Lesson 20 | The Civil Rights Movement | 5th Grade Language Arts

Debate if the children in the section would agree or disagree with the statement that “their courage made a difference not only in each of their individual lives, but for all the others who have followed,”.

Materials

Freedom's Children pp. 32–40

Standards

RI.5.3RI.5.6

Lesson

Explain how the author uses evidence and reasons to support the point that school desegregation required young Negroes with courage to face the challenges and dangers of mob resistance.

Materials

Witnesses to Freedom — Chapter 3

Standards

RI.5.8

Lesson

Explain how Ernest uses reasons and evidence to support the idea that you can do a lot more than you think you can.

Materials

Freedom's Children pp. 41–49

Standards

RI.5.8

Lesson

Writing

2 days

Synthesize and analyze details from multiple texts in order to deepen understanding of a topic.

Materials

All unit texts

Standards

RI.5.9SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.e

Lesson

Summarize the key events of the Montgomery Bus Boycott by determining a main idea and supporting details in order to summarize a text.

Materials

Witnesses to Freedom — Chapter 4

Standards

RI.5.2RI.5.3

Lesson

Identify the central idea the author conveys in this chapter and what the central idea reveals about the author’s perspective on segregation and social injustice.

Materials

Claudette Colvin — Chapter 1

Standards

RI.5.2

Lesson

Compare and contrast Claudette’s account of what happened on March 2, 1955, with what is documented in the police report, as well as, explain why the author decides to include both versions.

Materials

Claudette Colvin — Chapter 4

Standards

RI.5.6

Lesson

Explain what the quote reveals about the author’s point of view of Claudette and how the author supports his point of view.

Materials

Claudette Colvin — Chapter 6

Standards

RI.5.6RI.5.8

Lesson

Explain why Claudette and Rosa Parks were perceived differently by the community and if Claudette could have been the face of the movement.

Materials

Claudette Colvin — Chapter 7

Standards

RI.5.6RI.5.8

Lesson

Explain the tactics and strategies the Black community used to make the bus boycott a success and if all members of the community shared the same perspective.

Materials

Claudette Colvin — Chapter 8

Standards

RI.5.6RI.5.8

Lesson

Defend if Claudette’s actions did or did not prove that she was able to make a larger impact and that she could have been the “right” individual.

Materials

Claudette Colvin — Chapter 9

Standards

RI.5.2RI.5.3RI.5.8

Lesson

Explain what happened in Montgomery after the court decision was made and how different groups responded.

Materials

Claudette Colvin — chapter 10

Standards

RI.5.3RI.5.8

Lesson

Discussion

Debate if Claudette or Rosa should be remembered as the hero of the Montgomery Bus Boycott and how the perspective from which history is told has influenced our point of view.

Materials

Claudette Colvin

Standards

RI.5.2SL.5.1SL.5.2SL.5.3

Lesson

Writing

2 days

Synthesize and analyze details from multiple texts in order to deepen understanding of a topic.

Materials

Claudette Colvin

Standards

RI.5.9W.5.2W.5.2.aW.5.2.bW.5.2.e

Lesson

Writing

4 days

Write a poem that honors the life of Claudette Colvin or Rosa Parks by using details from across texts.

Materials

All unit texts
“Day 1: March 5, 1770”
“Ruby Bridges' Brave Step”
Poetry Brainstorm Template
Narrative Writing Rubric (G5)

Standards

L.5.2L.5.5L.5.5.aW.5.3W.5.3.aW.5.3.bW.5.3.dW.5.5

Lesson

Determine the main ideas the author is trying to convey about the Civil Rights Movement in chapters 5 and 6 and describe how the author uses key details to support the main idea.

Materials

Witnesses to Freedom — Chapters 5 and 6

Standards

RI.5.2

Lesson

Determine the main ideas the author is trying to convey about the civil rights movement in chapter 7 and describe how the author uses key details to support the main idea.

Materials

Witnesses to Freedom — Chapter 7

Standards

RI.5.2

Lesson

Determine the main ideas the author is trying to convey about the civil rights movement in chapter 8 and describe how the author uses key details to support the main idea.

Materials