Course/Grade Level: 11th grade U.S. History
Lesson Title:Freedom Riders Chapter Project, 4/19/11-4/22/11
Teacher: Mr. Michael Ryia
- Set Induction:
The bell ringer usedon day one is a discussion question over what are the most important civil rights people have. A good bell ringer to use is Poll Everywhere. This is a text messaging activity that gets students engaged in the classroom discussion. This is an open ended question that allows students to write their own personal responses. From those responses, classroom discussions can be started based upon the answers. The bell ringer can continue a bit longer if necessary.
2.Standards:
District 205 High School History Standards
POLITICAL SYSTEMS
- Interpret how geographic, economic, technological, and social forces have affected the politics of the United States. USH-01
- Analyze political interactions between the United States and other countries within a global context. USH-02
HISTORY
- Apply methods of historical inquiry (pose questions, collect and analyze primary and secondary sources, make and support arguments with evidence, and report findings). USH-04
- Analyze historic events within their context and evaluate how interpretations of those events changed over time. USH-05
GEOGRAPHY
- Interpret various geographic representations (e.g., maps, graphs, charts), including those that show the relationship between the United States and the world. USH-06
Objectives:
Day 1
- Identify chapter each group will do project on
- Analyzechapter contents and important facts of each chapter
Day 2
- Create project format in multiple ways
- Write major facts of each chapter
Day 3
- Present group’s chapter to rest of class
Focus Question:
Day 1
What are major facts of the chapters of Freedom Ridersbook?
Day 2
What does each chapter say about John Lewis & Jim Zwerg?
Day 3
What can be learned from each chapter and how can this knowledge be applied to modern day issues?
- Procedures, Assessments and Materials Required:
Day 1
The teacher will put the students in groups of two or three. Then the teacher will hand out the book, Freedom Riders, and each group will take five minutes to look over the chapters and decide which chapter they will do their project over. After deciding what chapter they will do, the small group will research and take notes over the chapter. They will finish the day writing down 3 important facts they learned in class and hand in as an exit ticket.
Activity 1: Freedom Riders Project – On the first day, students will get into groups of 2 or 3 and will be given the book, Freedom Riders. They will then decide which chapter they would like to do their project on. Once they have decided what chapter they will do, they will write down their names, group number and chapter title. If two groups choose the same chapter, tie breaker will decide who gets which chapter. The group will then start to take notes over the entire chapter and decide what media they will present their information to the rest of the class in. Towards the end of class, they will write three interesting facts to hand in. Before they leave, they will tell what type of media they will use on Day 3.
Potential Presentation Media Formats:
A)Power Point
B)Poem
C)Essay
D)Poster
E)Model
F)Interview
G)Lecture
Day 2
Activity 1: Students will grab one of the copies of Freedom Riders, get into their groups,and start to create their project. Throughout the process they will have to explain their chapter to the rest of the class in 4-5 minutes on the next day. Major topics that will be identified are Early Rides, the relationship between Jim Zwerg & Jon Lewis, Southern resistance, roster of people who went on the rides, explanation of the rides and their symbolism, and outcomes of the freedom rides and what they meant to American society.
Day 3
Activity 1: Groups will present their chapter presentations to the rest of the class. They will also answer any questions that are asked from the rest of the class. With this format the entire book will be presented and taught to the entire class. (Optional) To create healthy competition, a prize can be given to the best presentation and format to the class.
At the end of the class, each student will write down three important facts about other group’s presentations and what they learned was interesting
4. Resources and Scholarship:
A)Ann Bausum’s book Freedom Riders
B)Poster
C)Computer/Flash drive
D)LCD
E)Colored Utensils
5. Conclusion/Lesson Wrap-up:
The closure question at the very end should ask the students to evaluate their experiences and knowledge of the freedom riders and the civil rights movement. Some important departure pieces of information the students should understand is:
a)Why the freedom riders rode through the south.
b)The causes and effects of the rides.
c)The southern resistance and potential dangers they went through to bright light to the injustices in the south.
d)Reasons why freedom riders continued to go into the south after they knew of the harmful outcomes of some of the riders.
e)Reasons why the south was slow in securing civil rights for all people.
f)Can any comparisons be made from the civil rights era in the 1960’s to people’s rights today?