Unit Example 3
The following is an example of a thematic unit. Check your unit asignment criteria for your unit preparation.
Thematic Unit
Poetry, Prose & Progressive People:
A two-week unit of study based on the literature and people of Arkansas
Cooperative Learning Group Project
Created by Ashia Jackson, Carolann Gilbreath, and Muzical Waite
Poetry Section of Unit
Arkansas Poetry
Rationale
Some people think that poetry is a beautiful art form that ceased being created when Dickinson and Frost died. Some people think that good poetry only comes from the English. And, some people do not care at all about poetry. In this section of the unit, our group hopes to introduce students to the variety of poetry that exists from the hands of Arkansas-native poets.
Maya Angelou has become a prominent figure in the literary, political, and social world. Her work has earned her praise and respect from many. Although her first novel “I Know Why the Caged Bird Sings” has received criticism and censorship from some, she still remains a notable writer in her own right and is no less from Stamps, Ark.
By studying the work of Angelou and other poets from Arkansas, we hope that students will gain a greater insight into how “close to home” poetry/literature really is. Through studying Arkansas poetry, we know that students will undoubtedly pick up on life as it was or is in Arkansas and feel a connection to their own. We also hope that this section of the unit will also give students a more well-rounded aspect of Arkansas history.
Task Analysis
This section of the unit is for a 9th grade English course. Students should have already been exposed to poetic terms and forms such as: blank verse, free verse, and rhymed couplets. They should be reading at an 8th grade reading level and writing at a 9th grade level. The students' vocabulary should be near the 9th grade level.
The concepts covered in this section are self-reflection, acceptance, adversity, dignity, courage, strength, pride, and fitting in.
The unit objectives focus on analyzing and understanding a literature.
Diagnostic and Planning
We have prepared our unit for 9th grade students. There are 24 students. A fourth of the students are Caucasian, a fourth are African-American, a fourth are Asian-American, and there are several students from other countries. Less than half of the students are low socioeconomic status; the majority of the students are average, middle class students. These 24 students are not on track for advanced placement courses. None of the students need modifications.
This unit is planned for the second semester of the school year. These students have been working with each other in cooperative groups since the third week of class. They are comfortable working in groups; we don't report any problems with cliques or unsettling groups. This unit would work perfectly during February or Black History Month, but could be used anytime after the students have gotten to know each other. This group of students is so diverse; no student has seemed to feel left out. The multiculturalism offered by this unit will not pose as a problem for this group of students. This section of the unit can be completed in ten days, but extra days were added to compensate for the short class periods, 50-minute/everyday, and several presentations.
This section of the unit implements a variety of instructional methods and activities to cover the diverse learning styles that exist with these students. Many of the students prefer audio stimulation, while others prefer to work in groups. Only a few of the students seem to work best when the teacher lectures.
Objectives
Arkansas Frameworks (Grades 9-12)
Writing Standard 1: Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
W.1.1 Activate, organize, and build upon background knowledge through a variety of cooperative and individual strategies, e.g. brainstorming, concept-mapping, and role-playing.
W.1.2 Build a store of ideas for writing through appropriate classroom activities relating past or present experiences, literature, the opinions of others, etc.
W.1.4 Synthesize information from a variety of sources, such as traditional print, word processors, spreadsheet, graphic software, Internet, etc.
W.1.5 Write in response to new learning in a variety of written forms.
W.1.7. Write to show knowledge of cultural diversity.
W.1.12. Gather research data from a variety of traditional and electronic sources to formulate, substantiate, or refute opinions or theories.
W.1.18. Share writing through peer/teacher feedback sessions, exhibitions, classroom displays, multimedia publications, and contests.
Writing Standard 2: Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts.
W.2.4. Use correct citations for sources of information including data from the Internet and other multimedia sources.
W.2.5. Synthesize research data into an original work and present that work in a developmentally appropriate manner, such as reports, annotated bibliographies, research papers, multimedia presentations, etc.
Reading Standard 1: Students will comprehend, evaluate, and respond to works of literature and other kinds of writing which reflect their own cultures and viewpoints as well as those of others.
R.1.1 Read and analyze works from various genres and cultures.
R.1.3. Read and analyze a variety of materials for academic and other purposes, e.g. science journal to illustrate current trends in science, biographies to provide depth of understanding of historical events, etc.
R.1.4. Read and understand different points of view.
R.1.5. Analyze a diversity of ideas generated by authors of different races, beliefs, genders, ages, etc.
R.1.11 Analyze how works of a given period reflect historical events.
R.1.16 Apply critical thinking skills in interpreting text, e.g. inferencing, comparing/contrasting, analyzing, evaluating.
R.1.17. Respond critically to what has been read, e.g. con conduct panel discussions, participate in group discourse, generate ideas, develop position
papers, create models.
Reading Standard 2: Students will demonstrate a willingness to use reading to continue to learn, to communicate and to solve problems independently.
R.2.5. Use electronic media for language arts purposes.
R.2.6. Use the Internet appropriately for information gathering and problem-solving.
Listening, Speaking, and Viewing Standard 1: Students will develop and apply the communication skills of speaking, listening, and viewing through a variety of informal and formal opportunities.
L.S.V. 1.1 Work collaboratively to generate ideas and solve problems.
L.S.V. 1.2. Express and logically defend one's ideas.
L.S.V.1.4. Participate in activities, discussions, and/or debates.
L.S.V. Listen effectively in formal and informal situations.
L.S.V. Analyze and evaluate what is heard.
