Dan+Murray

Daniel Murray


 * __Context: __** This text set is intended for a 6th-7th grade English class. It centers around the American Civil Rights Movement of the 1950’s and 60’s with a focus on major figures, themes and sentiments. Contextually, this text set was constructed with the purpose of delving deeper into common figures and historical events centering around the American Civil Rights movement in conjunction with focusing on genres, themes and social impacts relevant in an English classroom environment.

1) Through working with the texts present in this text set, students will be able to determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ( [|CCSS.ELA-LITERACY.RL.6.2] ) 2) Through working with the texts present in this text set, students will be able to delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ( [|CCSS.ELA-LITERACY.SL.6.3] )
 * __Objectives and Standards: __**


 * __Text Set: __**

__A. Print Sources: __

Text #1: Malcolm X: Another Side of the Movement Citation: Davies, M. (1990). //Malcom x: Another side of the movement//. Englewood Cliffs, NJ: Silver Burdett Press. Summary: This text is a biography of the life of Malcom X. It details his life, approach to social change and his followers both individually and in conjunction with those of the nonviolence movement. Though the text is written from the perspective of views shared by Malcom X, it considers other major civil rights figures and sentiments, effectively comparing and contrasting. Rationale: I selected this text because it not only explicates the life and work of one of the major civil rights figures, built does so in a manner that compares and contrasts them to other major figures and ideologies of the civil rights. In this way, Malcom X and his philosophies are effectively explicated in doing likewise with others involved in the civil rights movement. I also thought this text was quite accessible for a 7th grade class, especially in its inclusion of photographs, maps, timelines and other supportive materials. Text use: I would ask students to use this text as a reference, specifically in comparing and contrasting major figures and philosophies in relation to social change during the civil rights movement. I would also ask students to reference the charts, pictures and timelines to further conceptualize the civil rights movement. (Text N/A due to length and format)

Text #2: The Story of Ruby Bridges Citation: Coles, R. (2004). //The story of ruby bridges.// New York, New York: Scholastic. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This text tells the vaguely familiar story of Ruby Bridges and the desegregation of schools during the civil rights movement. It is a children’s book and gives a good overview of Brown. Vs The Board of Education and the political and social atmosphere of the times. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this text as a frontloading piece, specifically for students who struggled with literacy or concepts at paly in the civil rights movement. I also chose this text as a resource for ELL students. This compact and simplistic overview of civil rights concepts serves as a starting point by which students with trouble speaking and understanding English can gain foundational knowledge to conceptually build upon in the class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would have the students use this text as a fun and simple overview of potentially difficult concepts such as legislative actions and the tense social environment that surrounded the civil rights movement. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Text N/A due to length and format)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #3: Martin Luther King Jr.: Letter From a Birmingham Jail <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: King, M. L. Jr. (1997). Letter from Birmingham Jail. Gates, H. L. Editor & McKay, Y. N. Editor, //The norton anthology of african american literature (pp.// 1854-66). New York, New York: Norton. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This text is a letter written by Martin Luther King Jr. to critical Birmingham clergymen. He not only addresses their concerns with King and his approaches to social change, but also delves deeper. This letter is an excellent outline of King’s philosophies and is also a good contextual source in showing not only King’s predicaments but the multitude of political forces at play as well. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this text because it is an excellent primary source. It is written by one of the most prolific civil rights figures in history and highlights his goals, struggles and resilience in the face of adversity at every turn. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would pieces of this text for students to cover in groups, answering questions and discussing exactly what King was all about as a contextual foundation of the nonviolence movement during the civil rights era. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Text N/A due to length and format)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #4: Boycott Blues: How Rosa Parks Inspired a Nation <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: Pinkney, A. D. (2008). //Boycott blues: How rosa parks inspired a nation. China: Amistad.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This children’s book is a work of pure fiction told from the point of view of a dog. The book outlines the events surrounding Rosa Parks and uses illustrations to depict them. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I chose this book because ti is a fun supporting text for students of all literacy levels, particularly those on the lower end of the spectrum. It is an engaging and light text that provides much needed relief in the face of often times heavy subject matter. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would primarily have students who were having trouble with some of the more difficult texts or topics about nonviolent protest read this book to gain foundational knowledge. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Text N/A due to length and format)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #5: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: Lee, H. (1960). //To Kill a Mockingbird//. Philadelphia & New York: J.B. Lippincott Company. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: To Kill a Mockingbird is an essential, canonical novel in relation to the civil right movement. The book revolves around a young girl named Scout and her observations and experiences of racially charged political and social injustices in the 1960’s the height of the civil rights movement. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I chose this text because it is important to incorporate cannon texts whenever possible. Including a classic novel such as this, allows more advanced students to expose themselves to relevant high concept themes and also allows lower performing students the opportunity to progress. This type of exposure is crucial for middle school aged students. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would use this text as an optional outside reading source. I would mainly use it in this manner due to the fact that it may be slightly advanced for young middle school aged students. However, high achieving students will naturally gravitate to this novel and gain an incredible amount of contextual knowledge that they would not be otherwise afforded. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Text N/A due to length and format)

