Ida+B.+Wells +Let+the+Truth+Be+Told+Reinforcing+Activity

Lesson Plan Author: Michael Lovorn
 * NCSS Notable Trade Book Lesson Plan **

g. (early grades) analyze a particular event to identify reasons individuals might respond to it in different ways **Performance Expectation V: Individuals, Groups & Institutions** d. (early grades) identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflict **Performance Expectation X: Civic Ideals & Practices** a. (early grades) identify key ideas of the United States’ democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations || · One copy of //Ida B. Wells: Let the Truth B. Told// · Photographic images of Ida B. Wells, Frederick Douglass, Jane Addams, W.E.B. DuBois, Susan B. Anthony, and Elizabeth Cady Stanton · A projector (overhead, document camera, or similar) · Copies of primary documents such as newspaper articles, journal entries, letters, and court documents · Quotes from each of the following social justice pioneers: Ida B. Wells, Frederick Douglass, Jane Addams, W.E.B. DuBois, Susan B. Anthony, and Elizabeth Cady Stanton · Related handouts · Large envelopes · Pencils, markers, and notebook paper · Poster boards that have been prepared with ‘Discussion Wheel’ graphic organizer templates. || 2.By way of the jigsaw method, students investigate information packets and fill out “Record of Evidence’ handouts. The five information packets/envelopes are labeled: I.Frederick Douglass II.Jane Addams III.W.E.B. Dubois IV.Susan B. Anthony V.Elizabeth Cady Stanton 3. Students use the primary sources to research and discuss the causes and effects of the Scopes Trial as well as the thoughts and observations of the main character (15 year-old Frances Robinson). ||
 * ** NCSS NTB: ** || **// Ida B. Wells: Let the Truth be Told //**
 * by Walter Dean Myers, illustrated by Bonnie Christensen ** ||
 * ** Book Summary: ** || Ida B. Wells was an extraordinary woman. Long before boycotts, sit-ins, and freedom rides, Ida B. Wells was hard at work to better the lives of African Americans. An activist, educator, writer, journalist, suffragette, and pioneering voice against the horror of lynching, she used fierce determination and the power of the pen to educate the world about the unequal treatment of blacks in the United States. Award-winning author Walter Dean Myers tells the story of this legendary figure, which blends harmoniously with the historically detailed watercolor paintings of illustrator Bonnie Christensen. ||
 * ** NCSS Standards: ** || **Performance Expectation IV: Individual Development & Identity**
 * ** Materials: ** || This lesson requires the following materials:
 * ** Objectives: ** || 1.After reading // Ida B. Wells: Let the Truth be Told // by Walter Dean Myers, students use photographs and primary documents to develop personality profiles of pioneering voices for social justice and equality by analyzing primary documents and quotes of Ida B. Wells and others.
 * ** Procedures: **

// Exploration/ Introduction: //

// Development: //

// Expansion: // || //__ Oratory Introduction Procedures __//// (8-10 minutes) //

Begin with a brief conversation about students’ understandings of the term ‘hero’. After inviting several students to name and/or describe heroes they know, explain this picture book tells the story of a gifted and heroic woman who fought for the rights and equality of all Americans. Ask students why our rights and equality are important concepts to study. Summarize their comments and/or suggestions on the board.

Prepare students for the reading by telling them they will be learning more about Ms. Wells and similar heroes, and that it is very important that they pay close attention to the story of her life to be able to participate in the rest of the lesson. Finally, tell students they will be observing several photographs, primary sources, and quotes related to Ida B. Wells and similar heroes of justice and equality.

Read //Ida B. Wells: Let the Truth B. Told// to the class as a group, taking time to share each illustration with the class.

//__ Instructional Procedures __//// (15-20 minutes) //

After reading the book to the class, invite students to discuss their general thoughts of Ms. Wells, her era, and her influence. Continue this discussion by asking students to briefly summarize the chronicled events of her life. Using a projector, display several photographs and images of Ms. Wells and her creative products (books, articles, etc.). Ask students to use what they have learned from the book and images to complete a “Personality Profile” handout for Ms. Wells, including information about her birth, childhood, social justice projects, influence on people’s quality of life, and legacy. Call for students to share their sentences from the handout. Affirm students’ ideas about Ms. Wells and briefly connect statements into one common theme of Wells’ meaningful impact on American ideas of social justice and equality.