Daily Lesson Plans, Activities, and Projects
Week One-Day One
Lesson Plan
Introduction to regional and historical context of literature. Whole group discussion of how literature from a particular region has certain qualities not necessarily found in literature from other regions. Group discussion of ideas of the kind of topics, dialects, and tone one may find from any particular region around the U.S or even another country.
Objective
SWBAT
*Understand the idea of regional context in literature
*Understand the idea of historical context in literature
*Recognize regional/historical information in literature
*Explain the concept of anachronism
Required Materials
Pencil and Paper
Set
Hold up a book that has a cover depicting the Old Southwest. Next, hold up a book that has a cover with slaves in a field. Ask students to guess the theme, topic, or setting of the book. Ask if anyone knows the approximate time period in history. Ask how they arrived at their answers. Discuss.
TTTO
Whole group discussion on the clues a piece of literature, poetry or prose, gives us about where the author might have been from or been through. Also discuss how we might know when the author wrote a particular piece of writing. Introduce the definition anachronism. Provide examples of anachronisms. Discuss why providing regionally/historically relevant information in writing is important. Discussion provides scaffolding for the unit by laying the framework to discuss a regional author, Maya Angelou, and how we might tell her origin from her poetry.
Questions for discussion
*Has anyone ever read a novel or poem that was set in another country or part of the U.S.?
*What clues did the piece give about where it was written?
*How much influence does an author's background have on his writings?
Group Activity
Imagine you are a poet. Pick a topic, i.e., a past summer vacation, your favorite food, your favorite pastime. (I will pass out three types of verse form.) Write the beginning stanza of your poem. It can be rhymed couplets, blank verse-any form you choose. Then, get into groups of three. When each person is finished, pass your poems around and discuss what possible influences the author may have passed on to his/her poem.
Closure
As a class, we will discuss the findings for the day. We will discuss how an author's background affects his/her writings.
Assignment for Tomorrow
There is no assignment for tomorrow.
Week One-Day Two
Lesson Plan
Introduction to an Arkansas native and writer, Maya Angelou. Biography and discussion of Maya Angelou, the Arkansas native who is known world-wide for her literature. An extension of our discussion yesterday of an author's background influences on his/her writing.
Objectives
SWBAT
*Recognize an author native to their geographic region.
*Discuss the life of an author
*Evaluate aspects of an author's writing
Required Materials
Pencil and paper
Worksheet of Maya Angelou's biography
Copy of Poem “I know why the caged bird sings”
Set
Hold up an enlarged picture of Maya Angelou. Ask if anyone knows who she is. Then write “I Know why the Caged Bird Sings” on the board. Ask if anyone has heard of such a title. If someone has, ask them to explain what he/she knows.
TTTO
Students will take brief notes on the information I provide them about Maya Angelou. I will give them an in-depth biography of information written about her life. Then, I will read excerpts from her autobiographical novel “I Know Why the Caged Bird Sings”. We will discuss how she grew up in Stamps, Ark., with her paternal grandmother and uncle, as well as the time period in which she grew up. We will discuss her struggles, joys, and experiences growing up in a rural Arkansas town. Finally, we will end with group discussion.
Questions:
Based on what you've heard of Angelou's life, what conflicts can you imagine she faced growing up?
Have you ever felt separated from a group for any reason? How did it make you feel?
Imagine a town where half the people lived on one side and the other half lived on the other. Describe how you would feel if you lived in such a time.
What changes do you think have occurred since Angelou was a child growing up in Arkansas?
In-Class Activity
As a continuation of your notes, write for ten minutes your thoughts on Maya Angelou as a person from Arkansas. Reflect on her growing up, the issues she faced, and her accomplishments.
Closure
I will walk around the classroom while they finish up their entries and make comments to each person about their ideas on Angelou.
Homework
At the end of class, pass out a copy of Angelou's poem “I know why the caged bird sings” and Dunbar's poem “Sympathy”. Students are to read each poem and write out their initial thoughts about the poems. There will class discussion the next class.
Week One-Day Three
Lesson Plan
Continuation of discussion on an Arkansas native poet, Maya Angelou.
Objectives
SWBAT
*Recognize the poem “I Know Why the Caged Bird Sings”
*Explain the context of “I Know Why the Cages Bird Sings”
*Compare the relationship between Dunbar's “Sympathy” and “I Know…”
Required Materials
Pencil and Paper
Audio recording of “I Know Why the Caged Bird Sings”
Copies of each poem
Library/Internet Access
Set
I will open the lesson by playing a recording of Maya Angelou's poem “I Know Why the Caged Bird Sings”. Ask students for their reflections on the meaning of the poem and/or poet's intent.
TTTO
Explain to students that the poem “I Know Why the Caged Bird Sings”, the title was taken from Paul Lawrence Dunbar's poem “Sympathy”. Name similarities between the two poems. Explain and discuss the similar images in the poems, i.e. caged bird, singing, cage. Ask what background influences might have served as inspiration for Angelou in this poem.
Group Activity
Students will be divided into six groups of four. I will assign each group a one of Maya Angelou's poems (Just Give me a Cool Drink of Water `fore I Diiie, Oh Pray My Wings Are Gonna Fit Me Well, And Still I Rise, etc.). The groups are to go to the library and use a resource to find a copy of their poem. (This is preparing them for their research on a project later in the unit.) After they've found their poem, they are to analyze it, discuss it, and summarize it in preparation for presenting or teaching the poem to the rest of the class. I will provide them with questions to ask themselves when considering how to present their poem. I will also ask them to assign in their groups 1) a foreman 2) a timekeeper 3) a recorder 4) an organizer. They will use the remaining time in class today to use the library and prepare.
