Name: Rhonda Rinehart, Pam Barr
Title: Tolerance/Intolerance
Grade Level: 6th Grade
Duration: 6 to 8 weeks
Summary of the Unit
In this unit students will focus on the causes leading to and surrounding the events which led to the
Civil Rights Movement. It will emphasize tolerance and intolerance among particular races of people.
Students will be able to see the Civil Rights movement as a culminating result of slavery. Through
simulations students will unpack the concept of tolerance. They will research slavery, resulting in an
understanding through empathy and self-knowledge of segregation. They will also investigate using
primary and secondary sources and several factors, including the Jim Crow laws leading to the Civil
Rights movement.
Suggested Resources

Simulation-Bafa Bafa

Unicef

Back to School-PBS

Heifer International

Time for Kids

The UN economic indicators

Scholastic

Teaching for Tolerance Magazine

Movie: Remember the Titans

Field trip to Freedom Center in Cincinnati

Primary source on Jim Crow Laws

Several read alouds
Materials Needed
N/A
Competencies/Standards
6.1.23 Form research questions and use a variety of information resources* to obtain, evaluate and
present data on people, cultures and developments in Europe and the Americas. (Individuals, Society
and Culture)
6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments
for and against that issue utilizing the perspectives, interests and values of those involved.
6.2.5 Describe how major forms of government in Europe and the Americas protect or protected citizens
and their civil and human rights.
6.3.10 Explain that cultures change in three ways: cultural diffusion*, invention* and innovation*.
(Individuals, Society and Culture)
Enduring Understandings
Overarching Enduring Understandings
1. Culture is both a unifying and divisive force in human relations.
2. Global societies are diverse, creating varied perspectives, contributions, and challenges.
Topical Enduring Understandings
1.
Why were the Jim Crow Laws written?
2. How did the Civil Rights Movement bring intolerance to the forefront?
Essential Questions
Overarching Essential Questions
1. What happens when cultures collide?
2. What causes change over time?
Topical Essential Questions
1.
Why do people live together and form societies?
2.
Can an individual make a difference in society?
3. People respond and resolve conflicts in a variety of ways.
Enabling Knowledge and Skills
Students will know…

The definition of tolerance and intolerance.

The sequence of events that led to the Civil Rights movement, from slavery to modern day.

Jim Crow Laws

How and why people form societies
Students will be able to…

Assume the role of a different culture

Self-evaluate their performance during group work

Analyze primary and secondary sources and determine their validity and authenticity

