KHarrington

Kara Harrington Diverse Text Set 9th Grade American History The Civil Rights Movement ** Context for using the text set: ** ** A. Print Resources ** __ Text 1 __ · Citation: Washington, J. M. (Ed) (1992) //Martin Luther King Jr. I have a dream: Writings & speeches that changed the world//. New York, New York: Harper One. · Text Summary: This text is a collection of primary sources by civil rights leader Martin Luther King Jr. It includes many of his speeches and writings, some well known and others not as well known. · Rationale: This text was chosen because of the direct connection to the civil rights movement. The documents are presented in chronological order, with a brief explanation of the context given before each document. · Use of Text: Primary sources are the easiest way to make history come alive. Reading the words used at such a time of turmoil in our history will set the scene for students trying to understand the emotional impact that this time period had. · Attachment: I personally own this text, but did not attach it as it is 210 pages. __ Text 2 __ · Citation: Williams, J. (2002) //Eyes on the prize: America’s civil rights years 1954-1965//. New York, New York: Penguin Books · Text Summary: This text is a companion book to the PBS television series of the same name. It has many photographs and quotes relating to the civil rights movement, as well as personal stories from those involved. · Rationale: I found this book to be an easier read. The chapters are divided by event, such as school segregation and freedom summer. Mixed in with the images are quotes from those involved, as well as personal accounts of the historic events. The text also contains many primary and secondary sources. · Use of Text: This book is easy to navigate, and could easily be used in whole or in parts. Because of the way it’s organized, it would be easy to divide the class into groups, and have different students focus on the many different aspects of the movement. · Attachment: I personally own this text, but did not attach it as it is over 300 pages. __ Text 3 __ · Citation: Martin Jr., W. E. (1998) //Brown v. board of education: A brief history with documents//. Boston, Massachusetts: Bedford/St. Martins · Text Summary: This is an incredibly informative text relating to a major Supreme Court decision during the civil rights movement. It contains numerous primary sources including political cartoons, newspaper editorials of the time, newspaper letters to the editor. The text also references many related Supreme Court cases. · Rationale: This text discusses in great detail the Supreme Court case that decided that segregated schools were unequal. · Use of Text: This text could be used in many ways. Students could be asked to interpret the political cartoons, or to analyze the letters to the editors. Students could also make connections of the other Supreme Court cases discussed to Brown v. Board of Education. · Attachment: I personally own this text but did not attach it as it is over 250 pages. __ Text 4 __ · Citation: Walker, P. R. (2009) //Remember little rock: The time, the people, the stories//. Washington, D.C.: National Geographic Publications · Text Summary: This text is a summary of the 1957-1958 school year at Central High School in Little Rock, Arkansas. It describes in great detail the tumultuous integration process of the school at a time in American history when racial tensions were at their worst. · Rationale: This text will provide a great emotional connection to the time period. The writers interviewed the nine African-American students for whom this book is written, and their personal experiences are very hard to read. Students will be able to see the parallel of their own lives to that of those nine adolescents who suffered so greatly. · Use of Text: I can use this text for its images, of which there are many, or its firsthand accounts. The text is organized in chronological order by day, so students could be assigned a date, and asked to write a summary and put the day’s events into context. · Attachment: I personally own this text but did not attach it as it is over 100 pages.

__ Text 5 __ · Citation: Kasher, S. (2000) //The civil rights movement: A photographic history, 1954-68.// New York, NY: Abbeville Press · Text Summary: This text is a detailed summary of the civil rights movement and significant events in it. There are pages of written material as well as pages of photographs. · Rationale: This is a book full of primary sources, and many of the photographs are not necessarily well known, so they are interesting to see for the first time. · Use of Text: Students could be assigned a photograph or event, and research it further, putting it into context of the movement. · Attachment: I personally own this book but did not attach it as it is over 250 pages. ** B. Media Resource ** __ Text 6 __ · Citation: n.a. (2004-2011) //Thought equity motion//. Retrieved February 27, 2011. http://www.thoughtequity.com/ · Text Summary: This website has clips of news footage both current and archived. · Rationale: This website is such a great resource. It can search its footage by keyword, and multiple pieces of news footage will come up as a result. A site like this will allow students to see history firsthand. · Use of Text: After searching for a minute I discovered that I could show footage of the Little Rock Nine walking into Central High School with their military escort, or Gov. Wallace blocking the school house door at the University of Alabama. I would be able to show my students actual footage of events in short twenty or thirty second clips. · Attachment: [|http://www.thoughtequity.com] __ Text 7 __ · Citation: Everest, A. (2011) //The museum of broadcast communications.// Retrieved February 27, 2011. http://www.museum.tv/eotvsection.php?entrycode=civilrights · Text Summary: This is a website that has clips of news coverage of events in the civil rights movement. · Rationale: This website has clips of the Democratic National Convention of 1964, and clips of coverage of the Montgomery bus boycotts. This would be very useful footage to start a lesson with to give some context. · Use of Text: I could show a news clip before a lesson to give some context, or during a lesson to enhance the main points. · Attachment: []

