Cultural Text Set by Brandi Hall https://padlet.com/doodlebugs0724/8vglx26k2rvs Info 237 en-us 2019-07-13 16:53:40 UTC 2019-07-13 20:25:50 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/378182138/9791081e3f9c77cbcd4f387931f8370d/9780399252518.jpg Brown Girl Dreaming doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047130 by Jacqueline Woodson

Short Summary:
Black Girl Dreaming is a memoir of Jacqueline Woodson’s childhood told in free verse about growing up in the 1960’s. Her accounts of what it was like living in the South and in the North during a time the world was changing and a Revolution was occurring. Jacqueline writes about growing up in different worlds and only feeling halfway home in each new place she moved to. She writes of what it was like as a Black child growing up during the Civil Rights Movement, living in worlds were Jim Crow laws were still present and then moving to New York where they were freer. Through her poetic style, Jacqueline writes of her beliefs being a Jehovah’s Witness, being teased for her city talk, and the joys of finding herself through her childhood -- finding her voice through her writing. Through her writing, she finds her place in this big world.

Reference
Woodson, J. (2014). Black girl dreaming. New York, NY: Nancy Paulsen Books. 
]]> 2019-07-13 16:59:14 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047130 Audience doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047414 5th Grade]]> 2019-07-13 17:07:12 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047414 Essential Questions doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047428
  • What was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?
  • How can we create a fair and just community?

    • ]]>     2019-07-13 17:07:31 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047428     Theme of Anchor Text doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047453 Growing up and finding one’s place in the world and the Civil Rights 
    Movement. 
    ]]>     2019-07-13 17:08:02 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047453     Common Core State Standards (CCSS) doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047460 5th Grade Reading Standards for Literature (CCSS.ELA-LITERACY.RL)
    Key Ideas and Details: 
    • CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    • CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
    Craft and Structure:
    5th Grade Speaking and Listening for Literature  (CCSS.ELA-LITERACY.SL)
    Comprehension and Collaboration: 
    • CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    • CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    Range of Reading and Level of Text Complexity:
    • CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

    5th Grade Reading Informational Text (CCSS.ELA-LITERACY.RI)
    Key Ideas and Details:
    • CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
    ]]>     2019-07-13 17:08:19 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047460     Links for Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047554 Foster, J. E., Root, T. L., & Lee, S. (2015). Teaching young children about the civil rights movement: Applying effective & developmentally appropriate strategies. Multicultural Education 22(3-4), 43-53. 
    Hooks, G. (2017). If you were a kid during the civil rights movement. New York, NY: Children's Press, an imprint of Scholastic Inc. 
    Woodson, J. (n.d.). A guide to Jacqueline Woodson’s brown girl dreaming. [Educator’s guide]. Retrieved from https://www.penguin.com/wp-content/uploads/2017/04/BrownGirlDreaming17-guide.pd.
    ]]>     2019-07-13 17:10:19 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047554     Link to Flipgrid Book Talk doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047625 2019-07-13 17:12:31 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047625 We Shall Overcome: The Story of a Song doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047684  by Debbie Levy

    Reference
    Levy, D. (2013). We shall overcome: The story of a song. New York : Disney: Jump at the Sun Books.]]>     2019-07-13 17:14:21 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047684     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047703 Nonfiction Book]]> 2019-07-13 17:15:04 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047703 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047708 “This book tells the story of this anthem of the civil rights movement.  The story begins with the song’s roots in America’s era of slavery, moves through Emancipation and the Jim Crow period, reaches a crescendo in the civil rights era, and continues to the present day.  But the story of “We Shall Overcome” isn’t only  about a song that has come to represent the struggle for equality, freedom, peace, and justice around the world.  It’s also about how the act of singing and the process of sharing songs are part of what defines us as human beings.” (Levy, n.d., para 2). 

