Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, student will:

  • have led a discussion about the section “College” from Anne Moody’s book, Coming of Age in Mississippi
  • lead discussions about the following topics 
    1. 1957: Little Rock High School
    2. Southern Christian Leadership Council (SCLC)

Standards

[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Central High School Time Line



Download this file

Little Rock Nine Worksheet



Download this file

The Southern Manifesto on Integration

Southern Manifesto on Integration (March 12, 1956) http://www.pbs.org/wnet/supremecourt/rights/sources_document2.html

Download this file

The Little Rock Nine-Eyes on the Prize





Begins at 6 minutes, end at 33:13

Morning Edition, NPR, “Daisy Bates and the Little Rock Nine,” September 20, 2007 <http://www.npr.org/templates/story/story.php?storyId=14563865


Edmund Pettus Bridge.





Selma, Edmund Pettus Bridge.

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]
  • Get out your Southern Manifesto Work sheets and discuss your answers in your groups.
  • How do you think the Manifesto change the outlook of Southern Whites? Southern Blacks?      

New Material

Lesson #4: Anne Moody, Coming of Age in Mississippi, Section 3: “College

  • Student led discussion about the life of Anne Moody. As the discussion progresses, we will look at other events that were occurring during that time:
    1. 1957: Little Rock High School
  • Southern Christian Leadership Council (SCLC)

Lesson #4: “College”

After students have had time to discuss the worksheet questions, we will open up the class to a group discussion moderated by a student. 

We will then continue our discuss the section “The Movement” in light of the Manifesto and how it students feel it may have affected Anne Moody, the Movement in general, and Whites in both the North and the South. 

A group leader will have created a narrative that fills in the blanks between the publishing of “The Southern Manifesto” and integration of schools with a focus on Little Rock, Arkansas. We will then watch a segment of Eyes on the Prize.

As you watch a section from Eyes on the Prize about the Little Rock Nine, please take notes. Make sure you do so in the fashion that you used last year (Cornell Notes).

Students will then discuss the developments that led to the creation of the Southern Christian Leadership Council.

Homework:

  • Complete the worksheet for Eyes on the Prize from your notes. You will get credit for the assignment, but please only answer those questions that you find in your notes! This is an exorcize to see if your note taking is accurate and covers the material presented.   
  • Listen to “Daisy Bates and the Little Rock Nine” on Teacherweb (http://teacherweb.com/DC/Banneker/MrG/h0.aspx) under ALL US History Videos.  
  • Please bring in your annotated JFK’s “Inaugural Speech” speech and you might want to watch it again on Teacherweb (http://teacherweb.com/DC/Banneker/MrG/h0.aspx) under ALL US History Videos. Summer Assignment
  • Please bring in your annotated Dr. King’s “I Have a Dream” speech and then you might want to watch it again on Teacherweb (http://teacherweb.com/DC/Banneker/MrG/h0.aspx) under ALL US History Videos. Summer Assignment

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will:

  • lead discussions in a group and class setting. 
  • create a narrative from outside research, primary and secondary readings from class, their textbook, and their review books, connecting events that will be discussed in the class. 
  • take notes on the film to use later to answer the questions they have on their worksheets.

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will be assigned events and asked to complete outside research in order to lead discussions.

Outside sources can include primary source documents--including political cartoons--photographs, letters, bills, newspaper articles, etc. 

Students should write down discussion questions for their area of research.

Students will turn in their Eyes on the Prize Worksheets. 

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

What most impressed you about the Little Rock Nine? For me, it was the dignity they had. The sense that they realized their worth as human beings even with all those around them calling them names and questioning their basic humaniy. Can you think of someone else who has this type of dignity? Nelson Mandella comes to my mind. 

What do you think was the one thing that found its way into America's living rooms that helped turn the tide of violence and change people's opinions?

I believe it was the television coverage. Can anyone think of a time in the past, and I mean before the 1950s, when mass media of the day changed people's minds about a civil rights issue?

I am thinking of Uncle Tom's Cabin. Does anyone know who wrote it? It was written by Harriet Beecher Stowe. President Lincoln once introduced her as "the woman who started this little war."

How about a more modern example? I am thinking of the March on Selma by Dr. King and many others. The television pictures of people being beaten, attacked by dogs, and having fire hoses used on them for simply WALKING is absolutely horrifying. In many ways, that is the equivilant to the Travon Martin case, not Emmit Till. 

Tomorrow we will be discussing the power of place in regards to Washington, DC and President Kennedy's inaguration, The March on Washington for Freedom and Justice, Selma, Birmingham, and especially MMarch 7, 1965 — known as "Bloody Sunday" — when 600 marchers, protesting the death of Jimmie Lee Jackson and ongoing exclusion from the electoral process, were attacked by state and local police with billy clubs and tear gas and the second march that was held the following Tuesday, and resulted in 2,500 protesters turning around after crossing the Edmund Pettus Bridge.

Those of you who are leading these sections, make sure you are prepared and the rest of you should get information as well so that you can also contribute to the discussion.