Kimberly Osborn
October 23, 2013
ED 237
Curriculum Mapping
Duration of Unit: January (after reading the novel over Winter Break) / 5 lessons & 1 exam / each class period is 1 hour & 15 min.
Enduring Understandings
Anchor Skills
1. The prejudice and
1. 8.3.6.D:Explain how
discrimination during the
conflict and cooperation
1920s and beyond led to
among groups and
the civil rights movement.
organizations have
impacted the history and
2. Minority groups have
development of the U.S.
been historically
(Ethnicity and race).
subjected to prejudice
and discrimination.
2. 8.3.6.A:Explain the social,
political, cultural, and
3. Prejudice and
economic contributions of
discrimination have an
individuals and groups to
effect on both the
United States history.
individual and the
community they live in.
3. 8.1.6.B:Differentiate
between fact and opinion,
multiple points of view,
and primary and
secondary sources to
explain historical events.
Essential Questions
1. How did the prejudice of
the 1920s and beyond
lead to the civil right
movement?
2. How does socio-economic
status play a role in
discrimination and
prejudice?
3. How did the KKK and
other organizations
contribute to the problem
of prejudice and
discrimination during the
1920s and beyond?
4. How does prejudice and
discrimination effect the
dynamics of a
community?
5. How does
prejudice/discrimination
impact minority group
identification?
Teaching Strategies
1. Summative assessment
allows for the students
to chose what
assignments fit their
learning style so that
they can show their
understanding in a way
that is best for them.
2. Students will be
incorporating reading
and writing skills
through journal entries,
current events, and
first-person narratives
(point-of-view).
3. Students will be given
guided notes to
complete as they watch
a video on the KKK.
4. Students will listen to
music from the time
period that protests
discrimination
(reaching multipleintelligences).
Assessment
Formative:
1. Students will
brainstorm in groups to
create definitions for
the terms prejudice and
discrimination.
2. Students will create a
list of what they know
about the KKK and then
watch a video. After the
video, they will be
asked to reflect on how
their opinions have
changed or been
expanded upon.
3. Students will listen to
two songs created by
minority singers in
protest of
discrimination and then
create a Venn-diagram
that compares and
contrasts the
message/feelings
expressed in each song.
Kimberly Osborn
October 23, 2013
ED 237
5. Students will be roleplaying various types of
discrimination (this
allows them to take a
different perspective
from their own
experiences).
6. Students will create at
least 10 questions that
they would ask a
prominent figure
during this time period.
They will then switch
papers with another
students and be asked
to research possible
answers to these
questions.
7. The students will create
a timeline of at least 6
prominent events that
occurred in the novel,
‘The Witness”. They will
then be given the option
to either draw a picture
of each event on their
timeline, write a 2
sentence summary, or
videotape themselves
acting out the scene.
4. Students will read two
first-person narratives.
They will then use a
checklist to write a
paragraph that explains
the views of an ethnic
minority that is being
discriminated against
during the 1920s+ as
well as a paragraph that
explains the views of an
organization/group
that discriminates
against the ethnic
minority.
5. Students will
participate in an
activity that has them
role play various types
of discrimination. They
will then discuss how
they felt during the
activity.
Summative:
1. Students will be given a
tic-tac-toe choice board
in which they will be
asked to do a variety of
tasks from drawing a
Kimberly Osborn
October 23, 2013
ED 237
This allows for the
student to chose what
fits best for them.
scene out of the original
novel that depicts
prejudice or
discrimination to
finding and writing a
paper on a current
event article that shows
prejudice or
discrimination in
today’s society. To
complete the
assessment, students
must perform the tasks
that create a vertical,
horizontal, or diagonal
line (as in tic-tac-toe).
Resources utilized for each content area:
 Witness by Karen Hesse
 Song - "(What Did I Do to Be So) Black and Blue" by Louis Armstrong
 Song - "The Bourgeois Blues" by the Lead Belly’s
 Video about the KKK - http://www.youtube.com/watch?v=CM7Fq4AFyIM
 http://nationalhumanitiescenter.org/pds/maai3/segregation/text2/investigatelynchings.pdf
Areas for multidisciplinary connection of content:
 Students will use the multiple points-of-view in toe novel to discuss how individuals of not just African American descent, but other minority
experienced discrimination.
 Students will use characterization to determine how the individuals in the novel identified with their ethnicity.
 Students will read and respond to first-person narratives from both points-of-view (i.e. those doing the discriminating, those being discriminated
against).