students an example from the book. Ex: Martin Luther King Jr believed that schools should not be segregated.

4. Have the students take out a piece of paper and pencil. (1 Minute)
5. Play the Video Clip of Martin Luther King Jr’s “I Have a Dream Speech” (10 Minutes)
6. Show and ask the students to divide their paper into two sections. (3 Minutes)

7. Have the students take out a piece of paper and split the paper into two sections. Explain that we are going to watch a movie and their assignment is to write what they saw on one side, and what they felt on the other. (3 Minutes)

8. Hand out a copy of the movie review on “Remember the Titans” to each student and allow time for them to read it independently. (5 Minutes)
9. Play the first ten minutes of the movie “Remember the Titans” (10 Minutes)

10. On a piece of poster board write down everything the students wrote under the column “What I saw.” (4 Minutes)

11. On a piece of poster board write down everything the students wrote describing how they felt. (4 Minutes).

12. As a class, guide the students through a discussion on each bulletin under the column “What I Saw.” (4 Minutes)
Ex: Student: I saw people yelling. Teacher: Yes, another term would be protesting.

13. As a class, guide the students through a discussion on each bulletin under the column “What I Felt.” Ex: Student: I feel bad because they were mean. Teacher: Yes I think we all do, African Americans went through a lot of verbal and physical abuse. (4 Minutes)

14. Have the students number off in groups of 4. Explain that three groups will be breaking down articles related to Martin Luther King Jr from the Winona Daily News and be required to present what they find. There will be 1 group that will break down the book “The Martin Luther King Jr Story.” (3 Minutes)

15. Go through the Group Assignment with the class. (2 Minutes)
--The students will identify the Main Characters/Main Idea/ Important Events/Conclusion.

16. Allow time for the groups to work on their given assignment. (10 Minutes)
17. Have the groups present their reading material and what they found. (6 Minutes)

c. culminating experiences (6 Minutes)
Review the information that we learned today during class.
Ex: Give two standout points from the book: “The Martin Luther King Jr Story”

Preview the next three days of the lesson. Present that we will be learning about several other key leaders of the Civil Rights Movement.
Ex: Malcolm X.

Assessment used during lesson: Critical Thinking Skills, Group Presentation and Portfolio Work.