Home

= NAME? GRADE LEVEL? = = = Because We Had A Dream...

=Rationale: = During the 1950s and 60s, Black Americans were denied the same rights as their white counterparts. Over the course of the decade, the nation was split among itself, taking opposite stands on how they felt about these civil rights. Many important texts emerged from this time period, and the resurgence of people taking a stand on social issues. **YOU ARE NOT PROVIDING A RATIONALE FOR TEACHING THIS SEQUENCE OTHER THAN "MANY IMPORTANT TEXTS EMERGED IN THIS PERIOD." WE COULD SAY THAT ABOUT ANY PERIOD IN AMERICAN HISTORY. **

Stage One: Desired Results

= = ||
 * < =Established Goals: =
 * Students will use their knowledge of the Civil Rights movement to reflect on their own freedoms
 * Students will apply the different forms of writing used in The Help to their own writing
 * Students will show how literacy created power during the movement. ||
 * < = Understandings: =
 * ** The Civil Rights invoked a radical change in literature during the 1950s and 60s // (radical change in literature?) //**
 * How to identify different forms of writing based on their unique characteristics ||< =Essential Questions: =
 * How did the women of the Civil Rights movement create change through** passive mediums? (what are these?) **
 * Was violence or non-violence more effective?
 * How is the role of the Black maid perpetuating stereotyping and racism?
 * How does each piece of featured literature help or hurt the Civil Rights movement?
 * These questions are all over the place. Focus/center the sequence. **
 * < == Students will know.. **.????? **==
 * How to create a memoir
 * How to write a persuasive song/poem/speech
 * How to create a non-verbal persuasive message ||< ==<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be able to... ==
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Apply their knowledge of persuasive language and demonstration skills to future endeavors
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Distinguish between effective and non-effective persuasive writing.
 * **<span style="background-color: #ffff00; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">But these skills don't have anything to do with writing memoir? **

|| <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 26px; text-align: center;">Stage Two: Assessment Evidence **<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%;">Performance Task: ** =<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Other Evidence: =
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Students will be conducting interviews, much like Skeeter did in The Help, of a person/group of people in their neighborhood and creating an anthology of authentic interviews. Through the interview process, students will be able to both go through the interview process to learn more about a diverse group of people, as well as go through the editing process necessary to turn a raw interview into a polished and readable published work. Students will then be responsible for making a video project relating to the person they interviewed which goes into more detail about the background of the person.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be writing news articles based on a topic relevant to the time period and the material they are learning. **<span style="background-color: #ffff00; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">But these tasks are not aligned with the Stage One learning outcomes??? **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be blogging about their reactions to the articles, texts, and videos they are watching related to the material.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be making the connections from the 1950s to the present day in these reflections as well.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">The assignments that the students hand in, such as writing news articles and their culminating projects will show their understanding of the material and what was assigned to them.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What is expected in this unit is for students to gain a new perspective on the societal norms that were in place only a few decades ago. Through writing, a group of people were liberated in the fulcrom text, as well as in the period itself. Through different popular figures and texts of the time, students will see the impact that writing had.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 180%; text-align: center;"> Stage Three: Learning Plan help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? hook all students and hold their interest? equip students, help them experience the key ideas, and explore the issues? provide opportunities to rethink and revise their understandings and work? allow students to evaluate their work and its implications? be tailored (personalized) to the different needs, interests, abilities of learners be organized to maximize initial and sustained engagement as well as effective learning?
 * Learning Activities:** **L**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What is expected in this unit is for students to gain a new perspective on the societal norms that were in place only a few decades ago. Through writing, a group of people were liberated in the fulcrom text, as well as in the period itself. Through different popular figures and texts of the time, students will see the impact that writing had.
 * ======<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">By reading a text that is currently popular, as well as the success of the movie, the students will stay engaged in the relevancy of the text. Also, there are many facets of the assignments that allow the students to explore their creativity, as well as research different modes of writing and different groups of people. ======
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Showing the students first-hand accounts will help them gain more insight to the period, and the exploration of different writing styles will broaden their horizon of their abilities.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be revising their work both separately and in peer groups in order to gain feedback from students who are completing the same assignment.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Text Set: ( **<span style="background-color: #ffff00; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Which are texture and which are context texts?) **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|The Help]: This book will serve as the fulcrum text; it covers a range of topics that I would like to explore in the unit, such as racial segregation, the shift from the modern housewife to the independent woman, and the emergence of Black citizens as having a voice.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Examples of Jim Crow Laws] - This site provides a few examples of some of the most extreme Jim Crow Laws in effect in the 1960s throughout America. These laws are referred to several times in the novel and are important in the historical context of the story.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|The Rise and Fall of Jim Crow] - A website put out by PBS that is interactive and is a compilation of people who were affected by the Jim Crow laws, but were never made famous for their actions. All of the people who were interviewed are Black and were subjected to severe racism during the 1960s.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Articles on the Civil Rights through newspapers at the time:
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|"Negro Boy tests Civil Rights Law"]: an article from The Guardian written Saturday July 4, 1964. This article talks about a boy who used his newly-appointed "freedom" to walk into a white hotel in Missouri and get a hair cut.
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12px;">[|Time Magazine]: This link has the covers of every Time cover from January 1960 to December of 1969. The use of limited words and powerful pictures will help students see the links in what makes a powerful statement.
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12px;">[|Interactive Newspapers about 1960s]: This link provides major civil rights events found on the pages of newspapers in the 1960s.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Speech at Ford Auditorium]- speech made by Malcolm X after his home was firebombed in New York. This speech was towards the end of his life, when he took a less peaceful and more angry approach to his counterpart, Martin Luther King, Jr.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Freedom Riders: Then and Now]- this article talks about the Freedom Riders; who they were, what their mission was, and where they are now.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Standing On My Sisters’ Shoulders]- an award-winning documentary that shows women in the 1950s and 60s during the Civil Rights movement in Mississippi who fought for the right to vote, and right to an equal education.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|Photo Gallery of Civil Rights] - a photo gallery of the Civil Rights movement in America during the 1950s and 60s. This is a good way for students to expand on their creative writing skills without captions.