    The song We Shall Overcome is referenced in the anchor book. Including this text in the text set is important for students to look at how and why the song started and changed over time and became the theme song for the Civil Rights Movement.

    Reference
    Levy, D. (n.d.). We shall overcome: The story of a song [website]. Retrieved from http://debbielevybooks.com/books/we-shall-overcome/. 
    ]]>     2019-07-13 17:15:21 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047708     Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047830 Below to At Grade Level]]> 2019-07-13 17:19:08 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047830 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047839 5th Grade Reading Standards for Literature
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
    5th Grade Speaking and Listening for Literature 
    Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    5th Grade Reading Informational Text
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.]]>     2019-07-13 17:19:25 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047839     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047859 Teacher-led as a read aloud to the class, but could also be used as peer-supported if students already have background knowledge of the song. ]]> 2019-07-13 17:20:16 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047859 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047881 This book could be used to explain the origins of the song and its importance to the Civil Rights Movement. This book is ideal as a read aloud. The book contains larger text that can be used for students below grade level, but also contains smaller text that offers more information about how the song changed throughout time and the movement. This would also be a great tool in teaching the words to the song. Could also lead into other discussions on how music has played an important role throughout history and how music has represented social injustices and/or revolutions. ]]> 2019-07-13 17:20:34 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047881 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047891 Gpezzalmdocs  [Screen name]. (2014, March 31). We shall overcome with lyrics [Video file].  Retreived from https://www.youtube.com/watch?v=sfKtyertvKM&t=2s. 
    Levy, D. (n.d.). Deby Levy. Retrieved from http://debbielevybooks.com/. 
    ]]>     2019-07-13 17:20:53 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047891     What Was the March on Washington doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047937 by Kathleen Krull

    Reference
    Krull, K. (2013). What was the march on Washington. New York, NY: Grosset & Dunlap. ]]>     2019-07-13 17:22:11 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047937     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047956 Nonfiction Biography Book]]> 2019-07-13 17:22:40 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047956 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047960 “The March on Washington was one of the largest political rallies for human rights in American history and included Martin Luther King Jr.'s historic "I Have a Dream" speech. On August 28, 1963, more than 200,000 people gathered in Washington, DC, to demand equal rights for all races. It was this peaceful protest that spurred the momentous civil rights laws of the mid-1960s. This watershed was a crucial part of African American history and the civil rights movement and is taught in every school.” (Scholastic, 2019).
    This book is included as a text in the text set because it is an excellent source for students to learn more about this event that is briefly discussed in the anchor text. This book helps students build background knowledge of an important event of the Civil Rights Movement.

    Reference
    Scholastic. (2019). What was the march on Washington? Retrieved from https://www.scholastic.com/teachers/books/what-was-the-march-on-washington-by-kathleen-krull/. ]]>     2019-07-13 17:22:55 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371047960     Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048130 On Grade Level]]> 2019-07-13 17:27:37 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048130 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048145 5th Grade Reading Standards for Literature
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
    5th Grade Speaking and Listening for Literature 
    Comprehension and Collaboration:
    CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    5th Grade Reading Informational Text
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.]]>     2019-07-13 17:27:57 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048145     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048197 Independent and/or Peer-Supported]]> 2019-07-13 17:29:12 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048197 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048211 This text could be used to build background knowledge, either read independently or with a peer as a novel study. The reading level for this book is grades 3-5, thus the comprehension of the text is at the right level for 5th graders to read independently. It is also part of a larger nonfiction series that discusses people and events in history; this series is a favorite of our 5th grade students. This text could also be used to discuss the essential question of how Blacks fought for a fair and just community. ]]> 2019-07-13 17:29:31 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048211 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048219 GettyImages. (2019). March on Washington [photos]. Retrieved from https://www.gettyimages.com/photos/1963-march-on-washington?sort=mostpopular&mediatype=photography&phrase=1963%20march%20on%20washington. 