Questions They Need to Answer About Their Poem:
When was the poem written?
What is the poem about?
How is this poem similar to “I Know Why the Caged Bird Sings”?
What clues about Angelou's background are evident in the poem?
How does poem relate to the year 2001 and your lives?
Closure
At the end of class, announce to everyone that the groups will present its poems the class after next. Ask if anyone has any questions. Announce that I will be available during lunch and 30 minutes after school to offer help. Provide students with rubric with which they will be graded.
Week One-Day Four
Lesson Plan
Group work on Maya Angelou poetry. Continued library media resource work on presentations on one of Angelou's poems.
Objective
SWBAT
*Work and collaborate in groups to form one presentation
*Use the library and other media resources to find information
*Coordinate ideas, opinions, and understanding about a subject
Required Material
Pencil and Paper
Library and Media Resources
Copier/Printer
Set
There is no set today.
TTTO
Constructivism. I help students as they need it.
Activity
Students will work in groups on their presentations for next class.
Closure
I will announce that the presentations are due for next time. Everyone should be prepared to present. I will offer the same time frames for help, during lunch and after school for those who need it.
Week One-Day Five
Lesson Plan
Students present their projects on Arkansas-native's poetry. The groups of four will give the presentations in five-seven minutes.
Grading Rubric for Poem Presentation
|
A
|
B
|
REDO
|
1
|
Group answers each of the questions about the poem
|
Group only summarizes the poem
|
Group doesn't answer any of the questions about the poem
|
2
|
Asked the class for feedback and/or questions. Answered questions from students/teacher about poem/presentation
|
Asked the class for feedback and/or questions. Didn't answer questions or provide any feedback to students/teachers about poem/presentation
|
Didn't ask for questions or feedback from students/teacher.
|
3
|
Each group member participates in presentation
|
Only two people participate in presentation
|
Only one person participates in the presentation
|
4
|
Received four excellent evaluations from peers/self
|
Received two excellent evaluations from peers/self
|
Received only one excellent evaluation from peers/self
|
Week Two-Day Six
Lesson Plan
Writing Cinquay poems using previous poems, presentations, journal entry, etc. on Maya Angelou.
Objective
SWBAT
*Write a Cinquay poem
Required Materials
Pencil and Paper
Handout of examples on Conquer poems
Set
How many of you could describe you entire life in just a few simple words? How many of you would want to give more information? Ask a student to describe his/her last summer vacation in three words. This is what writing a Cinquay poem is about.
TTTO
Cinquay poetry is a type of poetry that uses a pattern to describe a thought about something in the writer's head. I will hand out examples of a Cinquay poem.
In-Class Activity
Students are to use their notes on Maya Angelou, their journal entry, presentation ideas, etc. to write a Cinquay poem about Maya Angelou. They will read them aloud at the end of class.
Closure
Ask students their opinions of Cinquay poems.
Homework
Students will interview someone in their family, church, or community who grew up in Arkansas. They will ask that person about Arkansas traditions, food, culture, and about their experiences. They will present the findings from their interviews in the form of a Cinquay poem that captures the Arkansas native.
Week Two-Day Seven
Lesson Plan
Presentation of Cinquay poems on Arkansas native interview. Introduction
of major unit project.
Class Activity
Students will take turns giving information they collected from their interviews. Then, they will recite their Cinquay poems based their interviewee.
Project Introduction
Students will be randomly divided into six groups of four. Each group will publish a mini-magazine on poets from Arkansas. The group will be responsible for researching poets who are from Arkansas, lived in Arkansas, or currently lives here. The poets can either be posthumous or living. Each group will be responsible for highlighting the lives, backgrounds, and works of at least four Arkansas poets. Their research should be compiled into packets that include photos, background information, and copies of the poets' work. They can use the library, Internet, interviews, etc. All sources must be documented and cited on a Works Cited section in the magazine.
Closure
I will divide the students into their groups. I give them a grading rubric. They will have the few minutes remaining to begin planning.
Week Two-Day Eight thru Day Ten
Lesson Plan
Students will use this time to plan, research, and collaborate on their magazines. They have access to the library, the two computers in the classroom, and media room/journalism room.
Closure
Each day, I close by reminding students that I am available to help.
Week Three-Day 11-12
Lesson Plan
Groups make their presentations of their mini-magazines.
Grading Rubric for Mini-Magazine of Arkansas Poets
|
A
|
B
|
C
|
1
|
Includes table of contents that match contents
|
Includes table of content; contents out or order
|
Includes no table of contents
|
2
|
Includes information on more than four Ark. poets
|
Includes information on at least four Ark. Poets
|
Includes information on less than four Ark. Poets
|
3
|
Includes three or more photos of Ark. Poets or Ark.
|
Includes at least one photo of one Ark. Poet
|
Includes no photos
|
4
|
Biography and a list of works provided for each poet
|
Either biography or list of works provided for each poet
|
No biography or list of works for any one or more poet
|
5
|
Cover page with color and works cited page
|
Cover page without color and works cited page
|
No cover page and/or no works cited page
|
6
|
Each group member participates in presentation
|
Only two people participate in presentation
|
Only one person participates in presentation
|
7
|
Four excellent ratings from peers/self evaluation
|
Three excellent ratings from peers/self evaluation
|
Only one excellent rating from peers/self evaluation
|
Assessment Procedure
Arkansas Poetry Unit Grade
Self-reflective poem/participation 20
Reflection on Maya Angelou 20
Poem comparison homework 20
Angelou poem group presentation 30
Angelou Cinquay poem 10
Interview/poem participation 50
Magazine project/presentation 200
Total Points 350
Prose Section
Warriors Don't Cry Section
Rational--Prose
This is the true story of Melba Pattillo Beals and her experience when she entered Little Rock's Central High in 1957. This story is important because it was on the front lines of the upcoming civil rights movement. It is also important because it is told by a teen about a teenager's feelings and emotions. This story is being used to help modern day students understand the turmoil that was happening and how tolerance is needed to help keep our freedom.
