Kristi Cressman, Brianne Woodward, & Giles Laux
COURSE TITLE: The Other Side of Middletown
GRADE LEVEL: 2nd
UNIT: Muncie’s African-American Culture
Abstract
This unit focuses on the hardships and celebrations of African-Americans. From the
turmoil that occurred in spite of the Ku Klux Klan to the rising community leaders of the
other side of Middletown, we explore how African-Americans were afflicted during
times of discrimination and segregation. Throughout this unit, we discuss the traditions of
a vibrant culture and the price that was paid by many African-American heroes.
Focus Questions: What can we do to treat people equally?
Was there ever time where you felt like you did not belong? How did
that make you feel?
How do the traditions and customs we practice tell others about
who we are?
Benchmarks
Roles of Citizens: Explain
the consequences of
violating laws, including
punishment of those who do
wrong, and the importance
of resolving conflicts
appropriately. (2.2.7)
Roles of Citizens: Describe
how people of different
ages, cultural backgrounds
and traditions contribute to
the community and how all
citizens can respect these
differences. (2.2.4)
Assessment Tasks
Assessment Task 1:
Students will draw a selfportrait of themselves
focusing on the details of
their appearance. They will
then show their portrait to
the class and read what
they wrote on how they
would feel if they were
treated wrongly for how
they looked, and what
punishment that person
doing the wrong and
mistreatment should
receive. (2.2.7)
Assessment Task 2:
Using the different African
American organizations
shown, students will write
a journal entry from an
African American’s
perspective explaining how
they are contributing to the
Key Concepts
 Racism
 Segregation
 Traditions
 Community
Leaders
 Justice
community and why their
contributions are just as
important as the white
people. (2.2.4)
Roles of Citizens: Identify
people who are good
citizens and describe the
character traits that make
them admirable. (2.2.5)
Foundations of
Government: Explain that
the United States
government is founded on
the belief of equal rights for
its citizens.
(2.2.1)
Assessment Task 3:
Students will go to the
computer lab to explore the
BSU archive collection The
Other side of Middletown
to locate and identify
another African American
leader. They will draw a
picture of that leader and
make a list of possible
character traits that leader
may have had based on
their leadership position
listed. (2.2.5)
Assessment Task 4:
Students will create a
pledge signifying the
understanding of the
equality between people,
and how they are going to
uphold that belief of
equality in the United
States. (2.2.1)
Instructional Resources:
Pendergraft, R. (2010, January 1). The Nights Party, USA. Retrieved March 22, 2011, from Welcome to the Ku Klux Klan:
www.kkk.com
(This can be used to gain more understanding of the Ku Klux Klan group)
Seuss, D. (1961). The Sneetches. New York, NY, U.S.A.: Random House Inc.
(This was used for the reading in lesson 1)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=46&CISOBOX=1&REC=10 .
(This is the BSU Archive link to the image of the Ku Klux Klan in The Other side of Middletown collection)
http://www.jazzistry.org/timeline.html
(This is a great timeline marking the timeline of racial segregation)
The song Does it Really Matter by Up With People (Download off of itunes store).
(This song really signifies that African Americans have the same qualities as white people do, but they aren’t view in that way due to
the color of their skin.)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=44&CISOBOX=1&REC=4
(This is the link to the BSU archive photograph of the African American Church)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=6&CISOBOX=1&REC=6
(This is the link to the BSU archive photograph of the African American Bowling team)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=61&CISOBOX=1&REC=16
(This is the link to the BSU archive photograph of the African American Track team)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=145&CISOBOX=1&REC=13
(This is the image of Hurley the African American fireman)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=83&CISOBOX=1&REC=19
(This is the link to Jack Mann, the first African American Muncie basketball star)
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=105&CISOBOX=1&REC=19
(Here is the link to Rev. J. C. Williams)
Throw Your Tooth On The Roof: Tooth Traditions from the World by Selby Beeler & Brian Karas-Discusses various traditions when
losing a tooth.
BSU Archives Repository Site
NAACP-Research site for students to gather facts about the largest organization intended for the advancement of African-Americans.
Catalog of Lessons
Lesson 1:KKK & Others
Discuss laws and what happens when you break those laws. Do people get punished? Do
they go to jail? Then read the Dr. Seuss book Sneetches to gain understanding of looking
different. Next, discuss racism and the notoriously racist group, the Ku Klux Klan, and
how they were active in Middletown Muncie. Use the image from the BSU archive of the
Ku Klux Klan to show a real image of a group from middle town Muncie.
http://libx.bsu.edu/cdm4/item_viewer.php?CISOROOT=/othermiddle&CISOPTR=46&C
ISOBOX=1&REC=10 . Discuss the image with the students, and the fact that some
elected officials took part in this group. Ask the students if they think that that Ku Klux
Klan’s behavior was acceptable and if the law should have punished them? Finally, have
the students draw a self-portrait and with their drawings have a show and tell. They will
say what makes them different from their classmates, and how they would feel if their
classmates don’t play with them or are mean to them because of how they look. Should
that classmate get into trouble?
