Arrest Records of Rosa Parks

posted Nov 28, 2010, 12:20 PM by John Lustig   [ updated Nov 28, 2010, 12:47 PM ]
Description

Students will use the Internet to access primary source documents to analyze first-hand accounts of the arrest of Rosa Parks. Students will evaluate these records for credibility and bias using a K-W-L graphic organizer and Think-Pair-Share strategy. Students will use digital writing tools to write reflective letter to Rosa Parks that (1) tells about a time when they did not obey an order from someone in authority, what their motivations were, what the consequences were, and what they learned from their experience, and (2) what they think about Rosa Parks’ actions and the outcomes involved in her arrest and the Montgomery Bus Boycott. 

Subject Area
U.S. History

Grade Level
9-12

Technology Integrated
Read-Write-Think Letter Generator - http://readwritethink.org/materials/letter_generator/

Alternative tools: Blogger.com, Mywebspiration.com, Creately.com


Links
See lesson pdf attached below.

An Act of Courage, The Arrest Records of Rosa Parks

http://www.archives.gov/education/lessons/rosa-parks/

--Lesson outline and activities plan

--Primary document source

--Secondary text document source


Activities
  • K-W-L – Students will complete part K: What does the student know about Rosa Parks, including the events and outcome of her arrest in 1955?
  • K-W-L – Students will complete part W: What does the student want to learn about Rosa Parks, including the events and outcome of her arrest in 1955?
  • Students will read selected text material (secondary source) about Rosa Parks that is an overview providing details about the events and outcomes involved her arrest in 1955.
  • Think-Pair-Share
    • Students will individually analyze police reports and specific documents (primary sources) from Rosa Parks’ case and answer specific questions concerning the documents.
    • With a partner, students will discuss the documents, their answers to the questions, and they will compare this information (primary sources) to the information provided in the text (secondary source).
    • As a class, students will share ideas and insights into the event of Rosa Parks’ arrest based on their analysis and comparison of the primary source information to the information provided in the text.
  • K-W-L – Students will complete part L and reflect on what they learned about Rosa Parks, including the events and outcome of her arrest in 1955?
  • Students will write a typed reflective letter to Rosa Parks that (1) tells about a time when they did not obey an order from someone in authority, what their motivations were, what the consequences were, and what they learned from their experience, and (2) what they think about Rosa Parks’ actions and the outcomes involved in her arrest and the Montgomery Bus Boycott.
    • Students will choose to type their letter either as a blog post, using word processing software, or using ReadWriteThink’s online Letter Generator.
    • As appropriate, some students will be encouraged to use the ReadWriteThink’s online Letter Generator instead of as blog post or using a word processor to assist them with the proper formatting of their letter; http://readwritethink.org/materials/letter_generator/.
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John Lustig,
Nov 28, 2010, 12:46 PM
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