The concepts that the students will become associated with are prejudice, history of integration, diversity, justice, human nature, acceptance, dignity, faith, courage, strength and hope. It is also designed to use the following Revised Language Arts Framework:
Writing (W): 1.1,1.2, 1.3, 1.5, 1.6, 2.4, 2.5
Reading (R): 1.1, 1.2, 1.3, 1.8, 1.10, 1.11, 1.12, 2.1,1.13, 1.16, 2.5
Listening, Speaking, Viewing (LSV): 1.1, 1.14, 1.5, 1.7, 1.8, 1.9
The class is expected to work together on a daily basis in this unit. This is designed to help the students further understand the idea of tolerance.
Task Analysis--Prose
Concepts- prejudice, history of integration, diversity, justice, human nature, acceptance, dignity, faith, courage, strength and hope.
Skills-student should be near the ninth grade level in reading and writing.
Vocabulary-student should be near the ninth grade level.
Factual Information-historical information may be beneficial.
Other objectives-content analysis, various writing techniques.
What students already know- Most know something of this, since this happen here in the local area.
Week One Lesson Plans
Monday.
Objective: SWBAT
--Understand a connection between Anne Frank and the treatment of the Jews in World War II and the treatment of Blacks before the Civil Rights movement in the United States.
--Discuss and define prejudice and how it still can exist today.
Set: Play a part of Martin Luther King JR's speech “I Had a Dream” and then ask the students what means to have a dream. Introduce Melba Pattillo and discuss her dream of an education...leave it with an open ending.
TTTO: Have a discussion in which the students compare the treatment of Jews from the lesson we just finished with the treatment of Blacks in this country.
Questions for discussion: What do we know about how the Black people were treated after the abolishment of slavery? How was this similar to the treatment of the Jews? How was it dissimilar? What common element is involved in both?
Activity: Have Students write about a time when they seen or felt the pressures of prejudice either being part of the incident (the object of the prejudice or the one placing the prejudice) or watching an incident develop. Have them exchange papers. Each student should record on their neighbor's paper how they felt when they read their story. Give the papers back to their owners. Have the owners record their reactions to other neighbor's comments. Gather into groups and share stories. Group should select one story that they feel best displays prejudice in today's world. Group will share with class.
Closure: Past out the books and ask students to start reading Chapter one and two for tomorrow's class.
Tuesday
Objective: SWBAT
--Understand the point of view of the Little Rock Nine as the story starts.
Set: Read on page 3starting with “Black folks...” through page 4 ending with “...many saddlesstood empty.”
TTTO: Have a discussion in which the students examine the life of Melba.
Questions for Discussion: What was her life like before going to Central High? How is it different from yours? How is it alike?
Do you think life is better today? Or has it grown worse?
Activity: Have the students break up into groups and each group imagine they are one of the following people: Melba's mother, her father, her grandmother or her siblings. The group should create a scene in which they confront Melba on how they feel about her going to Central High. Perform the scene for the class.
Closure: Review the feelings displayed in the scenes. Assign chapter three and four for homework.
Wednesday:
Objective: SWBAT
--Understand another's perspective and to discuss how it might feel to finally be faced with achieving a dream.
Set: Have the class look at the picture of Elizabeth Eckford walking out of Central High. Look at Elizabeth's face and then the faces of the others.
TTTO: Have a discussion on achieving a dream. How does it feel when you finally achieve a dream? What are some good things? What are some bad? Do you think the Little Rock Nine felt regret or happiness? Have you ever achieved a dream only to find out it really wasn't want you expected? Are you a better person for it? Do you think Melba and the rest of her group are better people for what they are going through? How about the white students?
Activity: Look against the picture in the book; assign each person either as Elizabeth or the one white woman directly behind her. (Try to assign opposite races). Have the students write a justification for their side of the picture. Present their justification to the class, discuss. Possible things to look at: Can their justification holdup? Does it sound reasonable? Would it fit in today's world? Did it fit in the world in the 1950's?
Closure: Pull together the idea that we all have dreams and sometimes those dreams can interfere with another person's dream. What can we do? Assign chapter five and six for homework.
Thursday:
Objective: SWBAT
--Identify with Melba and the Little Rock Nine and write a letter to Governor Faubus.
Set: Read Melba's diary entry on page 61.
TTTO: Have a discussion on Melba's diary entry. What does Melba feel would happen if she met with the governor? Do you think she is right? How do you think the Governor would feel if he met her? Is it easier to be prejudice if there is no face to look into when you classify people? Or harder?
Activity: In small groups write a letter to the governor introducing yourself and telling why you think that you (as Melba) should go to school at Central High. Read them out loud to the class.
Closure: Pull together the thoughts of the class and ask again if it is harder or easier to be prejudice against unknown people. Assign chapter seven and eight for homework.
Friday:
Objective: SWBAT
--Discuss Melba's first day at Central; understand Melba's possible motives.
Set: Read Melba's newspaper article, page 87-88.
TTTO: Have a discussion on her letter. What really happened on her first day? Why do you think she lied in her article? How could the day have appeared to the white students? Would they treat her worse or better because of the letter?