Lesson 2: African-American Organizations
Discuss with the students that the not all people were treated fairly. Have them think back
to the previous lesson on how people even joined groups such as the Ku Klux Klan to be
mean to people just because of how they looked. Have three items out on a table; red
clown noses, wigs, and circle stickers. Disperse these items out to the students; only one
of those items to each student. Have all of the students with clown noses sit on the floor.
They are not allowed to stand or socialize with anybody else. Segregate the other two
groups. Then, write the word “segregation” on the board. Explain that the activity was to
help them understand segregation. Discuss with the students that the colored people in
Middletown Muncie were even segregated. Explain that African American people were
not allowed to interact with the white people, so they had to have their own organizations
and buildings. Bring up the image of the African American track team, the African
American funeral home, the African American bowling league, and the African
American church (links can be found in instructional resources). Explain to the students
that these are real images of these segregated organizations from right here in Muncie
Indiana. Have the students discuss in their groups how these people and organizations
were important to their community. Finally, have the students complete assessment task
two where they will listen to the song “Does it Really Matter” by Up With People and
connect it to the contributions of the African American citizens.
Lesson 3: “The Antioch Baptist Church”
Write the word tradition on the board. Ask the students to provide key words that relate
to this word and provide examples of traditions that they and their family participate in.
Give examples: Eat spaghetti with family every Sunday; Family Game Night; Setting of
fireworks on Fourth of July or Watching Football on Thanksgiving. Read the first part of
the book Throw Your Tooth On The Roof: Tooth Traditions from the World. Discuss the
categories of traditions like religious, cultural, and social. Next, show a picture of The
Antioch Baptist Church, from the Digital Media Repository site. Ask students to make
predictions as to what they think will be discussed. Introduce the location of this church.
Explain to the students that there are several religions that have different traditions and
customs. Include a PowerPoint that introduces the Antioch Baptist Church and the
characteristics of a Baptist Church that are practiced today. Have a discussion and
encourage students to give examples of their own traditions and customs. Provide
additional examples as well. As a final product, students will create their own tradition
that includes what they would be doing, why they are choosing that tradition and whom
they would share the tradition with.
Lesson 4:He Who Made a Difference
Have the students close their eyes, and then read the definition of a leader. With their
eyes still closed have them think of their biggest role model, and to name off some
character traits of that leader. On a whiteboard, write the character traits that the students
are naming, in several different expo colors. After approximately ten character traits are
listed (direct the students when needed), have the students open their eyes. Ask the
students if the color that the character traits are written in, changes the importance of that
trait? Lead into the discussion that leadership is not defined by the color of character
traits, but the character trait itself. Therefore, African American leaders are just as
important – their color does not define their admirable character traits. Bring up the
African American admirable citizen images from the BSU archives; Hurlely the fireman,
Jack Mann the basketball star, and Rev. J.C. Williams, and discuss their leadership in
their community. Finally complete assessment task 3 where the students will go to the
computer lab to explore the BSU archive collection The Other side of Middletown to
locate and identify other African American leaders. They will use draw a picture of that
leader and make a list of possible character traits that leader may have had based on their
leadership position listed.
Lesson 5: Civil Rights Movement
This lesson will focus on Justice for all. Put the letters NAACP on the board. Ask the
students if they have ever seen this and if they know what it stands for. If not, discuss
with the students that NAACP represents the National Association for the Advancement
of Colored People. Have the students explore the site:
http://www.naacp.org/content/main/ Debrief and give the students time to work in
partners in which they will each find a fact from the site. Allow students to share. On the
board write two headlines: ways we are all equal & ways we are not equal.
Have students brainstorm coming up with explanations under each category. If the
students are having trouble list: Gender, Socioeconomic status, Age, Ability, Orientation,
Experiences etc. Next, have the students come up with examples of the ways AfricanAmericans were treated unequally. Provide the example of how they drank at separate
water-fountains. As a final product, students will create a pledge that contains the phrase.
“I am going to___________________________________________so that I make sure I
treat everybody equal.” Give students the example “I am going to open the door for girls
and boys to make sure that I treat everybody equal.”
