UbD Lesson Plan Outline: Names: Lydia Struble, Nick Price, Andrea Patton (Cooperative Teaching Unit by Design

Lesson Plan) Lesson Title: Black Heritage: Share Cropping to Civil Rights & The Rosa Parks Story Content Areas: Social Studies, History, & Music Grade Level: 8 Stage I: Identify Desired Results Enduring Understandings: 1. Black culture had musical elements that grew out of the civil rights movement. 2. African American Musical themes and concepts influenced life from the 1900s1960s. 3. The Blues have grandfathered every popular musical genre from the 1940's onward. 4. The actions of Rosa Parks set in motion what would become the Civil Rights Movement. 5. Individual liberties are not freely given. 6. Even some of the worlds best entertainers known today were subject to Jim crow. 2) Essential Questions 1) What were some of the key musical elements that grew out of the civil rights movement? 2) Why is it important for Americans to understand the human stories that began? 3) What role did the Blues play in African American Heritage? (Share cropping, holler songs?) 4) What was the significance of the Montgomery Bus Boycott? 5) What contributions did Rosa Parks make to the Civil Rights Movement? 6.) What types of laws was singer Marion Anderson subject to when she sang My County Tis of Thee? 3) Standards 8.3.8.D: Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. 8.3.8.A: Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States.

NETS-S 6a: Understand and use technology systems.

5b: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 3b: locate, organize, analyze, evaluate, synthesize , and ethically use information from a variety of sources and media. 3c: Evaluate and select information sources and digital tools based on the appropriateness of specific tasks. 3d : process data and report results 1b: create original works as a means of personal or group expression. Music History Standards: 9.2.8.K: Identify, explain and analyze traditions as they relate to works in the arts (e.g., storytelling plays, oral histories- poetry, work songs, slavery, oppression-blue grass, Appalachian, Civil Rights era). 9.2.8.J: Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music, African American Heritage, Civil Rights era). 4) Behavioral Objectives (these should match informal and formal assessments) Students will be able to 1) Identify the differences and similarities between jazz, blues, rock and roll, & rhythm and blues. 2) Evaluate why the blues steamed from the sharecropping lifestyle and difference between Mississippi Blues Delta, Country Blues, and Piedmont Blues. 3) Have an understanding and be able to (relate or connect) how Rosa Park's simple act of refusing to sit at the back of the bus was the catalyst for the future of the civil rights movement. 4) To (recognize, explain, report, review) know the difference in methods between various movements within the civil rights movement and be able to such as, the Black Panthers, Nation of Islam, and Martin Luther King and his peaceful sit-ins. 5) To (relate or connect) their own ideas by empathizing with the human condition of black suffrage during the Civil Rights era during, and learn about well-known musical artists who were subject to Jim Crow laws. 6) To (research, create, organize, present) an Empathy Collage on artist/entertainers subject to Jim Crow Laws online with the Glogster and Animoto applications and present it to their peers. Stage II: Determine Acceptable Evidence 1. Informal Assessments using Blooms Taxonomy Terms: The teachers will

1. Informally assess the students ability to identify the similarities between jazz, blues, rock and roll, & rhythm and blues. 2. Informally assess the students ability to evaluate why the blues steamed from the sharecropping lifestyle and difference between Mississippi Blues Delta, Country Blues, and Piedmont Blues. 3. Informally assess the students ability to (relate or connect) to Rosa Park's simple act of refusing to sit at the back of the bus was the catalyst for the future of the civil rights movement by use of a 4+1 Trait Writing Model Rubric for Civil Rights. 2) Formal Assessments using the Blooms Taxonomy Terms: The teachers will 1. Formally assess the students ability to (recognize, explain, report, review) the difference in methods between various movements within the civil rights movement such as, the Black Panthers, Nation of Islam, and Martin Luther King and his peaceful sit-ins by use of a Journal Entry Rubric. 2. Formally assess the students ability to (research, create, organize, present) an Empathy Collage on artist/entertainers subject to Jim Crow Laws online with the Glogster and Animoto applications and present it to their peers by use of a Rubistar Music History & Civil Rights Rubric. 3. Formally assess the students ability to (relate or connect) and empathize with the human condition of black suffrage during the Civil Rights era, and to (remember, list and recognize) well-known musical artists who were subject to Jim Crow laws by reviewing their reflection statements by use of a Venn diagram. 3) Grading criteria and Rubrics -A Journal Entry Rubric will be used assessing Civil Rights. It will be scored 20 out of 100 Points, with 5 per section. -A Rubi-star Rubric will be used to score Empathy Collages on Glogster & Animoto . It will be scored out 20 of 100 points, with 5 per section. -A Venn diagram will be used to score the written reflection statement on human empathy during Jim Crow Laws. -A Rosa Parks Rubric will be used. It will be scored 40 out of 100 points with 10 per section. Link for Music History & Civil Rights is below denoting general grading criteria: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2429989

