KandaceLavender+Civil+Rights+Unit


 * Exploring "The Watsons go to Birmingham, and The Civil Rights Movement**


 * Presented by**: Kandace Lavender, inspired by Linda Christensen


 * Grade level**: 10th-12th


 * Estimated Timeline:** This unit will take place over the course of three weeks (an approximate 60-90 minute classroom session each day) with a final paper due the last day of the unit.


 * Overview:** This assignment focuses on the novel by Christopher Paul Curtis “The Watsons go to Birmingham. This novel takes place during 1963 at a time when racism and the civil rights movement were very current. In this novel the parents of a out of control teen decide to send him to his grandmother’s house in Birmingham, Alabama in hopes to straighten him out. The civil rights movement and racism are a soft rumble in the background as the African American Watsons drive south, but the terror of racism comes to the surface when the young man’s little sister is in a Birmingham church when it is bombed. This novel, originally designed for grades 7-8 should be completed in a school weeks time. In addition to reading at home students will be given class time to read individually, and as a class in which case discussions on particular sections of the book will be discussed. During the second and third week of the unit students will be assigned groups in which they will complete two in-class assignments (an updated version of “The bill of Rights”/an “I have a dream” speech) and a final project. They will remain in these groups up until the end of the unit. In addition to students engaging in several writing assignments this unit allows them to become aware of the historical and current social injustices/inequalities within their own community and the world around them.


 * From Theory to practice**: The Civil Rights Movement refers to the movements in the United States aimed at outlawing racial discrimination against African Americans. After students complete the novel they will be asked to create their own version of Martin Luther King’s ‘I have a Dream” speech, and a Bill of Rights in their own words. These projects are designed to allow students to express personal feelings and ideas on racism and the Civil Rights, and working in groups will allow students to engage in conversation with students of several different races, ethnicities, and cultures gaining incite on how racism and the Civil Rights effected/effects a particular race, and/or culture.


 * Student Objectives:** Martin Luther King Jr. said “Our lives begin to end the day we become silent about things that matter.” It has always been said that history is important so that we don’t repeat mistakes of the past. Learning about the Civil Rights Movement opens up a chapter of history that involves the search for democracy and the growing equality of America and its struggles. Learning about Civil Rights will expand students appreciation for the America they live because although, America still needs a lot of work, it will give them a clearer picture of the struggles America went through to get to where it is today. Students will participate in a series of in-class/out of class group assignments that will help them understand the struggle of African Americans during the Civil Rights Movement.

-audio and text of the "I have a dream" speech by Dr. Martin Luther King Jr. -a copy of "The Watsons go to Birmingham" by Alan Parker for each student -pens/pencils -notebooks -copies of attached handouts for students -copies of the Bill of Rights
 * Materials:**

-**schedule library time for Week 2 day 2 -obtain information/knowledge on the following topics a. Civil Rights Movement b. Dr. MLK Jr.(with emphasis on the "I have a dream" speech) c. Bill of Rights -reading of the explored text ("The Watsons go to Birmingham")
 * Teacher Preparation:


 * Michigan ELA Expectations:**

CE 1.1.2 know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g. free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing).

CE 1.1.3 Select and use language that is appropriate (e.g. formal, informal literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g. letter to editor, proposal, poem or digital story).

CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g. structure, language, use of conventions of grammar, usage and mechanics) of the selected form or genre

CE 1.2.2. Write, speak, and visually represent to develop self-awareness and insight (e.g. diary, journal writing, portfolio self-assessment)

CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g. include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers)

Source 1: Reading, Writing, Rising up teaching about social justice and the power of the written word

Source 2: “The Watsons go to Birmingham” Christopher Paul Curtis

handout #1 handout #2 handout #3 Monday: Tuesday: Wednesday: ** handout #4
 * Week One:**
 * Week Two:**
 * Monday-Wednesday**
 * Thursday**
 * Friday**
 * Week Three:
 * Thursday:**