Kristi Cressman, Brianne Woodward, and Giles Laux
COURSE TITLE: The Other Side of Middletown
GRADE LEVEL: 2nd
UNIT: Muncie’s African-American Culture
Assessment Task 1:
Abstract: This assessment will allow the students to discuss the meaning of
discrimination of African-Americans. The students will gain the understanding that each
person, despite their differences, should not discriminate against them. The students will
be discussing their self-portraits and writings of how they differ from one another. Should
they be treated differently because of that, and what punishments students should receive
for mistreating someone.
Prompt: Discuss laws and what happens when you break those laws. Do people get
punished? Do they go to jail? Then read the Dr. Seuss book Sneetches to gain
understanding of looking different. Next, discuss racism and the notoriously racist group,
the Ku Klux Klan. Then, show the students an image from the BSU archive of the Ku
Klux Klan, an actual group of men from middle town Muncie as the primary resource.
(Link can be found in Instructional Resources). Discuss the image with the students,
and the fact that some elected officials took part in this group. Ask the students if they
think that that Ku Klux Klan’s behavior was acceptable and if the law should have
punished them? Finally, have the students draw a self-portrait and with their drawings
have a show and tell. After that, the students will write in their journals answering these
three prompts:
1. What makes you different from your classmates?
2. How would you feel if your classmates didn’t play with you or were mean to
you because of the way you look?
3. Should that classmate get into trouble because they mistreated you?
Directions to students: “Today we will be discussing laws and what happens when you
break these laws. Do people get punished? Do they go to jail? I am going to read the Dr.
Seuss book Sneetches. It’s a story about how we are similar but can look different. Next,
we will discuss racism and the notoriously racist group, the Ku Klux Klan. Then, I will
show you an image from the BSU archive of the Ku Klux Klan, an actual group of men
from middle town Muncie (Link can be found in Instructional Resources). We will also
discuss the image and the fact that some elected officials took part in this group. Do you
think that the Ku Klux Klan’s behavior is acceptable and should the law have punished
them? Then, consider this what would have things been like if they were punished?
Finally, I want you to draw a self-portrait and we will have a show and tell. Now you are
going to write in your journals answering these three questions:
1. What makes you different from your classmates?
2. How would you feel if your classmates didn’t play with you or were mean to
you because of the way you look?
3. Should that classmate get into trouble because they mistreated you?
Your journals will be put on display in the local court house for the public to read. And
we will be visiting the 1st grade classrooms to show them our pictures and discuss how
we all look different.
Procedure: Begin class by discussing and explaining laws and what happens to us when
we break these laws. Define the word discrimination and how African-Americans were
discriminated against because they looked different. Then read the Dr. Seuss book
Sneetches to gain understanding of looking different. Next, discuss racism and the
notoriously racist group, the Ku Klux Klan showing the student the website of the Ku
Klux Klan (Link can be found in Instructional Resources). Discuss other forms of
discrimination against other people. Then, show the students an image from the BSU
archive of the Ku Klux Klan, an actual group of men from middle town Muncie (Link
can be found in Instructional Resources). Discuss the image with the students, and the
fact that some elected officials took part in this group. Ask the students if they think that
that Ku Klux Klan’s behavior was acceptable and if the law should have punished them?
Finally, have the students draw a self-portrait. When everyone is finished, have a show
and tell in the front of the class. Discussion will cover all the similarities and differences
among classmates. After all the show and tell and discussion, the students will write in
their journals concentrating on these three questions. What makes you different from
your classmates? How would you feel if your classmates didn’t play with you or were
mean to you because of the way you look? Should that classmate get into trouble
because they mistreated you?
Scoring Rubric:
Benchmark
Roles of
Score
1
2
3
4
Citizens: Explain
the consequences
of violating laws,
including
punishment of
those who do
wrong, and the
importance of
resolving
conflicts
appropriately.
(2.2.7)
Student did
not write a
valid response
to what makes
them different
from their
classmates.
Student did
not write a
valid
explanation as
to if the
classmate
should or
shouldn’t be
punished.
There were
zero sentences
explaining
their
differences.
Student wrote a
weak response
to what makes
them different
from their
classmates.
Student wrote a
weak
explanation as
to if the
classmate
should or
shouldn’t be
punished.
There were four
or less
sentences
explaining their
differences.
Student wrote a
good response
to what makes
them different
from their
classmates.
Student wrote a
strong
explanation as
to if the
classmate
should or
shouldn’t be
punished.
There were
eight or less
sentences
explaining their
differences.
Student wrote a
powerful
response to
what makes
them different
from their
classmates.
Student wrote a
powerful
explanation as
to if the
classmate
should or
shouldn’t be
punished. There
were all ten
sentences
explaining their
differences.
Assessment Task 2:
Abstract: This assessment will allow the students to look at the issue of segregation
between African Americans. The students will gain an understanding that each person,
despite their color, are valuable and can contribute to the community. They will be
putting themselves in the shoes of African Americans to determine the issues of
segregation, and how they would feel if they were not respected as a contributor to the
community.