STAGE III: Plan Learning Experiences and Instruction Nicks Piece on Blues & Civil Rights 1. The following songs on CD; Marvin Gaye- What's Going On, Bob DylanHurricane, Miles Davis- My Little Valentine, BB King- The Thrill Is Gone, Robert Johnson- Sweet Home Chicago, Muddy Waters-Mannish Boy, Charlie Parker- All the Things You Are, Charles Mingus- Haiti Fight Song, Edwin Starr- War, Peter Tosh- Go tell It To The Mountain, Aretha Franklin- Lift Every Voice and Sing, Billie Holliday- Strange Fruit, Curtis Mayfield- People Get Ready, John ColtraneAlabama, Sam Cooke- Change Is Gonna Come, and Mahalia Jackson- We Shall Overcome www.Scholastic.com/rosa/index.html Rosa Parks: How I Fought Back Autobiography: Rosa Parks, My Story www.History.com topics/Black History Several topics including : Rosa Parks/ Montgomery Bus Boycott/ Malcolm X/ March on Washington/ MLK/Brown V the Board of Education/ Civil Rights Movement Materials: Smart Board/ Projector Computers Markers/ Chart Paper Anticipatory Set: T: Presents a short slide show featuring different faces of the civil rights movement with Sam Cookes Change Is Gonna Come playing softly in the back ground. Procedures: T: Asks the students to think about what the music and the people featured in the slide show all have in common. S: Discuss with partners or in a small group what they think the common factor between all of the people and the music is. S: Share their ideas with the whole class. T: Comments on ideas and shares with students that all the people and the music were/are a part of black history and can be tied in with the Civil Rights Movement in some way. If Time Activity: Students will write a journal entry addressing the issue of how it must feel to live in a segregated society. Why is it important to study civil rights? Lydias Piece on Marion Anderson:

Materials: Laptops, laser printer, internet access, projector, white screen. Anticipatory Set: As S enter the class teacher runs an excerpt of a Youtube clip about famous New Orleans Jazz Musician George Lewis subject to Jim Crow laws in Louisiana. http://youtu.be/Halj90ZQJh4 Procedures: T plays a POD CAST from NPR for S to listen to of Marion Anderson singing, and outlining the role she played in her performance at the Lincoln Memorial. Link to POD CAST National Public Radios (NPR) story of her performance from the Lincoln Memorial 1939. http://www.npr.org/player/v2/mediaPlayer.html? action=1&t=1&islist=false&id=102957947&m=103008438 S listens to POD CAST. After Ss realize that Anderson was subject to Jim Crow Laws, and had to sing on the steps of Lincoln Memorial, instead of indoors at the concert hall, the T asks the Ss to empathize with Marion by writing down the Top Ten things they think was going through her mind at that time. T then has students break into groups of two students per laptop. T asks Ss in groups of two to take their Top Ten Lists and share them with each other for a few minutes to review among themselves. T then asks Ss to begin their projects on artist/entertainers subject to Jim Crow by creating an Empathy Collage on either Glogster or mini awareness Movie on Animoto on Marion Anderson, or any other poignant artist that they wish to research during the early to late Civil Rights era that was subject to Jim Crow: ie: Billie Holiday, Louis Armstrong, Sammy Davis Jr., Ray Charles, James Brown. Ss complete their Empathy Collages and Mini Awareness Movies over the next week. T asks students to share their Glogsters and Mini Movies with the class via presentation style in groups of two. Ss get up in groups of Two and present what they have learned about entertainers/artist that were subject to Jim Crow Laws during the Civil Rights Era. Closure: Teacher will ask students to write a short paragraph reflection as to the importance of empathy and understanding the human condition during the civil rights era. If Time Activity: Exit Slip: T stresses to students that Marion Anderson was able to handle and face diversity with dignity during the Jim Crow by changing the lyrics from Of thee I sing to of thee WE sing as she sang the song My Country tis of thee on the steps of the Lincoln Memorial in a dignified manner.