Activity: Write an article for the paper describing what really happened at school that day. Create a character that witnessed the events unfolding but was not one of the Little Rock Nine or a persecutor. Share it with the class.
Closure: Re-examine why Melba wrote a different story then the truth for the newspaper. Assign eight and nine for homework.
Week 2 Lesson Plans
Monday:
Objective: SWBAT
--Understand the meaning of the arrival of the 101stAirborne Division; discuss the events that happen at Central; understand an outsider's perspective (Danny).
Set: Play a recording of John F. Kennedy's speech where he states, “All men are created equal.”(1962).
TTTO: Have a review of the events that led up to the arrival of the 101st Airborne Division. Why did the federal government send in the troops? Did it help or hurt the situation? What events went on after their arrival?
Activity: In small groups write a script telling about Danny calling home and telling his family about the events that are happening inside Central High. Present it to the class.
Closure: Tied together John Kennedy's speech and Danny's description of the events. Why was the federal government there? Assign chapter ten and eleven for homework.
Tuesday:
Objective: SWBAT
--Discuss the issue of whether or not the troops should stay at Central; approach the issue by looking at both sides of the situation, one of the Little Rock Nine or one of the white students.
Set: Imagine being in a classroom where one student has a soldier for a bodyguard. How would that presence make you feel? How would you feel if you were that one student and felt you needed to be protected?
TTTO: Discuss both sides of the classroom situation. Now look at it from the parent's point of view. Now the state and federal government. What other ways are there to solve this problem? Is the continued troop presence helping or hurting?
Activity: Divide the class in half, have one half develop a plan for peace with the troops in place for a long while and one for peace without the troops. Provide justification for their plans. Present the plan in a debate form.
Closure: Remind students how emotionally charged this issue can be and how hard it can be to come to a compromise. Assign chapter twelve and thirteen for homework.
Wednesday.
Objective: SWBAT
--Discuss living in fear; what freedom really means to Americans; the American Dream.
Set: Re-play Dr. King's speech. What is the American Dream?
TTTO: Discuss the American dream and Dr. King's dream, how are they alike? Different? What is freedom? Are you really free when you have to live in fear? How free are you when your dreams are limited?
Activity: Have each student set up imagined goals for life. Pass out card with limits written on them, such as, no money for college, teenage pregnancy, government limitations, prejudice, and lifethreatening disease... Now have students review their goals, how does their card limit their goals? Share with class.
Closure: Talk about how sometime limits are set on us and how sometime we limit ourselves. Assign chapter fourteen and fifteen for homework.
Thursday.
Objective: SWBAT
--Explain peer pressure and how it effects us. Examine Link's actions and either justify them or rebut them.
Set: Play a section of the film “Breakfast Club.” The section where they talk about who is a virgin and who is not.
TTTO: Discuss why the stars in the film clip lied about their virginity. Why did they confess the truth? Why did Link leave his car keys on the trunk? Why did he continue to taunt her even though he gave her the car? Why did he warn her of the upcoming harmful situation? Would you do the same?
Activity: Read Chapter 16 together in class. In small groups discuss: How does Melba change? How does her friendship with Link help her changed? What happens between her and Vince?
Closure: Bring together the days topics by asking what is good about peer pressure? Is this something that teens need to grow or just a waste of emotional energy? Assign chapter seventeen and eighteen for homework.
Friday.
Objectives: SWBAT
--Identify with Melba; understand how prejudice can hurt others; look at both sides of a story and understand how emotional charged it can become.
Set: Read the Epilogue.
TTTO: Discuss how Melba has achieved her dream. What future events did the crisis at Central High fuel? How can we prevent this from happening in today's world? Can you justify the feelings from the1950's?
Activity: Write an essay examining the issue of prejudice in your community. Is it still alive and well? Or did it die? Is there anything you can do to help change it? Would you if you could?
Closure: Examine how hatred has hurt both the Jewish people in World War II and efforts by Americans to find their share of the American Dream. Is life fair?
Arkansas People
Social Studies-- Arkansas History-- Section of Unit
Rationale--Arkansas History
This unit is designed to enhance the knowledge
of 9th grade students regarding Arkansas' rich history. Students will
learn about major historical events of significance that not only
affected Arkansas but the entire nation. Students will also be
introduced to famous Arkansans and learn about their contributions to
the state. In addition, students will learn about the basic foundations
of Arkansas' government. Upon completion of this unit, students will
not only be more knowledgeable about their state, but will also leave
with a renewed sense of pride in their state.
Week One Lessons
LESSON PLAN
Day 1
Topic: Arkansas and the fight for Civil Rights
Course: Civics, Grade 9
Objective: Students will understand the leadership role played by Daisy
Bates in the Little Rock crisis and the impact that this incident had on
the entire nation.
Arkansas Curriculum Frameworks for SS:
Strand 1: Time, Continuity and Change
*T.CC.1. - Analyze and evaluate diverse, contemporary, historical, and
geographical perspectives as they relate to important events, recurring
dilemmas, and persistent issues.
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
*TCC.1.3. - Evaluate major turning points in history.
Materials: Overhead Projector & Handout
Set: Can anyone tell me who Daisy Bates is? (I'm sure everyone will
come up with something having to do with the Little Rock Nine) The
students are then asked to imagine taking a step into a time machine and
traveling back to the year 1957. They are then asked to imagine that
they are one of the Little Rock nine and they have just arrived at their
new high school. When you get there you are greeted by angry mob of
whites. People are yelling horrible things to you and one of you is
even spat on. What are your thoughts? The teacher would then open the
floor for discussion. Then the teacher would go on to say that this was
just pretend for us but for nine black children and their families it
was reality.
