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Table of Contents:
Tab:
Page #:
Content:
Introductory Information
Introductory Information
Weekly Schedule
Activities:
Activities:
Activities:
5-7
8-11
12
13
Activities:
14
SGC 1-42
Student
Student
Student
Student
SCG p. 4-5
SGC p. 7
SGC p. 31
SGC. p. 35
15-19
20
NA
21- 31
32- 33
34-35
References
Comprehension Guide
Comprehension Guide
Comprehension Guide
Comprehension Guide
Assessment:
Assessment:
Cross Curricular Activities:
Cross Curricular Activities:
Additional Resources &
References
Additional Resources &
References
o
o
Day 2:
o
o
Day 3
o
Writing
Vocabulary- List Group Label Activity: The teacher will prepare students for certain
vocabulary terms that they will encounter:
Next, the teacher will divide students into 6 groups of 4 and have each group choose
one of 4 topics to research over the next three- four days and create a short
presentation on using Google Slides. Students will be given time during Reading and Social
Studies to prepare their presentations.
Students will research their own sources, determine if these sources are credible (using a
checklist), and defend why (with examples)
o (For additional support: the teacher can upload resources to a class folder for
students to use, but also they must read the short document for each
resources with examples of why this is a credible source (given checklist) and
how it was found.)
Students will include in their presentation:
o Information to answer each question given in their topic
o Original (primary source) pictures from the time to enhance the understanding
of the topic
o At least 2 informational charts or primary source videos
o As a group, students will create 3 class comprehension questions that assess
the main ideas of their presentation.
o Resources Evaluation slide: The group will include a slide where the students will
record what sources they used and give their reasons for why these sources are
credible. For full points, students will also include at least two informational
charts and/or videos.
Topics:
o Exploring Daily Life & the Influence of Prejudice in Flint, MI in 1963 (2 groups)
How did most people make their living? How did this impact race
relations (the relationship between White and African Americans)
Explain where African Americans and White Americans usually lived in
Flint? Were their neighborhoods integrated?
What evidence is there of prejudice in Flint? Explore the resources given
to school, neighborhoods, poverty rates, etc.
Explore the laws set in place regarding the freedoms of African
Americans. Did these freedoms differ from those of White Americans?
If so, explain how these laws gave different freedoms to each group.
As a group, imagine that you are growing up as an 11-year-old African
American child in Flint, MI in 1963. Discuss with your group and create a
journal entry detailing how you think that these laws would impact your
life. Would going to school be different for you than it is today? Would
you feel safe each day? How might you feel about yourself, given what
others are saying about you?
o Exploring Daily Life & the Influence of Prejudice in Birmingham, AL in 1963 (2
groups)
How did most people make their living? How did this impact race
relations (the relationship between White and African Americans)
Explain where African Americans and White Americans usually lived in
Birmingham. Were their neighborhoods integrated?
What evidence is there of prejudice in Birmingham? Explore the
resources given to school, neighborhoods, poverty rates, etc.
Explore the laws set in place regarding the freedoms of African
Americans. Did these freedoms differ from those of White Americans?
If so, explain how these laws gave different freedoms to each group.
Jim Crow Laws
KKK
As a group, imagine that you are growing up as an 11-year-old African
American child in Birmingham, AL in 1963. Discuss with your group and
create journal entry detailing how you think that these laws would
impact your life. Would going to school be different for you than it is
today? Would you feel safe each day? How might you feel about
yourself, given what others are saying about you?
o Civil Rights Movement in the South (1 group)
What key figures in the Civil Rights Movement had emerged by 1963?
What key events had taken place so far in the Civil Rights Movement
by 1963?
o Civil Rights Movement in the North (1 group)
What key figures in the Civil Rights Movement had emerged by 1963?
What key events had taken place so far in the Civil Rights Movement
by 1963?
Students will fill out a note taking graphic organizer while listening to presentations).
Finally, after students have presented their information and completed their notetaking graphic organizers, students will reconvene on the carpet and complete the L
portion of their KWL chart with a Venn Diagram within this section. Students will
compare and contrast Flint, MI and Birmingham, AL then they will compare and
contrast the Civil Rights Movement in the North and in the South.
Vocabulary Activity:
The Watsons go to Birmingham- 1963:
Vocabulary Activity:
The teacher will introduce the following words using a list group label activity. She will
provide definitions, text examples, and other examples and non-examples for each
word. After the activity, students will be given a concept map to group and label the
vocabulary terms. The definitions of the terms will be given to students to help them
complete this activity. (See student comprehension guide for resources)
o Juvenile delinquent
o Cut up
o Colored
o Negro
o Welfare
o Corn flake
o Peon
o Segregation
o Prejudice
o Rust belt
Writing Connection:
The Watsons go to Birmingham- 1963:
Writing Connection:
Christopher Paul Curtis gives his characters life through writing in a unique voice. The
teacher will have students, with a partner, examine 3 example passages from the
story that show Christopher Paul Curtis unique voice of writing then describe his voice
using a list of adjectives. Partners will listen to the first quote along with the audiotape
then re-read it in small groups. After this the pairs will use the sheet of adjectives
given to them to describe Christopher Paul Curtis voice.
The teacher will then introduce the writing prompt to students and will explain that
they will be taking this piece through the writing process.
Students will then watch a video about the 16th Street Baptist Church bombing. After
they have watched the video, they will select 2 adjectives from the list that they
want to portray in their writing. knowing that they will be writing from the perspective
of Joetta in the midst of this tragedy. write a journal entry from the perspective
(voice) of Joetta that portrays and develops her character as she experiences the
bombing.
Resources are included in the Comprehension Guide
**See an expert of the student comprehension guide below to see in more detail what
activities students will be engaged in!
Birmingham, AL
So I inferred
Ex. Protective
not as mean as he
fun of him.
seems. He protects
Kenny from the kids
insults because he is
proud of his little
brother.
Chapter 3:
1. Journal: Why is Kenny hesitant to spend time with Rufus at first?
However, by the end of the chapter, they seem to be best friends.
Why do you think this is?