Students will learn about the effects of segregation both at the time in which the story takes place and in today's society. ACTIVITY DESCRIPTION 1. Arbitrary Segregation - Students will be segregated using various criteria (birth month, eye color, clothing color, etc.). Those students in the “chosen” groups will receive positive encouragement and rewards while others are treated poorly. The criteria will be changed so all students have the “opportunity” to receive both types of treatment. 2. Segregation Web - In small groups students will create a segregation web. Then the groups will combine to share their answers so all groups have a variety of answers on their webs. 3. Internet/Electric Library Research - Students will search various Internet and Electric Library sources to compile information about the role of segregation in the 1930s and today. 4. Students will also view printed materials in the Library Media Center.

Language Arts Standard One: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Language Arts Standard Two: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Language Arts Standard Number Eight: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Knowledge of Internet usage, Electric Library (E-Library) and research skills, basic PowerPoint or other presentation software skills.

This module has been constructed to be used in conjunction with the study of Roll of Thunder, Hear My Cry by Mildred Taylor. Seventh graders in the 1990s can have a difficult time relating to the life of characters living in Mississippi in the 1930s. The various lessons of this module will give the students insight into the life experienced by the characters. It will also assist them in synthesizing how the various issues are still applicable in today’s society. I plan to use Lessons 1 – 3 before we read the novel. Lesson 4 will be used after the students have finished the novel. I also plan to supplement the unit with various video clips and laser disks. These materials are listed in the “Resources” section of the lessons where they will be used. A word about my classroom management may be necessary. As part of our seventh grade program we use a system called Tiger Tender. Tiger Tender is the “currency” of the seventh grade. It is used as a part of the unit about economics taught in our social studies classes. Tiger Tender is greatly valued by the seventh graders and serves as a wonderful means of encouragement. Students receive Tiger Tender for a number of reasons. A few of these reasons are positive behavior, kind and helpful behaviors, and improved behavior or academic performance. The Tiger Tender is eventually used to create and purchase products during the various markets in our “Mind to Market” program. PROCEDURE WITH TEACHING STRATEGIES 1. Arbitrary Segregation - Students will be allowed to sit either at the front of the class for instructions (the “chosen” group) or segregated to the back of the room based on arbitrary criteria presented by the teacher (birth month, height, eye color, color of clothing being worn, etc.) Each time a different “chosen” group is established they will receive some sort of positive “reward”. The criteria will be switched so that everyone has the opportunity to experience each group. Students will then record their thoughts and feelings about the activity in their journals. Optional sharing of journal entries will be a part of the class discussion about the activity. 2. Vocabulary - Students will be given a list of the vocabulary terms. In small groups (3or 4), the students should define the vocabulary terms. Most of the terms will be used in the Internet sites listed. The pre-defining will expedite the research time. 3. Segregation Web - Students should be divided so that there are four or five groups. Each group will create a segregation web, which contains the required elements (causes, types, synonyms, definitions, and results). Groups are only allowed to use the dictionary for the definition section. Each group should find four answers for each element. They should create the webs on butcher paper using only one color for the answers. After all groups have had sufficient time to complete their webs they will take turns sharing their answers and will display them for future use. However, do not display the work until all classes have had the opportunity to complete the activity. As responses are presented, all students should record the information in their writing journals. Students will be asked to explain responses and answer any questions from their peers. 4. Internet/ Electric Library Research - At student computers have each student log into Internet sites from the “Resources” list or into E-Library. Students may work independently or with a partner. Students will discover at least ten pertinent facts (per student) about segregation. The teacher could make a list of guide questions available to the students. Students will record their information in preparation for a presentation about segregation. The presentation may be presented in one of the following forms: written report, oral presentation, poster, song, skit, poem or rap. Students will be given an assessment sheet in advance which will list the required

1. Arbitrary Segregation - The students will write intra-personal journal entries at the conclusion of the activity to explore and record their own thoughts and feelings about the experience. This time will be followed by a class discussion of the activity. 2. Segregation Web - Assessment will be made by teacher observation of the groups as they work and during the presentations. 3. Internet Research - Each student will receive an assessment sheet before choosing his/her means of presentation. This sheet will outline the required criteria. The sheet will then be used for the assessment of the student’s presentation. Vocabulary sheets will be collected for credit/no credit. Each teacher should determine how he/she wishes to assess a grade for the vocabulary.

Student Activity  (help)

1. Students will record their thoughts and feelings about the segregation activity in their journals. Optional sharing of journal entries wil be a part of the class discussion about the activity. 2. Segregation Web - In small groups students will create a segregation web. Then the groups will combine to share their answers so all groups have a variety of answers on their webs. 3. Internet/Electric Library Research - Students will search various Internet and Electric Library sources to compile information about the role of segregation in the 1930s and today. 4. Students will also view printed materials in the Library Media Center. Materials: 1. vocabulary sheets, dictionaries, writing instruments 2. computers, butcher paper, markers 3. Internet access, E-Library access, Library Media Center (LMC) access, paper, writing instrument Vocabulary 1. segregation 2. populist 3. bias 4. profligate 5. synonym 6. waivers 7. gallantry 8. volatile 9. Reconstruction 10. unrepentant 11. aligned 12. archives 13. fiscal 14. desegregation 15. archival 16. referendum Assessment: 1. Arbitrary Segregation - The students will write intra-personal journal entries at the conclusion of the activity to explore and record their own thoughts and feelings about the experience. This time will be followed by a class discussion of the activity. 2. Segregation Web - Assessment will be made by teacher observation of the groups as they work and during the presentations. 3. Internet Research - Each student will receive an assessment sheet before choosing his/her means of presentation. This sheet will outline the required criteria. The sheet will then be used for the assessment of the student’s presentation. 4. Vocabulary sheets will be collected.

Technology Requirements/Integration  (help)

1. Internet Access 2. The Electric Library 3. Computer Access

Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.