Key terms:
The following terms would be placed on an overhead and students will
take notes as the terms are discussed. Desegregation, NAACP, Little Rock
Crisis, Advocate, Integration, Civil Rights, and the Little Rock Nine.
Key facts: Daisy Bates and her husband L.C. Bates were editors and
publishers of the Arkansas State Press, a Little Rock weekly newspaper
that campaigned for civil rights for Blacks. Daisy Bates was
instrumental in desegregating Little Rock schools by promoting the
enrollment of nine Black students at Central High school in 1957. Mrs.
Bates continued her fight for equal rights for Blacks through speeches
and writings. She received many awards later in life for her civil
rights work.
Guided Activity: Students will be given a handout entitled, Arkansas and
the Fight for Civil Rights. The students will engage in discussion about
the reading. After reading and discussing the handout, the students
will be given questions to answer from the reading. (Handout and
Activity Attached)
Closure: The teacher will ask the students if they think Daisy Bates
achieved her goal of equal rights for Blacks in Arkansas.
Assessment: The teacher will assess how well the students understood the
lesson when checking their worksheet.
Modifications: Modifications for resource and students with other
disabilities will be dealt with on an individual bases. The IIP for each
of these students will be my guide. Examples include- Allowing more time
to complete the assignment, giving the students a typed copy of the
notes or one on one additional help from the teacher or a designated
student.
Lesson Plan
Day 2
Topic: Arkansas and the fight for Civil Rights (Lesson continued)
Course: Civics 9th grade
Objective: Students will be able to recognize and recall important key
facts regarding the events that took place during the Little Rock Crisis
at Central High School.
Arkansas Curriculum Frameworks:
Strand 1: Time, Continuity and Change
*T.CC.1. - Analyze and evaluate diverse, contemporary, historical, and
geographical perspectives as they relate to important events, recurring
dilemmas, and persistent issues.
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
*TCC.1.3. - Evaluate major turning points in history.
Strand 5: Social Science Processes and Skills
*SSPS.2.7. -Use appropriate tools, such as globes, maps, statistical
data, primary historical sources, relevant media resources interactive
technologies, and field studies, etc.
Materials: None
Set: Central High Museum. Students will take a journey to the past as
they walk through the museum.
Key terms- Desegregation, NAACP, Little Rock Crisis, Advocate,
Integration, Civil Rights, and the Little Rock Nine.
Key facts: Daisy Bates and her husband L.C. Bates were editors and
publishers of the Arkansas State Press, a Little Rock weekly newspaper
that campaigned for civil rights for Blacks. Daisy Bates was
instrumental in desegregating Little Rock schools by promoting the
enrollment of nine Black students at Central High school in 1957. Mrs.
Bates continued her fight for equal rights for Blacks through speeches
and writings. She received many awards later in life for her civil
rights work.
Guided Activity: Students will take the guided tour of the museum and
examine photographs taken during the integration of Central. Students
will be asked to take notes and visual pictures of what they saw in the
photographs.
Closure: Students will reflect back on the events that surrounded the
Central High Crisis and ask themselves whether or not they think they
could have endured all that the Little Rock Nine endured in the name of
equal rights and justice.
Unguided Activity: This activity will actually be completed for
homework.
Students will be asked to write a one- page essay on what they learned
from studying the Little Rock Crisis. The teacher will collect them the
following class day and ask for volunteers to share one or two with the
class before beginning the new lesson.
Assessment: The teacher will assess student performance when grading
their one page essay in which they will talk about what they learned
from the field trip.
Modifications: Modifications for this lesson will be based on individual
IIP's. Examples might include allowing students to record what they
learned on an audio- cassette tape.
Lesson Plan
Day 3
Topic: Arkansas Women
Objective: Students will develop and understanding of women's roles in
the development of Arkansas and the ways in which women's roles have
also expanded.
Arkansas Curriculum Frameworks:
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
*TCC.1.3. - Evaluate major turning points in history
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
*PPE.1.8. Explore cultural perspectives by applying techniques such as
brainstorming, data analysis, simulations, and scenario writing.
Materials: Overhead Projector
Set: History has traditionally been written and told from a male
perspective, as gender and ethnic awareness have gradually affected
historiography, the feminine perspective has been increasingly
researched and written about. In Arkansas' past, women were not merely
passive bystanders; they often took an active role in spite of the
lingering stereotypes. By examining various women and trends in Arkansas
history, students will identify women's roles in the development of our
state.
Key terms: Women's rights, feminism, suffrage, 19th Amendment, Carrie
Chapman Catt.
Guided Activity1: The teacher will then place transparency one on the
overhead, which has the following quote on it:
“To get that word, male, out of the Constitution, cost the women of the
country 52 years of pauseless campaign; 56 state referendum campaigns;
480 legislative campaigns to get state suffrage amendments submitted; 47
state constitutional campaigns; 277 state party convention campaigns; 30
national party convention campaigns to get suffrage planks in the party
platforms; 19 campaigns with 19 successive Congresses to get federal
amendment submitted, and the final ratification campaign.”
---- Carrie Chapman Catt, on the ratification of the Nineteenth
Amendment
Without discussion, ask students to write a one- sentence reaction to
the statement, and then have them to share their responses. I expect
that the reactions will range from extreme feminism to male chauvinism.
This should lead into a discussion about the role of women in general
history, first, and then in Arkansas history.
Guided Activity- 1. Ask students to brainstorm a list of famous women
from Arkansas history. This list will undoubtedly be very short. Ask
students why, in their opinion, women don't always have leading
political and economic roles. Also ask them their opinion about women's
traditional roles in history.