Tell students they will use this same analysis strategy to participate in a group activity investigating photographs, primary sources, and quotes of several people who, like Ms. Wells, impacted American life. Invite students to discuss social and living conditions that prompted Ms. Wells’ campaign for rights and equality. Ask students to list words that describe the feelings they have toward these social and living conditions. Affirm students’ ideas and feelings by briefly tying each to Ms. Wells’ biography.

Place students in five groups of five, and direct each group to a “research station”. Once they are in their research stations, number students off (1, 2, 3, 4, 5), and explain that each student in each group is to become an “expert” regarding one social justice pioneer. There will be five expert groups, comprised of one member from each of the original five groups.

Each student receives a copy of the Personality Profile handout. Explain that this handout is the “Personality Profile” each student uses to become an expert on her/his social justice pioneer, and that each student is responsible for providing information for a culminating project that her/his original group will complete together.

Present each expert group with a uniquely labeled informational envelope (see below). Give students time to read and explore their social justice pioneer. Expert groups will confer about each item. They will make assumptions, draw conclusions, and come to an agreement on what notes to record on the Personality Profile. Informal assessment is performed as the teacher moves around the classroom checking for understanding and randomly asking affirming questions throughout this portion of the lesson.

Envelope #1 (entitled “Frederick Douglass: The Lion of Anacostia”) Envelope #2 (entitled “Jane Addams: Founder of Hull House”) Envelope #3 (entitled “W.E.B. Dubois: The Father of Pan-Africanism”) Envelope #4 (entitled “Susan B. Anthony: Votes for Women”) Envelope #5 (entitled “Elizabeth Cady Stanton: Feminist Activist”)

//__ Group Process Procedures __//// (15-20 minutes) //

After students have completed Personality Profile handouts in their respective expert groups, direct them back to the original research stations. Call for a group sharing conversation. These simultaneous discussions are guided by teacher prompts and the following questions: 1.Can you describe your social justice pioneer to your group members? What did she/he look like? 2.What characteristics are shared by each of your social justice pioneers? 3.What makes each social justice pioneer unique? 4.Why should we remember your social justice pioneer? As research station discussions are taking place, distribute materials for the culminating poster project (five poster boards and colored markers). Briefly orient students to the design of the ‘Description Wheel’ graphic organizer. Call for students to summarize, color-code, and compile relevant information into appropriate areas on the poster.

//__ Expansion Procedures __//

Affirm students’ vocabulary comprehension by asking review questions. Ask several volunteers to imagine they were in Ms. Wells’ position and discuss how they would have felt. Assign students to research more on the social justice and social justice pioneers. Students may also plan a one-act role-play activity to present to classmates. ||
 * ** Assessment: ** || Invite students in each group to present their poster to classmates, and post the finished products on the bulletin board. At the close of this lesson, Personality Profile handouts will be collected, and the teacher will examine them for accuracy. They will serve, in part, as a formal summative assessment. ||
 * ** Suggested **
 * Extension **
 * Activities: ** || Upon completion of this lesson, the teacher may employ a variety of extension strategies. The teacher may introduce a timeline of events related to the lives of the social justice pioneers, a problems-solutions chart, a fact and opinion comparison chart, or a 5-W chart. Depending on the teacher’s emphases or objectives, one or more of these organizers may be more appropriate than the description wheel. ||
 * ** Additional **
 * References & Web Links ** || // Websites for Research on Social Justice Pioneers //

http://www.socialstudiesforkids.com/
 * Social Studies for Kids **

http://www.kidspast.com/
 * History for Kids **


 * PBS American Experiene ** http://www.pbs.org/wgbh/americanexperience/

**Kids.gov** http://www.kids.gov/6_8/6_8_social_studies_us_history.shtml

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 * Historical Thinking Matters **