tlp_11_ipeters_teacherside

=Teacher Side Template-- Inmaculada Peters=


 * My Lesson Title: THERE'S NO PLACE LIKE THE NORTH**
 * Unit Title**
 * Grade Level(s): Grade 3**
 * Age Level(s): 8 and 9 years old**
 * Subject Areas: History and Social Studies**


 * Essential Question: How did immigrants define becoming American?**


 * Unit Goal**
 * o1 Your Unit’s goal**


 * Objectives:**
 * o2 Lesson Objective 1**
 * Students will be able to examine the life of William Henry Lewis as related to the experience of migrating from the South to the North**


 * o3 Lesson Objective 2**
 * Students will be able to identify examples of discrimination about his life by exploring newspapers articles during the time Lewis lived in Massachusetts**


 * o4 Lesson Objective 3**
 * Students will be able to compose a newspaper article about the incident between Lewis and a barber who refused to cut his hair**

3.6 Identify the Declaration of Indepence, Constitution and Bill of Rights as key American documents
 * Curriculum Standards:**
 * o1 Standard 1**

Writing Standard Grade 3 a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., //also//, //another//, //and//, //more//, //but//) to connect ideas within categories of information. d. Provide a concluding statement or section
 * o2 Standard 2**
 * 2. ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * o3 Standard 3**

Reading
 * ** 1. ** Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ||
 * ** 2. ** Determine the main idea of a text; recount the key details and explain how they support the main idea. ||
 * ** 3. ** Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ||


 * Materials/Resources:**
 * o1 Primary source 1**

Article from The Critic, June 3, 1893 The laws in Massachusetts were as follows: Massachusetts - Acts and Resolves 1885 Ch. 316 - Mini Lesson on Black Migration to build background:
 * Article from Harvard University school newspaper, The Harvard Crimson dated May 26, 1893.
 * o1 Primary source 2**
 * o2 Primary source 3**
 * o3 Other**
 * [[image:http://ecx.images-amazon.com/images/I/51oc2vmEzOL._AA160_.jpg caption="Product Details"]] ||
 * The Great Migration by Eloise Greenfield The Great and Northern Migration - @http://www.inmotionaame.org/migrations/topic.cfm?migration=7&topic=3
 * The Great Migration by Eloise Greenfield The Great and Northern Migration - @http://www.inmotionaame.org/migrations/topic.cfm?migration=7&topic=3

o4 Other Article from the Boston Daily Globe June 16, 1897 o5 Other

Acts and Resolves of 1885 Ch. 316 amendment of 1893 - Acts and Resolves 1893 Ch. 436


 * Timeframe: __(Hours)__**

4 day (60 min lessons)


 * __Student Foundational Skills:__**
 * __o1 Skill 1__**
 * Students will be able to ask and answer questions to demonstrate understanding of the book,"The Great Migration."
 * __o2 Skill 2__**
 * Students will be able to navigate through The Northern Migration website and also the powerpoint about the life of William Henry Lewis to recount key details and events about his life.
 * __o3 Skill 3__**
 * Students will be able to gather information and interpret what they have learned about the life of William Henry Lewis after reading various newspaper articles.

__o**4 Skill 4**__
 * Students will be able to write an informative newspaper article conveying ideas and information clearly and accurately.


 * __Activities:__**
 * __(1)__**
 * Students will read the picture book, "The Great Migration" by Eloise Greenfield
 * Students will use the map at the link - [] to locate the following information:
 * Portsmouth, Virginia,
 * Northampton, Massachusetts (Amherst, MA)
 * Boston, Massachusetts (Cambridge, MA)

Copy of United States Map and trace the route with a marker Chart paper to list important information/events Markers
 * __Organizational Notes:__**


 * __(2)__**


 * Students will look at a powerpoint to learn about William Henry Lewis's life.
 * Students will fill in the blanks of a biography worksheet using the information obtained by the powerpoint -- [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32" link="file:becomingamerica/William Henry Lewis PowerPoint.pptx"]] [[file:becomingamerica/William Henry Lewis PowerPoint.pptx|William Henry Lewis PowerPoint.pptx]]

Powerpoint notes handouts Highlighters
 * __Organizational Notes:__**


 * __(3)__**

1. Students will read the article about the barber shop incident between Lewis and a white barber in 1893.
 * Article from Harvard University school newspaper, The Harvard Crimson dated May 26, 1893.
 * Article from The Critic, June 3, 1893 [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:becomingamerica/TheCritic-June3,1893-BostonLetter-a.pdf"]] [[file:becomingamerica/TheCritic-June3,1893-BostonLetter-a.pdf|TheCritic-June3,1893-BostonLetter-a.pdf]]
 * The laws in Massachusetts were as follows: Massachusetts - Acts and Resolves 1885 Ch. 316 - [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:becomingamerica/ActsAndResolves1885mass-Chapter316.pdf"]] [[file:becomingamerica/ActsAndResolves1885mass-Chapter316.pdf|ActsAndResolves1885mass-Chapter316.pdf]]

published in 1914 p. 95-96 THE NEGRO IN BOSTON
 * Students will also discuss why a barber did not want to shave William Henry Lewis's hair by answering questions such as:
 * How do you think Lewis felt?
 * Have you ever been told that you can't get your hair cut or nails done, or any other that of service that everyone is entitled to?
 * Do you think some of these issues changed or gotten better over the years?
 * Excerpt from " In Freedom's Birthplace: A study of the Boston Negroes " by John Daniels