2. Through lecture and discussion, the teacher should explain that
women's roles have traditionally been strongest behind the scenes or in
social aspects of history.
Unguided Activity: 1. The teacher will divide the class into groups of
four or five. Each group will be assigned one of the following
categories- Colonial Life, Antebellum South, Victorian Age, The
Twenties, and Contemporary Times. Ask them to record any information
they know about women's roles in these periods of time as well as the
names of any famous Arkansas women who lived in each time period. Their
knowledge I'm sure will be limited.
2. After about 5-8 minutes the groups will discuss their findings with
the rest of the class.
3. The students will be instructed that they will further their research
on tomorrow in the school's media center.
Closure- Students will reflect back on the many contributions women have
made to Arkansas.
Assessment- Through open discussion, the teacher will be able to observe
how well the students grasped the concept of women and their importance
in Arkansas History.
Modifications: Modifications for resource and students with other
disabilities will be dealt with on an individual bases. The IIP for each
of these students will be my guide.
Lesson Plan
Day 4
Topic: Arkansas Women (Continued)
Objective: Students will continue their study of the many contributions
women have made to Arkansas history.
Arkansas Curriculum Frameworks-
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
*TCC.1.3. - Evaluate major turning points in history
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
*PPE.1.8. Explore cultural perspectives by applying techniques such as
brainstorming, data analysis, simulations, and scenario writing.
Set: The teacher will give a brief reminder to students as to what their
assignment is.
Key terms:
Women's rights, feminism, suffrage, 19th Amendment, Carrie Chapman Catt
Unguided Activity (Research Assignment) Students will go to the media
center today to begin their research.
The teacher will simply serve as a coach, -making her way around to each
group to ensure that they are on task and are finding the information
they need.
Closure: The teacher will reiterate how Arkansas women have contributed
so much to the history of our state.
Assessment: The teacher will observe the students as they make their
oral presentations to the group in an effort to determine how much they
learned.
Modifications: Modifications for this lesson will be based on individual
IIP's. For example: By giving additional help in the media center to
ensure that they understand the assignment and know how to access
information needed to complete the assignment.
Lesson Plan
Day 5
Topic: Arkansas Women (Continued)
Objective: Students will make oral presentations today to the class on
the role that Arkansas women played in the various assigned time
periods.
Set: Students have been researching the role of Arkansas women in
various time periods. Today they will present their reports.
Arkansas Curriculum Frameworks:
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
*TCC.1.3. - Evaluate major turning points in history
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
*PPE.1.8. Explore cultural perspectives by applying techniques such as
brainstorming, data analysis, simulations, and scenario writing.
Key terms: Women's rights, feminism, suffrage, 19th Amendment, Carrie
Chapman Catt
Activity: Each group will make their own presentations to the class.
Closure: Based on the information presented in the various reports how
has the role of women changed over the years?
Assessment: The teacher will grade each individual group's reports and
presentations with the aid of a rubric.
Modifications: Modifications for resource and students with other
disabilities will be dealt with on an individual bases. The IIP for each
of these students will be my guide. Examples include- Allowing more time
to complete the assignment, giving the students a typed copy of the
notes or one on one additional help from the teacher or a designated
student.
Week Two Lesson Plans
Day 6
Topic: Who's Who in Arkansas
Objective: Students will develop a general knowledge about people who
have called Arkansas home and have claimed recognition for their
talents, accomplishments or deeds.
Arkansas Curriculum Frameworks:
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
Key term: Arkansan
Materials: Index cards &Dry erase Board
Set: Students will be asked to name a few famous Arkansans. The teacher
will list them on the board as they name them. The list will probably
consists of at least the usuals- like Maya Angelou, Sydney Moncrief.
Hillary Rodham Clinton, Bill Clinton, etc. Through a teacher led
discussion, the students will be introduced to the notion that Arkansas
has produced many notable people. By investigating a variety of
Arkansans, students will realize that Arkansas has produced an eclectic
group of people who have achieved recognition in one way or another.
Unguided Activity- 1. Students will be given the name of a famous
Arkansan on an index card. Students will use available resources in the
media center to research these people's lives and accomplishments.
The students will select from this list of Arkansans:
A. David Pryor
B. Rodney Slater
C. Maya Angelou
D. Daisy Bates
E. Earl Bell
F. Frank Bonner
G. Frank Broyles
H. Dale Bumpers
I. Glenn Campbell
J. Eldridge Cleaver
K. Bill Clinton
L. Hillary Rodham Clinton
M. Herman Davis
N. David O. Dodd
O. Johnny Cash
P. Jocelyn Elders
Q. Dale Evans
R. Orval Faubus
S. J. William Fulbright
T. Elizabeth Ward Gracen
U. Al Green
V. Earnest Greene
W. John Grisham
X. Tess Harper
Y. Scottie Pippen
Z. John L. McClellan
AA. Joe T. Robinson
BB. Sam Walton
CC. Billy Bob Thornton
DD. Scott Joplin
EE. Goose Tatum
FF. Winthrop Rockefeller
GG. Douglas MacArthur
The following is a suggested plan of research for students:
Include birth date, Birthplace, (including a map location
identification)
Relevant background information, Parents, Education, Accomplishments
(awards, recognition, Names of things produced or created) Current
status, Memorable Quotes, Pictures, examples of their works and a
Bibliography of sources used.
2. Students will proceed to the media center to begin their research.
Closure-Arkansas has so much to be proud of. There are so many Arkansans
that have made so many contributions to our great state. Did you realize
that so many famous people had roots right her in Arkansas?