Analyze cause and effect

Self- evaluate their performance

Create hypothesis about the past and future historical events

Show empathy for people of other races

Discuss and understand how it looks from another point of view/perspective

Provide evidence in support of perspectives
Essential Vocabulary
-tolerance
-intolerance
-prejudice
-Civil Rights
-Jim Crow Laws
-self-knowledge
-culture
-societies
-bias
-slavery
-perspective
-primary source
-secondary source
-conflict
-segregation
-equality
-diversity
Freedom
activist
GRASPS
GOAL: Your task is to debate the concept tolerance and intolerance. The goal is for students to
demonstrate their knowledge of tolerance.
Role: Your job is to take on the role of a supporter of tolerance or intolerance and defend it.
You need to convince the other side of your argument with strong facts that you are right.
Audience: includes classmates and possibly the whole school
Situation: The challenge involves dealing with people with differing views.
Product: You need to develop a sound defense for your stand on tolerance.
Standards and criteria: Your work will be judged by teacher observation and a performance rubric.
Assessments:
Type of evidence
Description of the assessment
Which facet of
Activity
Understanding is
Emphasized?
Primary performance
Students will debate the concept
Explanation, empathy,
Task
of
Interpretation, perspective, and
Tolerance
Self-knowledge
Written prompts/
Student reflective journal kept
Self-knowledge, empathy,
Journals
Throughout the unit with
Interpretation, application
periodical
Prompts
Small projects/
Student s choose a prominent
Empathy, perspective, explanation,
Skill demos/
figure
Interpretation, application
supporting
From the Civil Rights Movement
Performance
to
Research then will take on that
role
As a performance / diary entry
Student-self
Previously mentioned journals
Self-knowledge
1 page reflective paper over entire
Explanation, application
Assessment
Quizzes, tests
Unit/ rubric
Other
Socratic discussion
Application, explanation,
interpretation,
WHERETO:
W: how will our students know where and why this unit is taking them: KWL chart and journal
entry prior to unit as a pretest.
H: our hook will be the Bafa- Bafa simulation
E: Student s will experience and explore tolerance through movies, field trips, guest speaker,
research, read alouds, primary and secondary sources
R: Students will reflect and rethink tolerance through journal writing and the debate, teachers will
guide students through this process through conferences
E: Students will exhibit and self-evaluate through role plays, debates, and socratic discussion. They
will also be self-evaluating through their reflective journals
T: Instruction will be tailored through choices of activities
O: this unit is organized in a fashion that will take students chronologically through slavery to the
Civil Rights Movement.
Calendar:
Monday
Tuesday
Wednesday
Thursday
Friday
Feb. 6
7
8
9
10
Journal entry
Unpack tolerance Start concept map KWL chart
Bafa-Bafa
Guest speakers
Of EQs
13
14
15
16
17
Freedom Center
Research day
Jim Crow Laws
Journal entries Research
21
22
23
24
Research
Role play
Reflection / diary
Field trip
20
Remember the Titans Part 2 of movie
Part 1 of movie
Entry
27
28
29
March 1
2
Debate day 1
Debate day 2
Socratic
Journal entry
celebration
Seminar
Following this calendar are several lesson plans attached with this unit. You may use them as they
are or adjust them to fit your class needs. These are not all inclusive of all lessons in this unit.
Lesson # 1
Title: Journal Entries
Duration: 1 day
Learning Goals Based on Standards:
IN state standard 6.3.10 Explain that cultures change in three ways: cultural diffusion, invention, and innovation.
(Individuals, society, and culture)
Essential Questions:
What happens when cultures collide?
Students will Know:
Students will Understand:
Students will Do:
How and why people form societies.
Culture is both a unifying and divisive
force in human relations.
Respond in their journal by
answering the essential question
before and after the Bafa Bafa
simulation, as well as throughout the
unit.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals,
homework, observations, etc.) How will understanding be judged?
Through their journal entries the teacher will see growth throughout the unit.
Instructional Activities/Sequence:
The essential question will be posted on chart paper. The students will write it at the top of their journal in the
reflection section. Without any prompting or teaching from the teacher each student will answer this question to the
best of his or her ability. Each student will add to or change his or her answer to this question throughout this unit.
Vocabulary words will be added to the vocab section of journal as they appear throughout the unit.
Resources: Student journal divided in to 3 sections: Vocabulary, notes, and reflection. Journals were prepared by
teacher before the start of this unit with the notes section being the largest section.
Lesson # 2
Title: Bafa Bafa Simulation
Duration: 1 day
Learning Goals Based on Standards:
IN state standard 6.3.10 Explain that cultures change in three ways: cultural diffusion, invention, and innovation.
(Individuals, society, and culture)
Essential Questions:
What happens when cultures collide?
Students will Know:
Students will Understand:
Students will Do:
How and why people form societies.
Global societies are diverse, creating
varied perspectives, contributions,
and challenges.
Participate in the simulation game of
Bafa Bafa.
Culture is both a unifying and divisive
force in human relations.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals,
homework, observations, etc.) How will understanding be judged?
Students will journal after simulation is complete. Students will be assessed based on participation in their roles in
activity. Journal rubric is attached.
Instructional Activities/Sequence:
Bafa Bafa is a cultural simulation and can be found on the internet or through IUE school of education.
Resources:
Journals
Bafa Bafa simulation game
IUE staff members J. Barbre and Marilyn Watkins
Lesson # 3
Title: Unpack tolerance
Duration: 1 day
Learning Goals Based on Standards:
6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against
that issue utilizing the perspectives, interests and values of those involved.
Essential Questions:

How do people respond to and resolve conflict?
Students will Know:

