Title: Introducing Daisy Bates: The First Lady of Little Rock
Content areas: Language Arts, Social Studies and Technology
Purpose of lesson: Students will be introduced to the documentary, Daisy Bates: First Lady of Little Rock and be asked to respond to a list of questions and have an in-depth personal reflection to prepare for the creation of the Daisy Bates Storybook Page.
Common Core Standards:
WHST.6.8.1a, 1b and 1c, ITEA, STL 4, WHST.6.9
Core Learning Goal: Support claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Expectation: For students to gain knowledge about Daisy Bates and write critically about their first impressions of her life and relationships with her family, the Little Rock Nine, the Little Rock Community, NAACP and the media. Students will also use the internet to locate three additional sources on the topic.
Indicator: Write arguments focused on discipline-specific content. Recognize and explain that when using technology, results can be good or bad.
Objectives:
1. Students will describe early experiences of Daisy Bates.
2. Students will critically reflect on their first impressions of Daisy Bates by examining her political and social experiences of Daisy Bates.
3. Students will gather three relevant piecess of information from digital sources while noting discrepancies among the diverse sources.
Pre-Assessment: Students are familiar with terms such as segregation, discrimination, politics, Civil Rights Movement and NAACP. They have background knowledge of the Little Rock Nine.
Set Induction:
Guest Speaker, Treopia Washington, sister of Ernest Green (one of the Little Rock Nine) will introduce the film and provide a brief description of the film producer Sharon La Cruise and the Daisy Bates Writing Project’s vision and expectations.
Procedures:
1. The teacher will hand out the personal and progressive reflection journals and explain that the journal should be used for this lesson and every lesson, activity, and event to follow related to the Daisy Bates Writing Project.
2. The teacher will hand out a list of questions that students will read and be aware that they need to address during the viewing of the documentary (see attachment)
3. The students will watch the film documentary: Daisy Bates: First Lady of Little Rock
4. Without conversation and immediately following the film viewing, students will be asked to reflect on the life of Daisy Bates in their personal and progressive reflection journals.
5. The teacher will also reflect on the film in their personal and progressive reflection journal.
6. The reflection time should last for about 10-15 minutes.
Closure:
Students will be asked to share their first impressions and reflections of Daisy Bates. They can read from their journals or give a brief summary, they must present one argument regarding her decision to lead the Little Rock Nine.
Adaptations and Accommodations for Diverse Learners:
For audiences not a BSU, Ms. Washington’s presentation will be recorded and later provided as a video clip to those who are teaching this lesson. Closed captions will be added to the video, as well as a link to invite Ms. Washington to participate via SKYPE if she is available.
Follow-up Activity:
Students will need to explore and find THREE internet sources to gather additional information on Daisy Bates. They must use the handout out provided by the teacher to distinguish between a good source and a bad source from the internet. Once they have THREE sources, they need to provide the teacher with the web address, the title of the website, and why they consider the source to be good or bad. The students will email the assignment to the teacher prior to the next class meeting.
Connections to the Real World:
The topic address politics, social justice, equal access to education. It also allows for critical thinking and supporting arguments and information with real life details and sources.
Materials:
DVD – Daisy Bates: First Lady of Little Rock
Journals for each student and the instructor
List of reflection questions about Daisy Bates
What’s a good internet source? https://www.virtualsalt.com/evalu8it.htm
Evaluation:
Student entry in the personal and progressive reflection journal. Student email to the instructor with the three internet sources described in the follow-up activity.
Lesson Reflection: (See the Reflective Practioner Section)