Caitlin Deters Lesson 3
1. Grade level: 5th Grade
1. Grade level: 5th Grade
2. Title of the day’s lesson with a brief description:
“Teaching Tolerance”
This lesson focuses on tolerance and working towards justice in every day life. The lesson begins with a discussion about what tolerance is and how the students can work towards equality in their lives. The lesson reflects on the children’s march for equality in the Civil Rights Movement from the previous lesson. The Wall of Tolerance is found at the Southern Poverty Law Center. The students will be making their own Wall of Tolerance in their classroom and begin to create an identity poster.
3. Materials/resources needed:
· Pictures from my trip to the Southern Poverty Law Center in Montgomery, AL (see above)
· Magazines
· 12 sheets of tag board (1/2 sheet for each student)
· Markers/Colored Pencils/ Crayons
· Scissors
· Poster with lyrics from the song the Birmingham youth sang (from previous lesson)
· Construction paper (9’’x12’’)
· Tape
· Rulers
4. Teacher Preparation:
· Get magazines for students to cut out pictures
· Buy tag board
· Print pictures from travels
· Make a sign that says “Wall of Tolerance”
· Make copies for each student (25) of “Creating Your Wall of Tolerance Name Plaque” and
“Name Interview”
5. Minnesota Academic Strand(s) and sub-strand(s) addressed by your lesson:
Strand VII. Government and Citizenship
· Civic Values, Skills, Rights, and Responsibilities:
o Recognize the importance of individual action and character in shaping civic life
o Understand the importance of participation in civic life
o The student will demonstrate knowledge and understanding of principles and beliefs upon which our republic is based
6. NCSS Strand(s) and substrand(s) addressed by your lesson:
V. Individuals, Groups, and Institutions
· Demonstrate an understanding of concepts such as role and status in describing the interactions of individuals and social groups
· Analyze group and institutional influences on people, events, and elements of culture
VI. Power, Authority, and Governance
· Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare
X. Civic Ideals and Practices
· Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
· Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law.
7. Goal(s) for today’s lesson:
The students will understand tolerance, appreciate the differences that make everyone unique, and how they can work towards justice and equality in their lives.
8. Objective(s) for today’s lesson:
· The students will share the freedom song they created
· The students will recognize music as an important asset to the children’s march
· The students will create their own Wall of Tolerance
· The students will create their own identity posters
9. Procedures
a. introductory experiences
Begin by singing the freedom song that the youth sang during their march on D-Day (to the tune, The Old Gray Mare). [Use the poster from the previous lesson as a visual.] Lead the students in a brief discussion about the children’s important role in the Civil Rights Movement.
1. What is D-Day? [secret code word for the day the students would march in the streets knowing they would get arrested]
2. Why did they march? [Martin Luther King, Jr. spoke about needing “volunteers” to go to jail, only the children agreed]
3. What significance does the music play in the movement? [children unite and sing their freedom song!]
(5 minutes)
b. developmental experiences:
1. The students take out their freedom song they have been working on creating.
a. A tune should have been chosen and lyrics should be close to fully written.
b. Assign students a partner (new) to practice their freedom songs
c. Students must have final drafts of freedom song completed for tomorrow [5 minutes]
2. Bring the class back together as a whole and show the picture of teacher’s name on the Wall of Tolerance
a. Explain the Wall of Tolerance [It is a wall located in the Southern Poverty Law Center in Montgomery, Alabama. This wall symbolizes people who have said they will take a stand against hate and injustice (treating others unkindly/not fair)]
b. Show the picture of the wall of tolerance (with the saying) [placing your name on the wall means you will make an effort each day to work towards justice and equality just like the children who marched and went to jail and Martin Luther King, Jr.]
c. What ways can you, as students, show justice (be fair and equal) to one another? [possible student responses: don’t budge in line, share my ideas and materials, don’t laugh at what someone says or does, respect my teacher, don’t tease someone for what they wear] (10 minutes)
3. The class will make their own Wall of Tolerance to show that we are continually working towards equality and respect for others.
