Scioscia-Reed, B. May 2008. 1 Teaching American History Lesson Plan Barbara Scioscia-Reed Land, Liberty, and the Struggle for the American Dream Historical Perspectives In Roll of Thunder Hear My Cry & “I Have a Dream” Speech ______________________________________________________ Overview: The lessons presented will help student utilize comprehensive reading strategies to explore racial discrimination and prejudice as portrayed by Mildred Taylor in her autobiographical historical fiction book called Roll of Thunder Hear my Cry. This Historic Fiction is a perfect vehicle to allow students to internalize authentic historic issues of 1930’s American South as experienced by fictional characters, The Logan Family. Examining primary documents such as the Jim Crow Laws, Emancipation Proclamation, and Declaration of Independence while reading this book will encourage students to examine the struggles African Americans experienced in order to claim their rights and freedom To help students recognize the slow progress America has made in providing freedom and rights to all her inhabitants, students will examine Dr. Martin Luther King famous speech “I Have a Dream.” It is a most powerful piece of persuasive writing, one that moved people to action and change. It is most worthy of being carefully read, comprehended and reflected upon in order to appreciate the dynamic impact it had on those present as well as those who read it today.Scioscia-Reed, B. May 2008. 2 Possible Subject Area(s): Social Studies, Reading and Writing Target Grades: 5-7 Essential Understanding: • Obtaining “basic rights” as granted in the Declaration of Independence and experiencing freedom from oppression as mandated in the Emancipation proclamation was a continuous struggle for African Americans. Essential Questions: • What were the racial conflicts between whites and blacks during the 1930’s in American’s south? • What is the significance of land in the creation of an American Identify? • Why was Martin Luther’s Speech “I have a Dream” significant, effective and necessary? CT Standards: • Standard 2: Historical Comprehension A. Identify the source of the historical documents and narratives and assess its credibility E. Read historical narratives imaginatively. F. Appreciate historical perspectives • Standard 3: Historical Analysis and Interpretation A. Consider multiple perspectives. B. Draw comparisons across eras and regions in order to define enduring issues C. Hypothesize the influence of the past • Standard 5: Historical Issues-Analysis and Decision-Making A. Identify issues and problems in the past Objectives: • The student will take a pre-assessment in the form of a “quick write • The student will fill out a graphic organizers about segregation • The student will utilize “Stop and Jot” reading strategy to read, analyze and respond to a version of the Jim Crow Laws • The Student will read and analyze the Emancipation Proclamation. They will complete a document analysis sheet. • The Students will read Roll of Thunder Hear my Cry by Mildred Taylor using the Stop and Jot Strategy for close reading.Scioscia-Reed, B. May 2008. 3 • The Student will read and chart occurrences of racial prejudices as found in the Jim Crow laws. • The student will find quotations from text about land and chart then on a graphic organizer. They will document any dialogue about land and chart the significance of the conversations. • The students will write expository essay explaining why land ownership was historically significant. • The students will analyze “I Have a Dream” speech with special attention to King’s metaphoric references. • The student will chart historic references made in this speech. • The students will write an essay explaining why Martin Luther’s Speech was effective, significant, and necessary. • The students will view actual footage of Martin Luther King as he is delivering “I Have a Dream” speech. Students will jot their reactions to this event considering their recently acquired background knowledge. Materials Needed: • Individual copies of Segregation Concept Web (see A#1at the back of packet. • Individual copies of Jim Crow Laws http://www.nps.gov/archive/malu/documents/jim_crow_laws.htm • Individual copies of Roll of Thunder Hear my Cry by Mildred Taylor • Teacher Study Guide of Roll of Thunder Hear my Cry http://www.holton.k12.ks.us/staff/jireland/Summer1999/thunderlessons.htm • Document Analysis Worksheet http://www.archives.gov/education/index.html • Copies of Emancipation Proclamation(Primary source) http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html • Copies of “I Have a Dream” speech” by Reverend Martin Luther King Jr. http://www.americanrhetoric.com/speeches/mlkihaveadream.htm • Copies of Declaration of Independence http://www.ushistory.org/declaration/document/index.htm • Chart (A#2) Evidence of Jim Crow in Roll of Thunder • Chart ( A#3) Land References • Expository Rubric (A#4)Scioscia-Reed, B. May 2008. 4 Suggested Activities/Procedures: *Note –each day has a series of objectives and can be separated to many day according to students’ schedules and teacher’s preference. Day 1 Building Background • Details of the Learning Activity Objective: The Student will take a pre-assessment Pre-assessment: Students will begin with a very simple and effective pre-assessment (quick write) of their knowledge of the Jim Crow Laws. To do so, student receives a blank piece of paper. Students simply list as many phrases, words concepts that they understand to define the Laws. This takes about 4 minutes. This is collected, evaluated by teacher and held for comparison to post –assessment at the end of a series of lessons. Objective: The Student will utilize prior knowledge to fill out a concept graphic organizer on segregation (A#1) In pairs, allow students to complete a word chart. When completed, teacher and students use collective knowledge to discuss students’ written responses. Teacher could fill out a class chart on overhead or chart. Objective: The Student will review expectations of Stop and Jot reading strategy which will promote “close” comprehensive reading. Some of the Information about “Stop and Jot strategy is taken from