VITAL INFORMATION
Author
Krista Huff
Grade/Level
Grade 4
Subject(s)
History, Reading
Standards
Display:
AR- Arkansas Curriculum Frameworks
Subject: Arkansas History
Grade/Course: Grades K- 4
Strand: Time, Continuity, and Change
Content Standard 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change.
USA- Common Core State Standards (June 2010)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 4 students:
Content Area: Informational Text K–5
Strand: Reading
Domain: Key Ideas and Details
Domain: Integration of Knowledge and Ideas
AR- Arkansas Curriculum FrameworksSubject: Arkansas HistoryGrade/Course: Grades K- 4Strand: Time, Continuity, and ChangeContent Standard 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change.
Student Learning Expectation TCC. 2.4: Explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has happened in the past.
USA- Common Core State Standards (June 2010)Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsGrade: Grade 4 students:Content Area: Informational Text K–5Strand: ReadingDomain: Key Ideas and Details
Standard:
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text
Domain: Integration of Knowledge and Ideas
Standard:
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
The students will write an essay explaining how people, places, events, attitudes, ideas and values are the result of the Little Rock Nine, including what happened and why with 90% accuracy.
BL-1 Knowledge
The students will order events leading up to, during, and after the Little Rock Nine using a timeline with 95% accuracy.
BL-3 Application
IMPLEMENTATION
Set
Before reading the story students will have already learned about segregation and black history.
1. I will ask the students if they knew that Little Rock Central High School is now a national historic site. I will explain that it is a national historic site because of what is known as the Little Rock Nine.
2. I will briefly tell them how the Little Rock Nine made history and explain that we will be creating a timeline to find out how long it took for the Little Rock Central High School to become fully integrated.
3. I will show them the timeline in the back of the book explaining how a timeline is used and why we use it (it shows us the sequence of events that occurred in history).
4. Before I begin reading I will explain to the students that after we read the story I will have them write an essay on how the people, places, ideas, values, and attitudes were a result of the Little Rock Nine and the changing of segregation. I want them to be thinking about those things as we read.
This lesson will take 2 class periods of reading workshop. (Split reading up into two days)
You can either read the book aloud and show the students the pictures or you can project the book using the Elmo
1st day:
Pass out the time lines and explain that we are going to learn how to make a timeline and how to refer to one for information, together as a class. We will fill in the timeline as we read and refer back to the timeline in the book for specific dates that are not mentioned in the text.
Chapter 1:
All pages are marked with sticky notes to show when to stop for discussion or to fill in the timeline. Before you mention what is to be written down in the timeline, ask students each time if they see/heard anything important.
1. Read through page 6. Discuss how Hazel Bryan reacts to the integration of Elizabeth Eckford. Have students explain what they see in the picture. Also on page 6 ask students why people were shocked when a white man, Benjamin Fine of The New York Times put his arm around Elizabeth to protect her until the bus arrived to take her home.
Chapter 2:
2. Read through page 12. Pull up the timeline sheet on the Smartboard. In the first box write in Jim Crow Laws 1896. Also discuss word harass and meaning (can be found in the glossary).
3. Read through page 14. Fill in second box on timeline. Write in, Brown V. Board of Education May 1954. Board rules that separate is not equal. Also discuss Thurgood Marshall and his attitude, values, and beliefs.
4. Read through 15 we will fill in box 3. Refer to the timeline in the back. I will explain that because of this timeline we know that in May of 1955 The Little Rock School Board approved a plan to gradually integrate its schools.
5. Refer to timeline and write in box 4 of the timeline. Because of this timeline we know that in August of 1957 segregationists hold public meetings to oppose the school boards plan. (Define segregationists). Also discuss the time period between the last entry and this entry.
6. On page 15 we see that Governor Orval Faubus sent the state's National Guard troops to prevent the students from entering the school. Fill in box 5. We can refer to the timeline in the back to find the actual date which is September 4th. Also discuss Orval Faubus' values, ideas and beliefs. How did they effect the integration plan?
7. Read through page 18. Write in box 6 that on September 23rd 1957 the Little Rock Nine enter the school. Discuss how they entered and how people were reacting.
8. Read through page 19 we will fill in box 7. On September 24, 1957, President Dwight D. Eisenhower sends federal troops to Little Rock and federalizes the National Guard. Refer to the timeline in the back for this entry.