a. The students will get a piece of construction paper from the art table
b. They will turn the paper horizontally and draw a line through the middle of the paper (horizontally- can use ruler if desired)
c. They will write their name big, across the top half (above the line) of the paper (name should be written large enough to fill the top half of the paper) and decorate it how they wish [use many colors, draw pictures that represent you- sports, music, family, etc.]
d. . On the bottom of the paper, beneath the line, each student will write how they plan to show justice and equality in his/her daily life. [Examples: “I will not argue with my brother about where we sit at the dinner table.” “I will not budge in front of my classmates when lining up at school.” “I will stand up for another student if he/she is getting teased.”] (Sample provided)
e. A spot will be chosen on the wall for the class’ Wall of Tolerance
f. When finished creating their name plaque, each student will tape his/her name on the Wall of Tolerance
[share with the students that this will be a constant reminder to the class how everyone can work towards equality each day] (10 minutes)
4. The Wall of Tolerance shows how each individual in the class is going to contribute to equality for all.
“Treating everyone equal does not mean that everyone is the same. For example, Johnny (use students as examples) is wearing blue jeans and Sally is wearing black pants. I (the teacher) have 5 brothers and 2 sisters, but Pam only has one older brother. Each one of us is different and that’s what makes us unique. When we respect these differences, we are treating each other equally.” “We may all have things in common too. For example, both Tom and Joe have brown hair. One thing that is unique about all of us is our name.”
a. Explain that each student will make an identity poster over the next couple days. [The identity poster will include unique information about each one of the students to show how we are all different, but being different is what makes us special and unique. The students will include information about the background of how and why they got their name, family history, and personal traits that make the student unique]
b. First, the students need to take home the sheet with questions about the origin of their name and interview a parent or guardian (handout the name interview sheet)
c. Go through the name interview sheet with the students so they know what they are supposed to do at home
1. Who chose my name?
2. Was I named after someone?
3. Why did you give me this name?
4. What does my name mean?
5. What is its origin? [10 minutes]
c. culminating experiences
For the remaining five minutes, the class will gather in front of the Wall of Tolerance. Each student will choose another student’s plaque, read the name, and say how he/she is going to work toward equality. Each student will get a turn. [5 minutes]
10. Assessment(s) used during lesson:
Assessment used during this lesson is information observation. The teacher will observe the students participation in class discussions and look at the wall plaques to see if the two criteria were met (name and example).
Resources:
Deters, C. (May 2007). Personal photographs. Taken at Southern Poverty Law Center.
Creating Your Wall of Tolerance Name Plaque
1. Choose a piece of construction paper from the art table
2. Write your name (first and last names) on this paper and decorate it how you wish (leave room to write underneath your name!)
3. On the bottom of the paper (under your name) write how you plan to show justice and equality in your daily life (in the classroom, in the lunchroom, on the playground, at home? -think about our class discussion)
4. When finished creating your name plaque, tape your name on the Wall of Tolerance
Name____________________
Name Interview with Parent/Guardian
1. Who chose my name? _______________________________________________
2. Was I named after someone? __________________________________________
3. Why did you give me this name? _______________________________________
______________________________________________________________
4. What does my name mean?_________________________________________
____________________________________________________________
5. What is its origin?________________________________________________
_____________________________________________________________
1. Choose a piece of construction paper from the art table
2. Write your name (first and last names) on this paper and decorate it how you wish (leave room to write underneath your name!)
3. On the bottom of the paper (under your name) write how you plan to show justice and equality in your daily life (in the classroom, in the lunchroom, on the playground, at home? -think about our class discussion)
4. When finished creating your name plaque, tape your name on the Wall of Tolerance
Name____________________
Name Interview with Parent/Guardian
1. Who chose my name? _______________________________________________
2. Was I named after someone? __________________________________________
3. Why did you give me this name? _______________________________________
______________________________________________________________
4. What does my name mean?_________________________________________
____________________________________________________________
5. What is its origin?________________________________________________
_____________________________________________________________
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