//In 1893, William H. Lewis, a young Negro then attending Harvard University Law School, and an ardent recruit to the ranks of the agitators for equality, was refused service in a barber shop in Cambridge.^ He and Wilson went before the Legislature and asked that not only barber shops, but all places open to public patronage, be included in the scope of the law. The Act of 1885 was in consequence amended, and made to include "barber shops or other public places kept for hire, gain, or reward, whether licensed or not."^ The ast revision of the law was made two years later. It// > //increased the maximum fine to three hundred dollars, made imprisonment of not more than one year an alternative or additional penalty, and provided also for the recovery of damages, of not less than twenty-five nor more than three hundred dollars, by the person subjected to discrimination.^// > > //By 1895, therefore, the Negro's civil rights — that is, his share in all public privileges of whatever sort — had been made fully equal, in Boston and Massachusetts, to those of other elements of the community. So far as it was possible for the law to accomplish, all obstacles to the Negro's largest opportunity were removed, and he was placed abreast of his white fellow-citizens.//
 * //Acts and Resolves, 1885, chap. 316.// ||
 * Article from the Boston Daily Globe June 16, 1897[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:becomingamerica/BostonDailyGlobe-1897-LovedByAll-a.pdf"]] [[file:becomingamerica/BostonDailyGlobe-1897-LovedByAll-a.pdf|BostonDailyGlobe-1897-LovedByAll-a.pdf]]
 * Acts and Resolves of 1885 Ch. 316 amendment of 1893 - Acts and Resolves 1893 Ch. 436 [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="file:becomingamerica/ActsAndResolves1885mass-amendmentCh316.pdf"]] [[file:becomingamerica/ActsAndResolves1885mass-amendmentCh316.pdf|ActsAndResolves1885mass-amendmentCh316.pdf]]
 * Civil Rights Laws in Massachusetts - []

What did William Henry Lewis do?
 * What was William Henry Lewis' reaction to being denied service at the barber shop?
 * What changed after the barber shop incident?
 * Did things just change for William H. Lewis? Were changes made for other people too?

Partner read the articles Highlighters
 * __Organizational Notes:__**

__**(4)**__ Provide graphic organizers Highlighters
 * Students will use the information from the last few days to create a newspaper article about the barber shop incident.
 * __Organizational Notes:__**

Informal assessment of class discussions The overall assessment is the finished product, the newspaper article. Through their writing, students will display an understanding about the barber shop incident.
 * __Assessments: Limited to this lesson.__**
 * __o1 Assessment 1__**
 * __o2 Assessment 2__**


 * __o3 Assessment 3__**
 * __**CATEGORY**__ || __**4**__ || __**3**__ || __**2**__ || __**1**__ ||
 * **Headline** || Report has a headline that captures the reader's attention and accurately describes the content. || Report has a headline that accurately describes the content. || Report has a headline that does not describe the content. || Report is missing a headline. ||
 * **Supporting Details** || The details in the report are clear and supportive of the topic. || The details in the report are clear but need to be developed more. Some details may not fit in with the topic. || Most details in the report are clear. Report does not focus on the topic well. || The details in the report are neither clear nor related to the topic. ||
 * **Who, What, When, Where & How** || Report adequately addresses the 5 W's (who, what, when, where and how). || The report is missing one of the 5 W's. || The report is missing 2 of the 5 W's. || The report is missing 3 or more of the 5 W's. ||
 * **Lead Sentence** || Lead sentence grabs the reader's attention and focuses the reader on the topic. || Lead sentence tells most important details. || Lead sentence is not clearly connected to the report. || There is no clear lead sentence in the report. ||
 * **Spelling and Grammar** || No spelling or grammar errors. || No more than a couple of spelling or grammar errors. || No more than 3 spelling or grammar errors. || Several spelling or grammar errors. ||

Teacher will aid students who have difficulty with mapping skills. Teacher will provide small group support to struggling readers. Teacher will provide graphic organizers to those students who have difficulty writing cohesively. = Assessment Questions: = 1. You are writing a report about immigration in the 1800’s. You cannot find enough information in any of your social studies books. What other sources could you use to get information? Name three different primary sources.
 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**
 * __o2 Note 2__**
 * __o3 Note 3__**

a.

b.

c.

2. Imagine that you want to learn about what everyday life was like 100 years ago in the place where you live.

Choose ONE of the items on the list below and circle it. Tell what information you could get from that item that would help you.

a. a map of the place from 100 years ago b. a diary or journal from 100 years ago c. a local newspaper from 100 years ago d. an encyclopedia printed this year e. a cemetery

3. Over the years, many Blacks have migrated from the South to the North of the United States. Give two reasons why you think Blacks have migrated.

4. What is one of the basic purposes of government in the United States?

a. To protect the rights of individuals b. To have fire drills in public buildings c. To elect a new President every four years d. To keep criminals in federal prisons