** C. Online Interactive Resources ** __ Text 8 __ · Citation: n.a. (1997-2005) They changed the world. //The story of the Montgomery bus boycott.// Retrieved March 6, 2011. http://www.montgomeryboycott.com/frontpage.htm · Text Summary: This website has so many different functions. There is an interactive timeline, audio recordings, newspaper front-pages, biographies and more. · Rationale: Technology is a good way to grab and/or hold the attention of students. The use of a website this full of information is beneficial because if I had twenty students on it, they might all discover something different. · Use of Text: I could project the newspapers overhead so we could read and discuss them together, and I could do the same thing with the timeline as well. · Attachment: [] __ Text 9 __ · Citation: n.a.n.d. King Resources. //The martin luther king jr. research and education institute.// http://mlk-kpp01.stanford.edu/index.php/resources/index.php · Text Summary: This website is specific to Dr. Martin Luther King, Jr.’s role in the civil rights movement. The resources portion of the institute page features speeches, writings, audio, photographs, timelines, videos and student resources. · Rationale: This website is maintained by a national institute and there is a wealth of information that could be used in a classroom. The website resources page is organized very well, so I could even have my students navigate it on their own. · Use of Text: I like the audio/video/multimedia section of the webpage, so I would use the video footage as well as the audio to set the tone, or supplement my lesson. Also, I could have the students read a speech or writing of Dr. King and analyze it, and share with the class. · Attachment: [] ** D. Instructional Resources ** __ Text 10 __ · Citation: Armstrong, J.B., Edwards, S.H., Robertson, H.B., Williams, R.H. (Eds). (2002). //Teaching the american civil rights movement: Freedom’s bittersweet song.// New York, NY: Routledge. · Text Summary: This text is a summary of potential lessons relating to a variety of topics relating to the civil rights movement. There are sample syllabi as well as suggested assignments. · Rationale: As an instructor, this text could provide me with many different ideas about a civil rights lesson. The text has lessons that have both narrow and broad focus, so I could use it many times. · Use of Text: Each chapter is a lesson and each lesson has an example of a syllabus with suggested questions included. I could use those sample questions do work backwards and develop my own lesson, or assessment. · Attachment: I personally own this text but am not including it as it is over 250 pages. **Using these texts together in the classroom:** This is an extensive collection of resources to use in my classroom. The texts can be used together or on their own as supplements to my lesson. I can use the internet to initially engage my students, or to follow up with details, firsthand accounts, or photographs. **Learning Objectives:** Students will be able to identify key events in the Civil Rights Movement as well as place them on a timeline. (Historical Perspectives/R. I. History Strand Statements of Enduring Knowledge HP 2 -2: Chronicle events and conditions.)

Students will be able to develop a well thought out essay describing the position and approach of Dr. Martin Luther King Jr. (Historical Perspectives/R. I. History Strand Statements of Enduring Knowledge HP 3 -2: Make personal connections in an historical context - e.g., source-to-source, source-to-self, source-to-world. HP 1 -2: Interpret history as a series of connected events with multiple cause-effect relationships.)

Stephanie Quintin- I like how Kara plans on using primary sources as a way to make history come alive for her students. I think this is a great way to show students how real these events were for the people who lived through them. It will show them how to be humanists and to have compassion for their fellow human beings, and it will teach the students to accept and embrace the differences in each other.

I really enjoyed the primary sources you picked out for the students. Primary sources are a great way to help students dive into the subject and give more meaning to a topic. I also liked that you used the Brown v. Board of Education case because it is relevant to the students who may be able to relate and to the topic. The online interactive site about the boycots is such an interesting site and I feel like students would be able to get a lot out of it. I would say that a site like this might need some modeling and a slight introduction before letting students dive in, they may not get everything that you want them to out of it. Overall, this text set is great and their is a variety which the students will enjoy. Courtney