ALEX Classroom Resource

  

Reading

  Classroom Resource Information  

Title:

Reading

URL:

https://amhistory.si.edu/ourstory/pdf/freedom/lunchcounter_reading.pdf

Content Source:

Smithsonian
Type: Learning Activity

Overview:

This activity can be used in conjunction with the book, Freedom on the Menu by Carole Boston. Through the activity, students will gather information about the Greensboro Woolworth Lunch Counter sit-in and how it was related to the Civil Rights Movement. The activity includes links to other resources.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

English Language Arts
ELA2015 (2015)
Grade: 1
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

English Language Arts
ELA2015 (2015)
Grade: 2
1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

English Language Arts
ELA2015 (2015)
Grade: 3
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

English Language Arts
ELA2015 (2015)
Grade: 4
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]


NAEP Framework
Anchor Standard:
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target:
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor:
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor:
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor:
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor:
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor:
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor:
Infer a story character's feelings to provide a description.

NAEP Descriptor:
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor:
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor:
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor:
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor:
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor:
Interpret description to recognize how story character feels. (Integrate and Interpret)


Social Studies
SS2010 (2010)
Grade: K
Living and Working Together in Family and Community
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Insight Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Create a visual representation of their immediate family that demonstrates each member's role within the family.
  • Perform assigned classroom job. Recite a classroom rule when prompted by the teacher.
  • Demonstrate proper care for their belongings and the belongings of others.
Teacher Vocabulary:
  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role
Knowledge:
Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills:
Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.
Understanding:
Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.
Social Studies
SS2010 (2010)
Grade: K
Living and Working Together in Family and Community
12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Compare and contrast schools, communication, transportation, jobs and recreation of the past and present.
Teacher Vocabulary:
  • community
  • family
  • transportation
  • communication
  • recreation
  • long ago
Knowledge:
Students know:
  • Families and communities of today participate in many of the same activities that families and communities of the past participate in.
  • Some aspects of family and community ways of life have changed over time while others have remained the same or similar.
Skills:
Students are able to:
  • Name various jobs performed by family and community members in the past and present.
  • Describe the ways schools, communication, transportation, and recreation of the past are similar and different to the ways of today.
Understanding:
Students understand that:
  • There are many similarities and differences between the ways people lived in the past and the ways we live today.
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
Insight Unpacked Content
Strand: Economics, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Identify themselves as a citizen of their community.
  • Describe the use of rules and laws in the community and the state.
  • Identify the purpose of paying taxes and how this contributes to the betterment of the community.
  • Demonstrate the ability to vote and make choices through mock elections in the classroom.
Teacher Vocabulary:
  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions
Knowledge:
Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions
Skills:
Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.
Understanding:
Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
  • Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954.
  • Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality.
Teacher Vocabulary:
  • analyze
  • interpret
  • discrimination
  • prejudice
  • protest (violent and non-violent)
  • boycott
  • sit-in
  • segregation
  • integration
  • Jim Crow
  • suffrage
  • rights
  • NAACP
Knowledge:
Students know:
  • Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
  • How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
  • African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing).
Skills:
Students are able to:
  • Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
  • Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Understanding:
Students understand that:
  • Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
  • The doctrine of separate but equal called for specific things.
  • These events also had a significant impact on the nation.
Tags: Carole Boston, civil rights, Freedom on the Menu, Greensboro Woolworth Lunch Counter, protests, sit ins
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Author: Ginger Boyd