Marching+for+Freedom+Reinforcing+Activity

Marching for Freedom-Walk Together, Children, and Don’t You Grow Weary  Mellanie Robinson  Title of NCSS Notable Trade Book: **  || Partridge, E. (2009//). Marching for Freedom-Walk Together,// // Children, and Don’t You Grow Weary //. Penquin Young  Readers Group: New York.  ISBN: 978-0-670-01189-6  Notable Trade Book, 2010  Ages 10 and up  Recommended for grades 4-6. The lesson will require one to two weeks of implementation. <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">This book tells the compelling story of how men, women, and children participated in freedom marches in the state of Alabama for the purpose of obtaining the legal right to vote. Martin Luther King, Jr., other civil rights leaders, and organizations supported these protestors in their efforts and as a result of these actions President Johnson signed the Voter Registration Act of 1965. || NCSS Standards: ** <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> //Marching for Freedom- Walk Together Children and Don’t You Grow Weary// by Elizabeth Partridge ( one per student) <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Double- Entry Journal (one per student) <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Picture Analysis Worksheet (one per student) <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Pen/Pencil <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Paper <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">10-12 large colored index cards which contain significant events from the book written on them <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Lined tagboard <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Optional items- fishing line, tape, and clothespins, markers, colored pencils, and crayons <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Technology Resources: <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Computers/ Internet Access <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">YouTube Video- Bloody Sunday 1965-Selma, Alabama by <span style="font-family: "Arial","sans-serif";">PsychoticPrpl Flower <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">[|http://www.TeachingBooks.net] <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">[|http://www.GoogleLitTrips.com/GoogleLit/Marching_for_ Freedom_Photos.htm] <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">www.elizabethpartridge.com <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Overall Goal: To understand that the involvement of men, women, and children who participated in civil rights protests from Selma to Montgomery, Alabama had a strong impact in the passing of the Voting Rights Act of 1965. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">The student will: <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> //<span style="font-family: "Arial","sans-serif";">Exploration/ Introduction: // <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> //<span style="font-family: "Arial","sans-serif";">Development: //<span style="font-family: "Arial","sans-serif";">
 * **<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Book Summary: **
 * **<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">X. Civic Ideas and Practices ** ||
 * <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Materials: **
 * <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Objectives: **
 * <span style="font-family: "Arial","sans-serif";">identify significant people who played an important role in the passing of the Voting Rights Act of 1965.
 * <span style="font-family: "Arial","sans-serif";">identify and define vocabulary and key concepts.
 * <span style="font-family: "Arial","sans-serif";">express his/her thoughts and opinions verbally and on paper.
 * <span style="font-family: "Arial","sans-serif";">analyze and interpret pictures from the freedom marches.
 * <span style="font-family: "Arial","sans-serif";">apply the information from the text and relate it to their own lives.
 * <span style="font-family: "Arial","sans-serif";">demonstrate knowledge of concepts through the implementation of individual and collaborative activities.
 * <span style="font-family: "Arial","sans-serif";">locate and identify important landmarks from the freedom marches.
 * <span style="font-family: "Arial","sans-serif";">discuss the sequence of events that occur throughout the text.
 * **<span style="font-family: "Arial","sans-serif";">Procedures: **