T asks S to please write on their Exit Slip in 10 words or less: What action can they think to do in a dignified manner when they are faced with diversity in society today? Extra Credit: What was it that the Daughters of The American Revolution failed to see during Marion Andersons performance in 1939? Andreas Piece on Rosa Parks: Anticipatory Set: T plays a short excerpt on Rosa Parks form You Tube: http://youtu.be/cNzQW_lwOko Procedures: Lead the class in discussion of the Civil Rights Movement beginning with Rosa Parks and the Montgomery Bus Boycott. S: Explore Rosa Parks and the Bus Boycott using the site www.history.com and www.Scholastic.com/rosa/index.html Rosa Parks: How I Fought Back S: Discuss what they have learned from the sites about Rosa Parks and the beginning of the civil rights movement. T: Divide the students into partners or small groups and assign each group a different topic under the Civil Rights Movement section on the www.history.com site. S: Explore and evaluate their assigned topic S; Present what they learned about the topic to class T: clarify student finding and lead discussion about topics S; Compare and Contrast events and people involved S: Establish a connection between each section of the movement and what they have discovered from the site. S: Pose questions about sections to student presenters. 1. Closure a. Students will write a journal entry addressing the issue of how it must feel to live in a segregated society. Also addressing the question Why is it important to study civil rights? 4) If time activity Students will utilize the program Animoto to create a 30 second slide show of the Civil Rights Movement, using images and music discussed in class.
Below is a Rubric for Andreas LP Portion:

6+1 Trait Writing Model : Civil Rights Movement

Teacher Name: Mrs. Patton

Student Name:

________________________________________

CATEGORY Introduction (Organization)

4
The introduction is inviting, states the main topic and previews the structure of the paper.

3
The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Main idea is clear but the supporting information is general.

2
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Main idea is somewhat clear but there is a need for more supporting information.

1
There is no clear introduction of the main topic or structure of the paper.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. All supportive facts are reported accurately. A variety of thoughtful transitions are used. They clearly show how ideas are connected. The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\" The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them \"his own.\" Writer makes no errors in capitalization or punctuation,

The main idea is not clear. There is a seemingly random collection of information. NO facts are reported OR most are inaccurately reported. The transitions between ideas are unclear or nonexistant. There is no clear conclusion, the paper just ends.

Accuracy of Facts (Content)

Almost all supportive Most supportive facts are reported facts are reported accurately. accurately. Transitions clearly show how ideas are connected, but there is little variety. The conclusion is recognizable and ties up almost all the loose ends. Some transitions work well; but connections between other ideas are fuzzy. The conclusion is recognizable, but does not tie up several loose ends.

Transitions (Organization)

Conclusion (Organization)

Adding Personality (Voice)

The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. Writer makes 1 or 2 errors in capitalization or punctuation, but the

The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. Writer makes a few errors in capitalization and/ or punctuation that

The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. Writer makes several errors in capitalization and/ or punctuation that

Capitalization & Punctuation (Conventions)

so the paper is paper is still easy to exceptionally easy to read. read. Date Created: Apr 11, 2014 08:37 pm (CDT)

catch the reader\'s attention and interrupt the flow.

catch the reader\'s attention and greatly interrupt the flow.