9. Fill in box 8. Refer to the timeline in the back of the book to fill in date, September 25th 1957 the troops escort the nine African-American students into Central High School for their first full day of classes. Discuss the word bigot and how the students were treated during their time at school.
10. Read through page 22. Fill in box 9, The new school board asked the court to delay integration. Refer to the timeline for the date of February 20, 1958. On the same page in the text fill in box 11, Orval Faubus was determined to defy the federal government and shut the Little Rock's high schools down. Refer to the timeline in the back of the book to find the date, Summer 1958.
11. Read through page 25. Fill in box 12, Little Rock residents vote to stop integration; Little Rock high schools are closed, and Little Rock students are forced to enroll in private schools outside the city, or take corresponding classes. (Define corresponding classes) Refer to the timeline in the back of the book to find the date September 27, 1958. Also go back to the tenth box to fill in that Ernest Green was the first African-American to graduate from Little Rock Central High School.
12. Finish reading through page 27. Refer back to the timeline in the back of the book and fill in the remaining 7 boxes. The 7th box will refer to the text on page 26, President Bill Clinton honored the Little Rock Nine in 1999 for their bravery. Each received the Congressional Gold Medal, the nations highest civilian award.
Day 2:
Chapter 3:
1. Have students get out their time lines. Review with them what happened following the timeline.
2. Begin reading on page 28. Have students discuss what they see in each picture.
3. After reading through page 33 discuss with students how people's values, ideas, and attitudes had changed since the first entry on the timeline.
4. Read through page 34. Discuss the last two sentences, "She believed she had been too young in 1957 to truly have her own beliefs. In those difficult times, Hazel told people, she had reflected the beliefs of her family, friends, and community." How had her ideas changed? What caused her ideas to change?
5. Finish reading the story.
Day 1 Closure:
After completing the timeline I will ask students to look at all the information we have learned today. That is a lot of information but how does the timeline help us remember this information? Answers: It organizes the things that happened by dates. It tells us when something happened, what had to come first before this event happened.
Have students refer to their timeline to answer questions. What laws kept African-Americans and white people from going to the same schools? What happened on May of 1954? When did the Little Rock Nine first try to enter Little Rock Central High School? When were Little Rock's public schools fully integrated?
Can someone tell me the difference in years on the last two events? That was a long time wasn't it? Tomorrow we will finish the book to find out how things changed after integration.
Day 2 Closure:
After reading the rest of the story ask students how people's attitudes, ideas, and values resulted in what happened during the Little Rock Nine. How did Orval Faubus' ideas and attitude effect the Little Rock Nine? How did Thurgood Marshall's attitude, ideas, and values effect the Little Rock Nine? People's beliefs, values, ideas, and attitude can effect others and even make history.
- Materials and resources:
1 Book: Little Rock Girl 1957
20 Timeline Handouts
20 Writing Rubrics
ELMO
Attachments:
Grouping for Instruction- Timeline.docx
- Timeline.docx Give the timeline to students to fill out before you start reading.
This is a whole group lesson.
Physical: If students have difficulty seeing the board or book move them to the front. If students have a hearing problem use a microphone as you read or move them closer to you as well.
Behavioral: If you have a student who has ADHD be sure to call on this student often to keep them engaged in the learning.
Academic: Low Learner, When writing the essay low learners only have to write a paragraph of at least 5 sentences. Giving an introductory, 3 main events of the story, and a closing sentence. High Learners, When writing the essay have students also include how the ideas and values changed and how that effected where we are today.
Cultural: Segregation can be a heavy subject especially for African-Americans in your classroom. Be sure to explain that this is the way things used to be and we are thankful for the change. Explain things so as to not offend those students.
When students go to computer lab that week I will have them research some Arkansas History time lines. They are to open up a Word document and provide me with the link they found the time line as well as two facts they learned from the time line.
ASSESSMENT
Assessment Activity
Student's will write an essay explaining how people, places, events, attitudes, ideas and values are the result of the Little Rock Nine, including what happened and why, using their time lines to refer to. They will be graded by the writing rubric. Pass out the rubric with the prompt question.
I expect all students to participate in the discussions.
I expect all students to fill out the timeline with the whole class.
I expect all students to complete an essay following the writing rubric.
The students will write an essay explaining how people, places, events, attitudes, ideas and values are the result of the Little Rock Nine, including what happened and why. They will follow the prompt directions and the writing rubric to complete their essays.
