ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Meagan McWhorter
Social Studies/History
3rd/4th grade
Fight for Civil Rights
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Goals:
1)
2)
3)
The students will learn about key figures in the fight against segregation and for
equal rights.
The students will be able to discuss the impact that desegregation had on the
development of America.
The students will better understand what African Americans and other
minorities had to endure in order to gain their equal rights.
Objectives:
Content/Knowledge:
•With the completion of this lesson students will have the knowledge that will allow
them to identify the important characters in the equal rights movement.
•At the completion of this lesson students will be able to chronologically relate the
events that lead up to the gain of equal rights.
Process/Skills:
•Students will be able to confidently discuss the issue of segregation in small group
and class discussion.
•Students will be able to work independently and in a group.
Values/Dispositions:
* Students will be able to consider and express their feelings on the treatment of
African Americans and minorities before desegregation occurred.
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Rationale:
It is important for students to study this period of time because of the struggle that
people had to go through in order to obtain their deserved equal rights. The fight that
people like Martin Luther King Jr. and Malcolm X went through were inspirational and
lead to the country that we are currently living in. A country free of segregation was a
turning point in American history.
Standards:
State – Illinois Common Core or Learning Standards
16.D.2c Describe the influence of key individuals and groups, including Susan B.
Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois
and the United States.
16.A.2c Ask questions and seek answers by collecting and analyzing data from
historic documents, images and other literary and non-literary sources.
National – NCSS Themes
-Social Studies programs should include experiences that provide for the study of
cultural and cultural diversity.
-Social Studies programs should include experiences that provide for the study of the
past and its legacy.
Logical/Mathematical
Logical/Mathematical
* Students
will learn about the
Brown Vs. Board of Education
case while analyzing a map of the
states that shows the varying level
segregation in 1950. Brown Vs.
Board of Education was a
landmark court case in the
Supreme court where they decided
that state schools should not be
segregated. This occurred in 1954.
They will then need to fill out a
worksheet answering questions
based on map.
•Materials needed:
Civil Rights Worksheet
1. How does seeing how your home state stood on segregation make you feel about where you
live?
2. What percent of the states were completely segregated? Desegregated? Somewhere in the
middle?
Map of segregated United States:
•http://www.classbrain.com/artmonument/uploads/brvbmap2.pdf
3. Based on these percents, where did the majority of support lay in 1950?
Verbal/Linguistic
Verbal/Linguistic
Teacher will read class transcript of Martin Luther King Jr.’s famous “I Have A Dream” speech. This
is one of the most famous speeches in American history, and is something that most student’s have
heard in pieces at some point in their life. Student’s will be given a hand out of the speech that they
will be allowed to keep. After the teacher has completed reading the entire speech, the class will
then be split into small groups and asked to discuss the following questions.
1.What makes this speech so well known and powerful?
2. What is the larger issues that King is dealing with in his speech?
3. How did his dream lead to the life you are living now?
4. How much of his dream has been realized today?
Materials needed:
Copy of “I Have A Dream”-http://www.afn.org/~dks/history/dream.html
Musical/Rhythmic
Musical/Rhythmic
Students will receive a copy of the Maya Angelou Poem Million Man March and I Know Why the
Caged Bird Sings. Both are poems written by Angelou that discuss the oppression the African
Americans. Maya Angelou was an African American poet who was born in 1928 and raised in the
South during the height of the fight for equal rights. Her poetry has won her many awards, and she
has one of the most notable voices in the African American community. Students will take turns
reading her poems aloud, and the teacher will be able to expand on areas that are causing confusion
due to the complexity of the work. Because these works are very hard reads, all students will be
assed on is active participation during reading and participation in discussion.
Materials needed:
I Know Why the Caged Bird Sings-http://www.poemhunter.com/poem/i-know-why-the-cagedbird-sings/
Million Man March-http://www.poemhunter.com/poem/million-man-march-poem/
Visual/Spatial
Visual/Spatial
After reading both of Maya Angelo’s poems students will then choose one poem to
illustrate an equal rights poster based on it. They will be graded on their participation,
creativity, and how closely they modeled their poster after the poem. This will allow
them to show that they can interpret written word into an illustrated version.
Materials needed:
Poster board, markers, miscellaneous craft materials, glue, tape, construction paper,
scissors, magazines, etc.
Body/Kinesthetic
Body/Kinesthetic
This lesson will be used to introduce students to Rosa Parks, and her feelings leading up to her
infamous bus ride that lead to the Montgomery, Alabama Bus Boycott. When students enter the
classroom they will be given either a blue or red sticker. The desks will be moved to resemble a bus,
but there will not be enough seats for every student. Students with red stickers will be given a card
with the instructions that they are suppose to sit down first, in the front seats, and not let any student
with a blue sticker sit next to them. Then instruct the mock situation to begin and supervise as the
blue students are having difficulty finding some where to ride. After confusion has occurred, stop
activity and have students return class to its normal state and pass out a Rosa Parks fact sheet for
discussion.
Materials needed:
Blue and red stickers, enough desks to represent a bus, Rosa Parks sheethttp://www.surfnetkids.com/go/63/ten-facts-about-rosa-parks/
Interpersonal
Interpersonal
Students will remain in their
groups from the Rosa Parks
lesson of being Blue and Red
dot people. We will have a
class debate on the treatment
of the Blue dot people. The
debate will be mediated by
the teacher, with each child
having time at the podium
and being involved in the
debate.
Materials neededhttp://www.jcu.edu/bible/acad
emicexcellence/Debating/Deb
ateProcedure.htm
Intrapersonal
Intrapersonal
After independently reading and
article about Ruby Bridges, the
first African American child to
desegregate an elementary
school, students will be asked
to right a reflective journal from
Ruby Bridges point of view on
her first day at her new school.
Article to be readhttp://www.pbs.org/wnet/aaw
orld/history/spotlight_septem
ber.html
Naturalistic
Naturalistic
Students will make a diagram of
a public building prior to
desegregation, including
separate bathrooms, drinking
fountains, and areas where
they can and cannot be. It will
be their choice what kind of
building they choose to
construct, but they will need to
include all elements that would
have been apparent in that
setting. Students will be given
computer lab time to research
the necessary information to
successfully complete the
diagram.
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
I will asses the students by watching them
throughout the civil rights lessons. I will grade the
poster and worksheets that they turn in as well as
their classroom discussions and participation. I will
carefully consider their answers to daily discussion
questions to make sure that they are truly grasping
what is being taught.
Online Resources:
•http://www.delicious.com/mc
whorter335