ALEX Lesson Plan

     

Rosa Parks and the Montgomery Bus Boycott

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  This lesson provided by:  
Author:Alissa Entrekin
System: Franklin County
School: East Franklin Junior High School
  General Lesson Information  
Lesson Plan ID: 12276

Title:

Rosa Parks and the Montgomery Bus Boycott

Overview/Annotation:

This lesson introduces students to Rosa Parks and the beginning of the Montgomery Bus Boycott. After considering the impact of Ms. Parks' heroism, students will explore its relevance to the beginning of the Civil Rights Movement. Students will learn new vocabulary and will answer a questionnaire that will be published on the web. Students will then create a tribute to Rosa Parks' heroism that will be submitted to a classroom book.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (6-8)
8. Identify safe uses of social networking and electronic communication.
  • Recognizing dangers of online predators
  • Protecting personal information online
  • TC2 (6-8)
    9. Practice responsible and legal use of technology systems and digital content.
    Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites
  • Identifying examples of computer crime and related penalties
  • Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying
    penalties—fines, incarceration
  • Citing sources of digital content
  • TC2 (6-8)
    11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
    Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases
    collecting—probeware, graphing calculators
    organizing—graphic organizers, spreadsheets
    evaluating—reviewing publication dates, determining credibility
    synthesizing—word processing software, concept-mapping software
    SS2010 (6) United States Studies: The Industrial Revolution to the Present
    7. Identify changes on the American home front during World War II.
    Example: rationing
  • Recognizing the retooling of factories from consumer to military production
  • Identifying new roles of women and African Americans in the workforce
  • Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
  • Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
  • SS2010 (6) United States Studies: The Industrial Revolution to the Present
    9. Critique major social and cultural changes in the United States since World War II.
  • Identifying key persons and events of the modern Civil Rights Movement
  • Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)
    events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)
  • Describing the changing role of women in United States' society and how it affected the family unit
  • Examples: women in the workplace, latchkey children
  • Recognizing the impact of music genres and artists on United States' culture since World War II
  • Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music
    artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)
  • Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
  • SS2010 (6) United States Studies: The Industrial Revolution to the Present
    12. Evaluate significant political issues and policies of presidential administrations since World War II.
  • Identifying domestic policies that shaped the United States since World War II
  • Examples: desegregation of the military, Interstate Highway System, federal funding for education, Great Society, affirmative action, Americans with Disabilities Act, welfare reform, Patriot Act, No Child Left Behind Act
  • Recognizing domestic issues that shaped the United States since World War II
  • Examples: McCarthyism, Watergate scandal, political assassinations, health care, impeachment, Hurricane Katrina
  • Identifying issues of foreign affairs that shaped the United States since World War II
  • Examples: Vietnam Conflict, Richard Nixon's China initiative, Jimmy Carter's human rights initiative, emergence of China and India as economic powers
  • Explaining how conflict in the Middle East impacted life in the United States since World War II
  • Examples: oil embargoes; Iranian hostage situation; Camp David Accords; Persian Gulf Wars; 1993 World Trade Center bombing; terrorist attacks on September 11, 2001; War on Terrorism; homeland security
  • Recognizing the election of Barack Obama as the culmination of a movement in the United States to realize equal opportunity for all Americans
  • Identifying the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process
  • Local/National Standards:

     

    Primary Learning Objective(s):

    Students will research the relevance of Rosa Parks' actions to the beginning of a new era. Students will analyze how the bus boycott contributed to the Civil Rights Movement. Students will relate the relevance of the Montgomery Bus Boycott to personal everyday life. Students will define vocabulary words related to the Civil Rights Movement. Students will write a tribute to Rosa Parks that will be displayed in a classroom book.

    Additional Learning Objective(s):

     
     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    handouts (see attached), book The Story of Ruby Bridges by Robert Coles, poster board, markers, rulers

    Technology Resources Needed:

    Computers with Internet access, LCD projector for viewing video clips

    Background/Preparation:

    Students need to be familiar with using the Internet.

      Procedures/Activities: 
    1.)Teacher: "Who is the woman many call, "The Mother of the Civil Rights Movement?" Her name is Rosa Parks. She was also awarded the NAACP's Spingarn Medal and the Martin Luther King, Jr. nonviolent-peace prize. In 1984, Rosa Parks was given the Eleanor Roosevelt Woman of Courage award. Where did this legacy begin?"
    To begin the unit, ask students what they know about Civil Rights and Rosa Parks. Record their responses on a poster board under the heading "K" (know). Then ask the students what they want to learn, and write their comments under the "W". When the mini-unit is completed, return to the charts with the students and on another poster board record responses of what they have learned ("L").
    (Thinkfinity Interactive---Mighty Tolerance)
    Video

    2.)The teacher will read The Story of Ruby Bridges to the class. This is a story about a little girl named Ruby. She was the first African American to go to the all-white school and because of this she encountered many hardships. The teacher will then lead a discussion by asking the students if they have ever stood up for something that they felt was right. The class will then discuss how they would have felt/reacted if they were in Ruby's place. The teacher will explain to the class that Rosa Parks suffered the same kind of persecution that Ruby did.

    3.)In the computer lab or media center, write the URL on the board and ask students to listen for directions: A quiz will be given on the bold words found throughout the slides, so each student should take notes on the definitions (Click on the words and the link will show the definition). Explain to the students that at the end of the slides everyone will need to respond to the, "How would you feel?" question posted on the web. The teacher will answer any questions that the students may have. The teacher will then tell the students that they may begin. The teacher will walk around and monitor the students' progress.
    (Rosa Parks: How I Fought for Civil Rights)
    "The Mother of the Modern-day Civil Rights Movement, Rosa Parks," describes her pivotal role in the Montgomery Bus Boycott and helps students understand the importance of every individual citizen in a democracy.

    4.)As a class activity, go to the APT Plus website and search for "Montgomery Bus Boycott." Under key concepts, view the video clip, "Montgomery Bus Boycott." After viewing this clip and discussing students' reactions, view the clip, "Supreme Court Declares Segregation on Buses Illegal." Then ask for feedback on students' thoughts and feelings about the court decision.
    (APT Plus)
    The teacher will need to have previously requested a free account for this site.

    5.)Each student will be assigned to write a tribute to Rosa Parks. The students will then use their creativity to create a title and a tribute as if they were writing a speech in her behalf. Students will be allowed to do additional research if they wish. When the students have completed their compositions, they will become a part of a class book entitled, "Mother of the Civil Rights Movement."


    Attachments:
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      Assessment  

    Assessment Strategies

    Students will be assessed based on the vocabulary words. (see attachment)

    Acceleration:

    This lesson can be extended to the study of The Civil Rights Movement or Martin Luther King, Jr.

    Intervention:

    The teacher can group students according to ability to view the websites. The teacher may also read the quiz aloud to the students who lack reading skills.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.