Assessment: The teacher will observe the students as they work in the
media center and as they begin to strategize how to go about researching
their individual topics.
Modifications: Modifications for this lesson will be based on individual
IIP's. For example: By giving additional help in the media center to
ensure that they understand the assignment and know how to access
information needed to complete the assignment.
Lesson Plan
Day 7
Topic: Who's Who in Arkansas (Continues)
Objective: Students will make oral presentations to the class on the
person that they were given to research.
Arkansas Curriculum Frameworks:
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
Key term: Arkansan
Set: Students have been in the media center on yesterday researching
their
individual topics.
Activity: Oral presentations by individuals will be given.
Closure: After listening to all of the presentations students are simply
asked to reflect on all the contributions made by so many famous people
whose roots lie right here in Arkansas.
Assessment: The teacher will use a rubric in grading the presentation.
(Attached)The rubric will assess how well organized presentations were.
Modifications: Modifications for resource and students with other
disabilities will be dealt with on an individual bases.
Lesson Plan
Day 8
Topic: Arkansans in the Progressive Era (1900-1920)
Objective: Students will explore and analyze various historical
viewpoints concerning economic, political and social issues.
Arkansas Frameworks Curriculum:
Strand 1: Time, Continuity, and Change
*TCC.1.2. -Explain, analyze, and show connections among patterns of
change and continuity by applying key historical concepts, such as time,
chronology, casualty, change, conflict, complexity, and movement.
Strand 2: People, Places, and Environments
*PPE.1.1. Analyze and illustrate connections and interactions of
individuals, groups, institutions, states, and nations.
*TCC.2.4. Compare and contrast issues of continuity and change by
applying techniques, such as brainstorming, data analysis, simulations,
and scenario writing.
Materials: Overhead Projector& Lecture Notes
Set: The students will become familiar with the Progressive Era through
lecture and discussion. The Progressive Era brought many new ideas and
social changes to the United States. Arkansas experienced many changes
in education (compulsory attendance laws) transportation (improved
roads)
State government (end of convict-lease system) initiative and
referendum, women's suffrage, and prohibition) health (TB hospital and
the elimination of hookworm and pellagra) and business (lumber, and
mining).
Key term: Progressive Era
Activity: Students will be exposed to the accomplishments of these
Arkansans from the Progressive Era. A brief description of each person
will be provided to the student in lecture notes.
1. Bernie Babcock- Little Rock writer, a widow with five children leader
in the suffrage movement, and founder of the Arkansas Museum of Science
and History.
2. Dr. Ida Jo Brooks- daughter of Joseph Brooks (of the Brooks-Baxter
War), first president of the state teachers association, suffragist,
medical doctor, first clinically trained psychiatrist in Arkansas,
professor at the University of Arkansas Medical School.
3. Charles H. Brough- College Professor, good public speaker, governor
of Arkansas during World War I and The Elaine Race Riot, authorized
county boards of education and compulsory school attendance law, created
the Arkansas Corporation Commission, which supervised and regulated
public utilities in the state.
4. J.C. Corbin-Black educator with a master's degree from Ohio
University, superintendent of Arkansas schools, first principal of
Branch Normal College at Pine Bluff. (Now, the University of Arkansas at
Pine Bluff)
5. Jeff Davis -educated in Russellville public schools, became a lawyer,
was elected attorney general, 3-term governor and US senator, had a
controversial personality, and was considered a classic demagogue.
6. George W. Donaghey -helped the city of Conway get Hendrix College,
Central Baptist College, and what is now the University of Central
Arkansas. Became Arkansas' first “businessman governor,” served for two
terms, finished building the State Capitol, improved the state's public
schools and public health, helped get adoption of the initiative and
referendum, stopped the convict-lease system, left the bulk of his
estate to the University of Arkansas at Little Rock.
7. W.H. “Coin” Harvey- Lawyer, wrote popular books promoting silver as
the standard for American currency, developed the Monte Ne resort in
Benton County; founded the Ozark Trails Association, and the first
Arkansan to run for President.
8. Scipio A. Jones- Born into slavery, a lawyer, represented various
African American fraternal organizations, political and social activist,
defense attorney for black men accused of murder in the Elaine Race
Riot.
9. Joseph T. Robinson- Lawyer from Lonoke County, excellent debater,
loyal Democratic Party politician, congressman, governor, US Senator,
vice-presidential nominee on the ticket with Al Smith.
10. “Wool Hat Boys”- Common hill folks and farmers of Arkansas who
supported Jeff Davis.
Closure: The students and teachers will reflect back over the
contributions of Arkansans during the Progressive Era.
Assessment: The students will be observed in the open discussion as we
discuss the various Arkansans and their contributions to the state of
Arkansas as to how well they understood today's lesson.
Modifications: Modifications for resource and students with other
disabilities will be dealt with on an individual bases. The IIP for each
of these students will be my guide. For example: Providing the students
with a typed copy of the notes.
Lesson Plan
Day 9
Topic: Arkansas in the Progressive Era (1900-1920)
Objective: Students will explore and analyze various historical
viewpoints concerning economic, political and social issues.
Set: The students will become familiar with the Progressive Era through
lecture and discussion. The Progressive Era brought many new ideas and
social changes to the United States. Arkansas experienced many changes
in education (compulsory attendance laws) transportation (improved
roads)
State government (end of convict-lease system) initiative and
referendum, women's suffrage, and prohibition) health (TB hospital and
the elimination of hookworm and pellagra) and business (lumber, and