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Media Resources: __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #1: Martin Luther King Jr.: “I Have a Dream Speech” (video) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: Sullentouy.com. (2011, Jan 20). //Martin luther king – I have a dream speech – august 28, 1963//[video file]. Retrieved from http://www.youtube.com/watch?v=smEqnnklfYs. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This is a video with audio of Martin Luther King Jr.’s “I Have a Dream” speech. The speech advocates for social reform and unity and is the antithesis of idealism in the civil rights movement. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this video because while many students know //of// this famous speech, I would find it hard to believe most of them have been exposed to it past reading it in text if at all. Allowing students to physically see and hear the speech as it happened in real time, affords them the opportunity to share in the historical experience and gain contextual knowledge from the vantage point of someone alive and present during that iconic speech. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would show this video to the class before covering text heavy material to serve as an interesting and easy transition. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Video at Resources: B1)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #2: Mavis Staples: We Shall Not be Moved (song) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: Brown, S. J. We shall not be moved. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Mavis, S. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On //We’ll never turn back// [CD]. Van Nuys, California: Sound City Studio. (2007) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This song is a modern adaptation of a gospel hymn. It echoes not only the religiously charged sentiments behind a lot of the civil rights movement but also showcases the resilience and hope in the face of vicious adversity. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this song as a means of conveying not only the ideas of the civil rights movement but also the popular cultural and religious ideals at play. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would use this song as a frontloader for a group activity that would involve students to deal with particular civil rights topics from the perspective of someone living in the 1950’s and 60’s. This song would showcase the necessary cultural relevance and provide a mood conducive to it. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Lyrics at <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Resources: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B2)

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C. Online Interactive Resource: __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #1: NPS: We Shall Overcome (website) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: National Parks Services. //We shall overcome: Historical places of the civil rights movement.// Retrieved from http://www.nps.gov/nr/travel/civilrights/. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This interactive website provides a visual map with markers that can be clicked on to produce information relevant to the people and events that took place there. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this website because it allows the students to have fun while being able to visually conceptualize where exactly these historical events were taking place. Affording students this opportunity allows them to have a deeper understand for how geography played a vital role in the civil rights movement. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would use this in conjunction with an activity in which students would preselect a number of different regions of the United States and do some research as to the important figures and events that are associated with those areas. They would then present, most likely in groups depending on class size. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Website at Resources: C1)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #2: American Civil Rights Interactive Timeline (website) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: National Public Radio. Civil rights timeline. //Investigating power//. Retrieved from http://www.investigatingpower.org/timelines/civil-rights/. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This page of the NPR website provides students with historical events organized chronologically. The dates are arranged vertically and when clicked on, provide civil rights event associated with the corresponding dates. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I selected this webpage as a means of allowing students to conceptualize the civil rights movement as a fluid series of events, rather than a single static event. It also lets students see the possible effects of political and social actions on future political and social events over time. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text use: I would use this website as a support tool for students to use in conjunction with some of the more difficult texts and/ or assignments. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">(Website at Resources: C2)

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">D. Instructional Resource: __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Text #1: PBS Teachers Civil Rights Movement Activity Ideas and Resources (website) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Citation: Logan, D., & Israel, M. (//February 2005). The civil rights movement in american literature: Activity ideas.// Retrieved from http://www.pbs.org/teachers/thismonth/civilrights/index1.html <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary: This website is a treasure trove of resources and activities relating to the civil rights movement. It provides activities with corresponding texts that can be used in the classroom and is an excellent resource for projects and activities. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: I chose this as a personal source in which I can gain ideas for activities and resources that might be useful in the classroom in teaching students about the civil rights movement. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">(Website at Resources: D1)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students with… <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Matchup Assets: Malcolm X: Another Side of the Movement/ Too Kill a Mockingbird <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Matchup Gaps: We Shall Overcome (website)/ Ruby Bridges Story <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Matchup Mismatches: “I Have a Dream Speech” (video)/ Boycott Blues: How Rosa Parks Inspired a Nation <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ELL Students: Boycott Blues: How Rosa Parks Inspired a Nation/ Interactive Timeline
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Texts Corresponding to Specific Types of Learners: __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using These Texts: __**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Utilizing these texts in conjunction with one another allowsstudents with all levels of needs to be able to actively participate in learning about the American Civil Rights Movement and its ELA relevant themes, genres and social implications. The systematic use of texts at all ability levels is vital to the success of individual students and the class at large. Allowing students to access texts in which they can gain and build knowledge appropriately not only allows them to achieve individual goals, but allows each individual to effectively participate in the learning community of the classroom. Through active communal learning, individual knowledge is strengthened and goals are more likely to be achieved. This text set provides a solid and simplistic basis by which a foundation of learning can occur in its more simple texts and supports as well as room to grow and progress with more challenging texts. If used as mapped out this text set provides an excellent framework by which a middle school class can learn about the American Civil Rights Movement as related to ELA, regardless of ability, and be able to channel that knowledge, ultimately, into a culminating project.

__**Resources:**__ B1: <span style="font-family: 'Times New Roman',serif; font-size: 16px;">http://www.youtube.com/watch?v=smEqnnklfYs. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">B2: We shall not, we shall not be moved We shall not, we shall not be moved Just like a tree that's standing by the water We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved The union is behind us, We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved We're fighting for our freedom, We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved We're fighting for our children, We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved We'll building a mighty union, We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved Black and white together, We shall not be moved We shall not, we shall not be moved We shall not, we shall not be moved Young and old together, We shall not be moved <span style="font-family: 'Times New Roman',serif; font-size: 16px;">C1: http://www.nps.gov/nr/travel/civilrights/ <span style="font-family: 'Times New Roman',serif; font-size: 16px;">C2: http://www.investigatingpower.org/timelines/civil-rights/. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">D1: http://www.pbs.org/teachers/thismonth/civilrights/index1.html