The definition of tolerance and
intolerance.
Students will Understand:
Students will Do:
The concept of tolerance/intolerance
and how it affects social change.
Participate in the unpacking of the
concept through discussion including
dictionary definitions as well as
examples.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals,
homework, observations, etc.) How will understanding be judged?
Through journal writings students will continue to develop a stronger, deeper understanding of this concept.
Instructional Activities/Sequence:
The two words will be written on chart paper and the students will be asked to give 1 to 2 word definitions of what
tolerance is. Eventually, the dictionary definition will be written. The chart will remain up and added to throughout
the unit. Students will include this in their journal.
Resources:
Chart paper
Markers
Dictionary
Student journals
Lesson #4
Title: Freedom Center Field Trip
Duration: 1-2 days
Learning Goals Based on Standards:
6.2.5 Describe how major forms of government in Europe and the America’s protect or protected citizens and their
civil and human rights.
Essential Questions:
What causes change over time?
Students will Know:
Students will Understand:
Students will Do:
The sequence of events that led to
the Civil Rights movement, from
slavery to modern day.
Culture is both a unifying and divisive
force in human relations.
Participate in a field trip to the
Freedom Center in Cincinnati, Ohio.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals,
homework, observations, etc.) How will understanding be judged?
Teacher observation of participation in discussion during and after the field trip. Journal responses will also be scored
by a rubric found on this web site.
Instructional Activities/Sequence:
The National Underground Freedom Center, Cincinnati, OH.
Resources:
Lesson # 5
Title: Remember the Titans Movie
Duration: 2-3 days
Learning Goals Based on Standards:
6.3.10 Explain that cultures change in three ways: cultural diffusion*, invention* and innovation*. (Individuals, Society and
Culture)
Essential Questions:
3. What happens when cultures collide?
4. Can an individual make a difference in society?
5. People respond and resolve conflicts in a variety of ways.
Students will Know:

The definition of tolerance and
intolerance.
Students will Understand:
1. People respond and resolve
conflicts in a variety of ways.
2. Culture is both a unifying and
divisive force in human
relations.
Students will Do:
Discuss and understand how things
look from different points of
view/perspective. Show empathy for
people of other races.
Provide evidence in support of
perspectives.
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework,
observations, etc.) How will understanding be judged?
Teacher observation of participation in class discussion as well as journal responses scored by rubric.
Instructional Activities/Sequence:
Teacher will introduce the movie in a way to let students know that they will see how two cultures collide and change in a
way to change their societies. As the movie is shown it will be paused throughout to prompt discussion. After movie, the
students will respond in their journals to the following prompt: How did these two cultures change as a result of their
coming together?
Resources:
Student journals
DVD “Remember the Titans”
Lesson # 6
Title: Research Project
Duration: 3 to 5 days
Learning Goals Based on Standards:
6.1.23 Form research questions and use a variety of information resources* to obtain, evaluate and present data on
people, cultures and developments in Europe and the Americas. (Individuals, Society and Culture)
Essential Questions:
Can an individual make a difference in society?
People respond and resolve conflicts in a variety of ways.
Students will Know:
Students will Understand:
Students will Do:
The definition of tolerance and
intolerance.
Culture is both a unifying and divisive
force in human relations.
Assume the role of a different culture
The sequence of events that led to the
Civil Rights movement, from slavery to
modern day.
Global societies are diverse, creating
varied perspectives, contributions,
and challenges.
Jim Crow Laws
Why the Jim Crow Laws written.
How and why people form societies.
How did the Civil Rights Movement
bring intolerance to the forefront.
Self-evaluate their performance
during group work
Analyze primary and secondary
sources and determine their validity
and authenticity
Analyze cause and effect
Self- evaluate their performance
Create hypothesis about the past and
future historical events
Show empathy for people of other
races
Discuss and understand how it looks
from another point of
view/perspective
Provide evidence in support of
perspectives
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals,
homework, observations, etc.) How will understanding be judged?
Presentation Rubric on the web site.
Instructional Activities/Sequence:
Students will be given a choice of people or events having to do with the Civil Rights movement to research and develop
a presentation to answer the following question:
How did this person or event make a difference in society?
Students can present a skit, PowerPoint, oral presentation, or written report.
Resources:
Select books for bibliographies
Computer w/internet access
Library(school or Morrisson-Reeves)
Teacher provided Primary Sources