Twice Towards Justice-Lesson 7

Name: Mrs. Kerry-Ann Gaines

Date: February 15-16, 2024

Subject: English Language Arts
Topic: What motivated Claudette Colvin?

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​Claudette Colvin: Twice Towards Justice-Chapter 5

LEARNING GOAL

• Analyze how conflicting responses to Claudette’s actions reveal a complicated, growing sense of injustice in Montgomery. (RI.8.1, RI.8.2, RI.8.3, W.8.10)

• Write three to four sentences analyzing the implications of Claudette’s choice to plead not guilty at her trial.

•  STYLE AND CONVENTIONS DEEP DIVE

• Use past and present participles and explain the function of participles in sentences. (L.8.1.a)

• Combine two sentences, using a past or present participle; underline the participle; and draw an arrow to the word it modifies.

STANDARDS

Individual standards link to the appropriate page on the Common Core State Standards website.

• Reading: RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.6, RI.8.7

• Writing: W.8.10

• Speaking and Listening: SL.8.1

• Language: L.8.4.a,  L.8.1.a

AGENDA

Land (4 min.)

• Answer the Content Framing Question

Wrap (1 min.)

• Assign Homework

Style and Conventions Deep Dive (15 min.)

• Experiment with Past and Present Participles

Welcome (5 min.)

• Define Vocabulary

Launch (5 min.)

Learn (60 min.)

• Analyze Conflicting Responses (15 min.)

• Analyze Implications of Claudette’s Actions (30 min.)

• Experiment with Assessing Sources (15 min.)

FOCUS

FOCUSING QUESTION: LESSONS 1–9

• What motivated Claudette Colvin?

CONTENT FRAMING QUESTION: LESSON 7

• Reveal: What does a deeper exploration of responses to Claudette’s actions reveal?

CRAFT QUESTION: LESSON 7

• Experiment: How does assessing sources work?

Open Ended

Welcome 

Define Vocabulary

Direct students to the following phrase: “Opinion at Booker T. Washington was sharply divided” (42).

Students write a definition of the word opinion.

Multiple Select

“What is the difference between an opinion and knowledge?”

• • An opinion doesn’t have to be based in facts; anyone can have an opinion even if they don’t fully understand the situation. Knowledge is based in evidence and deep understanding.

• Quality of being honest or having strong morals.

• An opinion doesn’t have to be certain, and an opinion can change very easily. Knowledge is usually not changed like an opinion, only deepened or developed over time

• All of the above.

Analyze Conflicting Responses 

• Some “‘Mothers expressed concern’” (39) about Claudette’s actions, and letting their own children ride the bus.

• Some people thought Claudette “[made] things harder for everyone” (42).

Negative Responses

• Claudette’s actions made some people feel like they should take similar action, like the letter that is sent to her from California (39).

• Immediately everyone was talking about Claudette “at bus corners and by their lockers” (39).

​Positive Responses

Instruct pairs to create a T-chart using their homework annotations, with one side labeled “Positive Responses” and the other “Negative Responses.”

Multiple Select

1. Why were there negative reactions to Claudette’s stand against injustice?

• 1. At Booker T. Washington High, some students believed Claudette was “making things harder for everyone” (42) because she was standing up to Jim Crow.

• 1. Claudette says some teachers and adults were “‘embarrassed’” (42) because they were too afraid to take action against Jim Crow. Claudette was a young girl and this made adults feel ashamed because although Claudette was not physically powerful, she showed integrity in the face of danger and oppression.

• 1. People were afraid of possible violence against the black community because of Claudette’s actions. Since Jim Crow was such a harsh system, the potential “hazards” (47) that could come into the black community were a very real threat.

• 2. E.D. Nixon, a well-connected man in Claudette’s community, helped her find a lawyer to pursue her case, because it was a “good civil rights case” (42).

Multiple Select

2. How did adults in Claudette’s community take positive action in response to her stand against injustice?

• 2. “A committee of black leaders” including Martin Luther King, Jr. gathered to “obtain justice” (44) for Claudette.

• 2. E.D. Nixon, a well-connected man in Claudette’s community, helped her find a lawyer to pursue her case, because it was a “good civil rights case” (42).

• 2. Reverend Johnson “led the congregation in prayer” (42) for Claudette, and praised her actions as brave and powerful.

• 2. Rosa Parks helped Claudette get involved with the NAACP (44).

Students copy the definition of integrity in their Vocabulary Journals:

Open Ended

3. How did the positive reactions speak to Claudette Colvin’s integrity?

Multiple Choice

• “Why do you think there were so many different responses to Claudette’s actions?”

• • No one had ever done something like Claudette had done, people did not know how to react because her actions were so bold.

• • Jim Crow was oppressive and affected everything about people’s lives, challenging a system like that is complicated because it puts people’s lives at risk. The action Claudette took was potentially dangerous, even though it was the right thing to do.

• • People didn’t have all the facts about what happened, so gossip and misinformation made it hard for people to react to Claudette’s actual actions, instead of what they heard second-hand.

• All of the above.

Analyze Implications of Claudette’s Actions 

SMALL GROUPS

Open Ended

What does the word, "implication" means?

You will now participate in a Chalk Talk to analyze the implications of Claudette’s actions on these different issues. Working in groups, students respond to the following question at each Chalk Talk station:

        

STATION ONE
“What are the implications of Claudette’s actions on this issue?” Bus Boycott

STATION TWO
“What are the implications of Claudette’s actions on this issue?” Segregation Law

STATION THREE
“What are the implications of Claudette’s actions on this issue?” Life in Montgomery

STATION FOUR
“What are the implications of Claudette’s actions on this issue?” Claudette’s Future

GROUP DISCUSSION

   What does it mean that Claudette’s arrest had removed the veneer between white and black citizens of Montgomery? What does veneer mean in this context?

What made Claudette, and her case, uniquely suited to challenge Jim Crow?

“Why does it matter that Claudette pleaded not guilty at her trial?”

Experiment with Assessing Sources 

SMALL GROUPS

SOURCES

https://nearpod.com/t/social-studies/6th/primary-secondary-sources-68-L83336957

§  The term primary source means “A direct or firsthand account that provides unaltered information.”

§  The term secondary source means “An account that interprets, describes, analyzes, or summarizes information from primary sources.”

Poll

·         “Is Hoose’s book Claudette Colvin: Twice Toward Justice a secondary or primary source?”

• Primary Source

• Secondary Source

Open Ended

read aloud the Content Framing Question, and ask:

·         “Where have you encountered primary sources so far in this module?”

Expected Response

§  The hair advertisement on page 20 of Claudette Colvin: Twice Toward Justice.

§  The advertisements from Ebony magazine in Lesson 3.

§  Jeremiah Reeve’s poetry on page 24 of Claudette Colvin: Twice Toward Justice.

§  The police report from Claudette’s arrest on page 35 of Claudette Colvin: Twice Toward Justice.

Open Ended

Ask:

·         “How can you assess the bias of this newspaper article?”

Open Ended

·         “Why do you think Phillip Hoose included this source in his book? How does the newspaper article build your understanding of responses to Claudette Colvin’s actions?”

Wrap 

Assign Homework

Students review notes and annotations in preparation for their first Focusing Question Task.

Additionally, students continue to practice their fluency homework.