    Khan Academy. (2019). The march on Washington for jobs and freedom. Retrieved from https://www.khanacademy.org/humanities/us-history/postwarera/civil-rights-movement/a/the-march-on-washington-for-jobs-and-freedom.
    National Association for the Advancement of Colored People (NAACP). (2019). The march on Washington. Retrieved from https://www.naacp.org/marchonwashington/. 
    ]]>     2019-07-13 17:29:47 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048219     Classroom | Preparing for Sit-Ins doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048233 Reference
    PBS. (2013, November 19). Classroom: Preparing for sit-ins [Video file].  Retreived from https://www.pbs.org/video/african-americans-many-rivers-cross-classroom-preparing-sit-ins/
    ]]>     2019-07-13 17:30:14 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048233     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048262 Video]]> 2019-07-13 17:30:52 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048262 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048269 PBS Special that discusses the sit-ins and workshops (trainings) from several Black people’s point of view. “Non-violent passive resistance in the civil rights movement required much preparation and mental strength. Non-violence was a technique used to end segregation in America. This video is an excerpt from Episode Five, Rise!, from the series The African Americans: Many Rivers to Cross with Henry Louis Gates, Jr.” (PBS, 2013).
    This video is included in the text set, because it gives students an insight on the activist’s point of view of what really transpired and reasons behind sit-ins. Looks at the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s? This topic is discussed in a few different points in the anchor text and students will need background knowledge of what sit-ins are.
    ReferencePBS. (2013, November 19). Classroom: Preparing for sit-ins [Video file].  Retreived from https://www.pbs.org/video/african-americans-many-rivers-cross-classroom-preparing-sit-ins/]]>     2019-07-13 17:31:02 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048269     Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048299 Above Grade Level]]> 2019-07-13 17:31:31 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048299 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048324 5th Grade Reading Standards for Literature
    Craft and Structure:
    CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
    Integration of Knowledge and Ideas:
    CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
    5th Grade Speaking and Listening for Literature 
    Comprehension and Collaboration:
    CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.]]>     2019-07-13 17:31:57 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048324     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048340 Teacher-Led as there will be topics and vocabulary that will need scaffolding. ]]> 2019-07-13 17:32:17 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048340 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048358 This video would pair well with additional videos and resources listed in the Links to Further Information section below, as it shows one side of the events that unfolded with the sit-in protests. It is recommended that this video be shown as a whole class with discussions held prior and after viewing in order to help students build background knowledge. ]]> 2019-07-13 17:32:34 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048358 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048371 Davis, A. (2010). Sit-in: How four friends stood up by sitting down. New York, NY: Little, Brown Books for Young Reader. Retrieved from https://www.amazon.com/Sit-Friends-Sitting-Addams-Awards/dp/0316070165.  
    Harris, K.(2019, March 19). The very first sit-in at a Greensboro Woolworth’s, 1960 (Photos) [Blog post]. Retrieved from https://groovyhistory.com/woolworth-sit-in-photos. 
    Mulholland, L. & Fairwell, A. (2016). She stood for freedom : the untold story of a civil rights hero. Salt Lake City, Utah: Shadow Mountain. 
    Stanford University. (n.d.) Martin Luther King Jr.  research and education institute: Sit-ins. Retrieved from https://kinginstitute.stanford.edu/encyclopedia/sit-ins. 
    Voices of the Civil Rights Movement. (2018). Jackson Woolworth’s sit-in [Video file]. Retrieved from https://voicesofthecivilrightsmovement.com/Video-Collection/2018/8/25/Jackson-Woolworth's-Sit-In. 
    ]]>     2019-07-13 17:32:55 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048371     Racial Dot Map doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048386 Reference
    University of Virginia. (2010). The racial dot map. Retrieved from https://demographics.virginia.edu/DotMap/index.html. 