Prompt: Give the students clown noses, wigs, and circle stickers to wear. These prompts
will be used as an activity to help the students understand segregation. Then, write
segregation on the board and relate that issue to African Americans and white people.
Bring the images up from the BSU archives collection, The Otherside of Middle Town, of
the African American track team, the African American funeral home, the African
American bowling league, and the African American church. (Links can be found in
instructional resources) The BSU archives provided a description of each of these
images. These images will be the primary resource for the students to see the segregated
organizations and the contributions of the African American from Middletown Muncie.
Finally, you will use the song, “Does it Really Matter” by Up With People, for the
students to listen to in order to see how the African Americans felt about being
segregated and not looked at as important. In their journals, the students will write an
entry, pretending to be an African American answering these three prompts:
1. How can I contribute to the community?
2. Why are my contributions (remember they are pretending to be an African
American) just as important as the white people?
**If your student is currently African American, then have them write these
prompts based on their own feelings.
3. Why is segregation a problem?
** Be sure to use journals appropriate for second grade and focus on the content of their
answers, not the mechanics.
Directions to students: “We just finished looking at the images of an African American
track team, an African American funeral home, an African American bowling league, and
an African American church. In your groups, I want you to discuss how these African
American organizations were able to contribute to their community. Next, I want you to
focus on the opposite idea; what would it have been like if these organizations were
mixed with people who were also white. Would they be respected? If not, how could they
help the white people understand their value? Listen to the song, “Does it Really Matter”
by Up With People. While listening think about an organization you are involved with. It
could be anything from Sunday school, your tee ball team, to a group of friends you play
with at recess. Then, put yourself in the shoes of an African American and listen closely
to the singer. Then, think about how you would feel. Now, you are going to write in your
journals pretending to be an African American in your organization that you chose. You
will write a response to these three questions,
1. How can I contribute to the community?
2. Why are my contributions just as important as the white people?
3. Why is segregation a problem?
Your journals will then be put on display in the public library for others to read.”
Procedure: Begin class by performing the activity of segregation. This activity includes
giving students one of these three items; a clown nose, a wig, or circle stickers. The
students will wear these items, but then be segregated based on how the new look of
these items give them. Next, introduce the word segregation and explain that segregation
happened right here in Muncie with African American and white people. Then, show the
images from the BSU archives; African American track team, the African American
funeral home, the African American bowling league, and the African American church.
Emphasize that there are no white people in the pictures of these groups or organizations,
and the reason being segregation. Next, put the students into groups and hold a discussion
about the contributions the organizations of these images might have had toward Muncie.
Have them consider the alternatives; what would have happened if the African Americans
were allowed to be involved with organizations of white people? Would the white people
have respected or seen the valuable contributions of the African American people? How
might you have had brought respect to each other if you were living during this time?
Finally, think about different organizations now, and discuss the value in having people
of all different backgrounds working together. Lastly, play the song “Does it Really
Matter” by Up With People and have the students close their eyes. During this song they
will think about something that they are involved with, such as Sunday school, a group of
recess friends, a tee ball team, or a baton club. They will then put themselves in the shoes
of an African American as they listen to the words. Finally, the students will then write in
their journal entries emphasizing these three ideas. How can I contribute to the
community? Why are my contributions just as important as the white people? Why is
segregation a problem? Display the journals in the public library for the public to read the
responses.
Scoring Rubric:
Benchmark
Roles of
Citizens:
Describe how
people of
different ages,
cultural
backgrounds and
traditions
contribute to the
community and
how all citizens
can respect these
differences.
(2.2.4)
Score
1
Student wrote
a response not
demonstrating
any African
American
view on the
contribution
they have in
their
community.
Student did
not give a
valid
2
Student wrote a
response
demonstrating a
weak African
American view
on the
contribution
they have in
their
community.
Student also
gave a weak
explanation of
3
Student wrote a
response
demonstrating a
good African
American view
on the
contributions
they have in
their
community.
Student also
gave a strong
explanation of
4
Student wrote a
response
demonstrating a
powerful
African
American view
on the
contributions
they have in
their
community.
Student also
gave a powerful
explanation of
the
importance of
the
contribution
compared to a
white person.
Student wrote
at least a 2
sentence
explanation.
the importance
of that
contribution
compared to a
white person.
Student wrote
at least a fivesentence
explanation.
the importance
of that
contribution
compared to a
white person.
Student wrote
at least an
eight-sentence
explanation.
explanation
considering the
respect and the
importance of
their
contribution to
a white person.
Student wrote a
ten-sentence
explanation.