Taking+a+Stand+2010

=Sixth Grade Unit 3: Taking a Stand=

Writing 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose. || //Students will understand that. . .// • Jim Crow in post-Civil War America, the post WWII Civil Rights movement basics || A poem of not more than 10 lines to submit to Sac RT contest. || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? || understand some of the background to the Civil Rights movement learning about the background of the Montgomery bus boycott and 1950-60s civil rights movement write about what you learned analyze what happened in the past imagining what it was like to live in Jim Crow share audio thoughts on what you learned plan your poem sharing what you have learned about the Civil Rights Movement begin to fill in organizer for poem create a poem on the civil rights movement analyzing what you have learned about the Civil Rights Movement finish up work on organizer and create first draft of poem review what you have learned about organizing understanding that organizing is a critical part of change look at what we learned from Perseverance unit and review our goals and plans compare and contrast what you have learned about planning to what others have done applying what you have learned about people who have made a change write about what you learned show how you can use what you've learned applying what you have learned about organizing from others write about what you learned
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * The idea that we have rights today because of the work of others in the past.
 * These rights affect everyday lives (where we eat, how we get around, where we can use the bathroom, being able to use the pool in the summer time).
 * Predictable misunderstandings are to think it does not affect them (inability to place themselves in that situation), or mis-ascribing events to the historical situation. || ===Essential Questions:===
 * •** Why is transit important? Why is what Rosa Parks did important for people who use public transit and/or you? ||
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * The history of the bus boycott in Montgomery, AL and Rosa Parks and the organizing committee’s part in it.
 * Working as a team, but the importance of individuals || ====//Students will be able to know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===Lessons:===
 * Week One**
 * Week Two**
 * Week Three**
 * Week Four**
 * Week Five**

Links:
rss url="http://www.diigo.com/rss/user/Mizmercer/6unit3" link="true" number="20" ||