    ]]>     2019-07-13 17:33:21 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048386     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048400 Interactive Map]]> 2019-07-13 17:33:49 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048400 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048413 This is an interactive map from the University of Virginia which uses the 2010 census data to visualize the racial makeup of the United States. By zooming in on cities, this map shows the racial makeup of different cities throughout the United States in 2010. This is included in the text set to allow students to investigate a visual representation of the population through the lens of race.]]> 2019-07-13 17:34:05 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048413 Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048431 On Grade Level]]> 2019-07-13 17:34:23 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048431 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048451 5th Grade Speaking and Listening for Literature
    Comprehension and Collaboration:  
    CCSS.ELA-LITERACY.SL.5.1     Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    CCSS.ELA-LITERACY.SL.5.2     Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    5th Grade Reading Informational Text
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.]]>     2019-07-13 17:34:42 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048451     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048463 Individual or Peer-Led]]> 2019-07-13 17:35:01 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048463 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048492 Potential uses are comparing this map to redlining maps of the early 20th century. Students can also evaluate their town, or cities across the United States and discuss where has integration happened? Where has segregation remained consistent and why? ]]> 2019-07-13 17:35:26 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048492 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048502 Berkovitz, C. (2018, November 20). Understanding exclusionary zoning and its impact on concentrated poverty. The Century Foundation. Retrieved from https://tcf.org/content/facts/understanding-exclusionary-zoning-impact-concentrated-poverty/?session=1&agreed=1. Johnson, K. (2012). “Why is this the only place in Portland I see black people?” Teaching young children about redlining. Rethinking Schools, 27(1).  Retrieved from https://www.rethinkingschools.org/articles/why-is-this-the-only-place-in-portland-i-see-black-people-teaching-young-children-about-redlining. Semuels, A. (2016, July 22). The racist history of Portland, the whitest city in America. The Atlantic. Retrieved from https://www.theatlantic.com/business/archive/2016/07/racist-history-portland/492035/. University of Richmond. (n.d.). Mapping inequality: Redlining in new deal America. Retrieved from https://dsl.richmond.edu/panorama/redlining/#loc=14/45.5580/-122.6500&opacity=0.8&area=D3&city=portland-or. ]]> 2019-07-13 17:35:43 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048502 Jim Crow Laws doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048511 Reference
    History for Kids. (n.d.). Jim Crow laws. Retrieved from http://www.historyforkids.net/jim-crow-laws.html. 
    ]]>     2019-07-13 17:36:06 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048511     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048548 Website fact sheet of historical law. ]]> 2019-07-13 17:36:34 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048548 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048556 This is a very basic and student friendly description of what the Jim Crow laws are and their significance in history. Learning some background information about the Jim Crow laws will help students understand history and why there was segregation laws, especially in the South. This text was chosen to be part of the text set in order to establish some background information, especially for White students or students who don’t understand why the main character at the beginning of the anchor text cannot go or sit in the same places at White people. Since we no longer have segregation, this may be a hard topic for students to understand and connect with. ]]> 2019-07-13 17:36:50 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048556 Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048568 Below to At Grade Level]]> 2019-07-13 17:37:09 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048568 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048592 5th Grade Reading Standards for Literature
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    5th Grade Speaking and Listening for Literature 
    Comprehension and Collaboration:  
    CCSS.ELA-LITERACY.SL.5.1     Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    5th Grade Reading Informational Text
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.]]>     2019-07-13 17:37:37 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048592     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048602 This text is meant to be peer-supported or teacher-led to help with the needed scaffolding to understand the laws during the Civil Rights Movement. ]]> 2019-07-13 17:37:55 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048602 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048609 Potential uses for this text are to build background knowledge for students who are not familiar with Jim Crow laws and segregation. This text could also be used in an exercise where students create their own cities where they make their own laws; knowing about Jim Crow laws and segregation how would they make laws that are fair and just for all community members (relates to essential question). Another use could be for students to reflect on a time when they felt left out or segregated because of their skin, language, country, etc. Have students discuss one way racism remains a problem in the U.S. today. Do they have a moral obligation to press on and why?]]> 2019-07-13 17:38:11 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048609 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048624 Constitutional Rights Foundation. (2019). A brief history of Jim Crow. Retrieved from https://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crow. Kidzworld.com. (2019, January 08). Civil rights movement timeline [Blog post]. Retrieved from https://www.kidzworld.com/article/3015-civil-rights-movement-timeline. PBS Learning Media. (2019). The rise and fall of Jim Crow: Who was Jim Crow? [Video file]. Retrieved from https://opb.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/. ]]> 2019-07-13 17:38:29 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048624 StoryCorps: Segregated Swimming Pool doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048640 Reference
    Holmes, R. (n.d.). StoryCorps: Segregated swimming pool [Audio file]. Teaching Tolerance. 