<span style="font-family: "Arial","sans-serif";">

|| <span style="font-family: "Arial","sans-serif";">Write the words **Civil Rights Movement** on the board and ask students to verbally brainstorm people, places or things that come to mind when they see these words. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Hold up the book //Marching for Freedom- Walk Together Children and Don’t You Grow Weary// by Elizabeth Partridge <span style="font-family: "Arial","sans-serif";"> and explain to students that the author describes how children their age made a difference during this period in history as it relates the Voting Rights Act of 1965. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Each child will receive a copy of Partridge’s book. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Have students to take a look at the front cover, title, and pictures inside of the book and make verbal predictions. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Log on to [|http://www.TeachingBooks.net] for students to hear an audio excerpt of Elizabeth Partridge as she reads a small portion of the text and discusses her inspiration for writing the book. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Pass out double entry journals before starting the book. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">While reading p.p.1-12 aloud to the students, ask the following question: Why do you think it is important to have voting rights? <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">After reading p. 4 of the text, ask them to interpret the following quote by Martin Luther King Jr.: “If we in the South can win the right to vote,” said King, “ it will give us the concrete tool with which we ourselves can correct injustice”. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">In pairs, have the students to read p.p.13-16.In paired or buddy reading, students read the full text, section, or chapter together or they can take turns. During paired reading, students will have the opportunity to discuss the assigned passage, identify and list any familiar and unfamiliar vocabulary words, people or concepts, or any express their thoughts and feelings about the passage in their double entry journal. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">While students are in this stage of reading, play the following songs softly in the background: <span style="font-family: "Arial","sans-serif";">“Oh Freedom”, “This Little Light of Mine”, just to name a few. These and other songs can be downloaded from the author’s website at www.elizabethpartridge.com. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">During this time, walk around, monitor students to make sure that they are on task, and answer their questions. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">The class will come back together for a whole group discussion about this and earlier sections of the book. This will also give students the opportunity to ask other questions for clarification. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Read p.p.17-23 aloud to the students. While reading, ask students to write a response to the following scenario posted on the Smart Board: As you read this last section of the text, you discovered that children your age were arrested and put in jail for marching during this period in history. The conditions in the jail were specifically described by the children. If you were in this situation discuss what would be going through your mind, and explain how you would feel. Be sure to include information supported by the text. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Have them write the scenario and their responses on the back of their double entry journal or on a clean sheet of notebook paper. After a few minutes, initiate discussion on their responses. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Have the students read p.p. 24-31 individually or with a partner, depending on reading level or preference They are to record the appropriate information in their journals. During this time have each student individually choose a picture from this section, which describes Bloody Sunday, and analyze it by using the picture analysis as a guide. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">The class will come back together for a whole group discussion about the reading section and volunteers will have the opportunity to share their picture analysis. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Show the YouTube video: Bloody Sunday 1965 Selma, Alabama by PsychoticPrplFlower. Note: There are other similar selections for you to choose from on YouTube. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">After watching the four minute video, have students to reflect their interpretations of it verbally and/or in their double entry journals. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Read and discuss p.p. 32-36. Have students to record information in their double entry journals if necessary. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Have students read individually or with a partner and journal on p.p. 37-47. After reading, students will take part in grand conversation with 2-3 other students. During this time students have the opportunity to discuss words, significant people, concepts make predictions, share personal responses from their journals and share connections that they have with the text. A whole group discussion will follow. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Read/discuss p.p. 48-51 and ask students to verbally interpret the meaning of Coretta Scott King’s favorite poem “Mother to Son” by Langston Hughes, which is featured in the text. After the interpretation, ask students if the poem connects to their life experiences in any way. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Read/discuss p.p. 53-60 and ask students to make predictions about the ending. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Take students to the computer lab to investigate the following website: <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">[|http://www.GoogleLitTrips.com/GoogleLit/Marching_for_ Freedom_Photos.htm] This website gives students the opportunity to view images of important landmarks on the march from Selma to Montgomery on a real-time map. Some of the things the students will see are as follows: the jail in Selma where men, women, and children were locked up, every place where the marchers spent the night, and the location in Washington, D.C. where the Voting Rights Act was signed in 1965. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> Ask students to respond to verbally the following questions on the Smart Board: What words would you use to describe people involved in the passing of the Voting Rights Act of 1965? This group of individuals initiated change at the local, state, and federal levels. How can you initiate change in your local community? <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Using the index cards, which contain significant events from the book, have 10-12 student volunteers, with the help of their fellow peers, figure out correct sequence of events with the goal of standing in front of the room in the correct order. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Students will get into groups of 3-4 to choose and discuss the meaning of words. ( i.e. concepts, significant people). Before students write these words on lined tagboard and placing/categorizing them on the word wall for future use, initiate a discussion of the words to check for understanding. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Explain the concept of Reader’s Theater and share the attached rubric. Assign or give students the option to choose 2-3 other classmates to develop a brief Reader’s Theater presentation that describes a significant event from the book. Each group will choose one of the following events: one day of the march from Selma to Montgomery, the signing of the Voting Rights Act, a speech from Martin Luther King, an Alabama resident being denied the right to be a registered voter, etc. The teacher will give students the opportunity to develop scripts and practice before performing in front of the class. Markers, crayons, colored pencils, and paper should be available in case students need to create visuals. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">At the end of the unit study, students will take a quiz (see attached) based on material from the book. Information recorded on their double entry journals and class discussions will help them to prepare for the assessment. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">The Reader’s Theater Presentation Rubric <span style="font-family: "Arial","sans-serif";">Unit Quiz <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif"; font-size: 10pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 10pt;">This link provides a thorough description of the Voting Rights Act and the Federal Government’s role in adopting it. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">http:// [|www.congresslink.org/print_] [|basics] [|_histmats_votingrights_contents:htm] <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">This website has a plethora of literary resources, lesson plans, and articles that pertain to the Civil Rights Movement and other significant events in history. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">[|www.socialstudiesresources.org] <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">This is an excellent resource for retrieving lesson plan ideas, information about books, websites, and videos based on the Civil Rights Movement. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">[|www.civilrightsteaching.org] <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">This website contains an extensive list of literary resources for children and adults. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">[|www.crmvet.org/biblio.htm] <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Miller, M. (1989). The bridge at Selma: turning points in American history. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> Silver-Burdette Press: San Antonio, TX. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">This book discusses the story of the march that took place in Selma, Alabama with several photos. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Turch, M. (2000). //The Civil Rights Movement for kids.// Chicago Press: Chicago. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">This book includes stories of the roles that children played in the Civil Rights Movement. Teaching activities are also included. <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 9pt;"> || <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Optional :Using fishing line, clothespins, or tape, display the sequence cards in a timeline format. **<span style="font-family: "Arial","sans-serif";">
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 * <span style="font-family: "Arial","sans-serif";">Assessment: **
 * <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Suggested **
 * <span style="font-family: "Arial","sans-serif";">Extension **
 * <span style="font-family: "Arial","sans-serif";">Activities: **
 * <span style="font-family: "Arial","sans-serif";">Establish text-to-text, text-to-self, and text-to-world connections with books that have similar themes like //Claudette Colvin: Twice Toward Justice// by Phillip Hoose and //When the Children Marched- The Birmingham Civil Rights Movement// by Robert H. Mayer.
 * <span style="font-family: "Arial","sans-serif";">Students can write a review of the book and post it online.
 * <span style="font-family: "Arial","sans-serif";">Read another book by Elizabeth Partridge.
 * <span style="font-family: "Arial","sans-serif";">Students can create and present a rap, song or poem about the book. ||
 * <span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">Additional **
 * <span style="font-family: "Arial","sans-serif";">References & Web Links **


 * Mellanie Robinson ** is an Assistant Professor at Reinhardt University in Waleska, Georgia. She has taught elementary and middle school in the Atlanta area. Her research interests include reading comprehension straegies, social studies education, elementary and middle grades learners, and pre-service teacher training and supervision. She can be contacted at mlr1@reinhardt.edu.