    ]]>     2019-07-13 17:38:54 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048640     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048720 Audio]]> 2019-07-13 17:41:14 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048720 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048726 This is an audio of Robert Holmes recounting an incident when he was in elementary school where his school friends were allowed into the local pool after performing and he was stopped and told he was not allowed to go in; it is alluded, but not spoken that the reason was because he was Black. He talks about his mother fighting for his right to swim with his classmates and how she told him to go under the turnstyle and go swimming. This is included in the text set because it addresses the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?]]> 2019-07-13 17:41:27 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048726 Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048735 At to Above Grade Level]]> 2019-07-13 17:41:40 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048735 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048752 5th Grade Reading Standards for Literature
    Craft and Structure:
    CCSS.ELA-LITERACY.RL.5.6     Describe how a narrator's or speaker's point of view influences how events are described.
    5th Grade Speaking and Listening for Literature
    Comprehension and Collaboration:
    CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.]]>     2019-07-13 17:42:05 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048752     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048761 Peer-supported or Teacher-Led]]> 2019-07-13 17:42:26 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048761 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048770 Potential uses for this piece is for students to listen to one of many accounts that happened during the end of segregation in the South and to put a voice to someone who lived during that time as a child. This could be used as a starting point for many different discussions on what it was like for Blacks to live through the Civil Rights Movement and how it changed their lives and those of future generations. How would students feel in this situation? What would they do if they were Robert? How did this incident affect the future of segregation? How are we benefiting from what Robert and his mother did...from what others like him did?]]> 2019-07-13 17:42:47 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048770 Link to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048781 Turner, R. T.. (2019). March with me [Excerpt]. Teaching Tolerance. Retrieved from https://www.tolerance.org/classroom-resources/texts/march-with-me. ]]> 2019-07-13 17:43:01 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048781 Jacqueline Woodson’s Website doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048795 Reference
    Woodson, J. (2019). Jacqueline Woodson. Retrieved from https://www.jacquelinewoodson.com/. 
    ]]>     2019-07-13 17:43:24 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048795     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048816 Website]]> 2019-07-13 17:44:13 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048816 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048821 This is Jacqueline Woodson’s, the author of the anchor text, website. Woodson is continually adding, writing, and updating her website so this is a good source to find out more information about her, her works, and what is coming up for her. This is included in the text set, because it gives accurate first hand information about the author from her perspective. ]]> 2019-07-13 17:44:25 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048821 Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048826 At Grade Level]]> 2019-07-13 17:44:42 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048826 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048836 5th Grade Reading Standards for Literature
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    Craft and Structure:
    CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
    5th Grade Speaking and Listening for Literature
    Comprehension and Collaboration:  
    CCSS.ELA-LITERACY.SL.5.2     Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.]]>     2019-07-13 17:45:01 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048836     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048848 Independent or Peer-Supported]]> 2019-07-13 17:45:20 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048848 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048853 This website could be used to complete an author study about Jacqueline Woodson. Other works by Woodson can also be located here. The website includes a Q&A section, a research guide section, information about her, how to contact her, and upcoming events that she will be at. ]]> 2019-07-13 17:45:34 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048853 Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048859 Penguin Middle School. (2014, August 1). Jacqueline Woodson brown girl dreaming author video [Video file]. Retrieved from https://www.youtube.com/watch?v=-2YJPGea94E. Poetry Foundation. (2019). Jaqueline Woodson [Biography page]. Retrieved from https://www.poetryfoundation.org/poets/jacqueline-woodson. Woodson, J. (2010, August). @JackieWoodson [Twitter page]. Retrieved from https://twitter.com/JackieWoodson?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor. ]]> 2019-07-13 17:45:50 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048859 Montgomery City Code Document doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048883 Reference
    Alabama Department of Archives and History. (1952). Code of the City of Montgomery, Alabama. Charlottesville: Michie City Publishing Co. Retrieved from https://archives.alabama.gov/teacher/rights/lesson1/doc1.html. 
    ]]>     2019-07-13 17:46:22 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048883     Format doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048900 Historical Document]]> 2019-07-13 17:46:54 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048900 Annotation doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048909 This document is the actual Montgomery City Code document that outlines the law as it stood in 1955. The law documented is Section 10 - Separation of Races - Required, as it relates to the Montgomery buses. This document also includes Sections 11 and 12 of the city codes. This document was used and cited by prosecutors as the reason Rosa Parks broke the law. This historical document is included in the text set to give students a point of reference on the discrimination laws and local codes that were used to keep segregation prominant in the South at the beginning of the Civil Rights Movement. It goes along with the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?]]> 2019-07-13 17:47:06 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048909 Grade Level Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048920 At or Above Grade Level]]> 2019-07-13 17:47:23 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048920 CCSS Standards doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048938 5th Grade Speaking and Listening for Literature 
    Comprehension and Collaboration:  
    CCSS.ELA-LITERACY.SL.5.1     Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
    CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    5th Grade Reading Informational Text
    Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.]]>     2019-07-13 17:47:54 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048938     Complexity doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048950 Peer-Supported and/or Teacher-led]]> 2019-07-13 17:48:11 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048950 Potential Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048954 Potential use is to spark discussions on why we had laws like this one and why people sought out to change those laws. Potential discussion questions also include:
    * Why was separation of the races required (Section 10)?
    *Was it hypocritical that the city code allowed "Negro nurses" to sit in the "white section" of the bus if they were attending white people who needed their care (Section 10)?
    *How was it that Rosa Parks was arrested on charges of non-compliance of obeying the orders of a bus driver (Section 11)?
    *If city codes such as this one existed today, how would you go about changing them?
    * On public transportation where you live, does separation of people occur without there being a written law? Do invisible lines and social boundaries exist? If so, what are they and why do they exist?Students could also re-write the city code to comply with the 1956 Supreme Court ruling on bus segregation. How would Sections 10 and 11 be written to conform to the law?]]>     2019-07-13 17:48:26 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048954     Links to Further Information doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048997 Teaching Tolerance. (2019). Bus boycott: Historical documents highlight integration milestone. This collection of primary resources and corresponding activities sheds light on the endurance of peaceful protesters in Montgomery, Ala., who overturned an unjust law. Retrieved from https://www.tolerance.org/classroom-resources/tolerance-lessons/bus-boycott-historical-documents-highlight-integration. United States Civil Rights Trail. (n.d.). Retrieved from https://civilrightstrail.com/. ]]> 2019-07-13 17:49:48 UTC https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371048997 Rationale for Use doodlebugs0724 https://padlet.com/doodlebugs0724/8vglx26k2rvs/wish/371049369 In January the entire school gathers for a Martin Luther King Jr. assembly where each grade presents a piece (i.e. work of art, music, etc.) on something they have learned about MLK Jr. or the Civil Rights Movement. This text is to coincide with this assembly in which studying this text and other sources, 5th grade students will create a piece to showcase to students and staff at their school. 


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