LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy

Transcription

1 LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy Katelyn Ploessl Ashley Hyberger Brittany Ballard Lauren Hanzelka Emily Young College of Education University of Northern Iowa Book Backdrop Title: Sweet Land of Liberty by Deborah Hopkinson Table of Contents Introduction...2 Lesson Module Lesson 1- Understanding Unequal Rights and How These Were Overcome Lesson 2-Marian Anderson s Ride to the Lincoln Memorial Lesson 3-Letters for Equality Lesson 4- History of the Lincoln Memorial Lesson 5- From Lincoln s Eyes Appendix I: Library of Congress Resources Appendix II: Bibliography and Webliography

2 INTRODUCTION Book Backdrop Title: Sweet Land of Liberty by Deborah Hopkinson Focus Book Citation: Hopkinson, D. (2007) Sweet Land of Liberty. Atlanta, GA: Peachtree. Focus Book Summary: Oscar Chapman was not happy that Marian Anderson was not allowed to sing at Constitution Hall because she was African American. Oscar worked hard to get Marian the right to sing at the Lincoln Memorial and he hoped this would help to make a statement about equal rights for all Americans. Marian sang at the Lincoln Memorial on Easter Sunday in 1939, thanks to Oscar Chapman s dedication for getting equal rights for all Americans. Book Setting: The story begins in a school house after the Civil War. Then it takes place at the Lincoln Memorial in Washington, DC on Easter Sunday 1939 when Marian Anderson sings. NCSS Notable Trade Book Theme: History/ Life & Culture in the Americas Historical Period: Civil Rights Movement Grade Range: 4th grade 2

3 LESSON MODULE Five Lesson Primary Source-Based Book Backdrop Lesson Plans Lesson #1 Title: Understanding unequal rights and how these were overcome Learning Goals: Knowledge: Students will be introduced to Oscar Chapman, Walter White, and Marian Anderson through the book Sweet Land of Liberty. Students will understand how one person can make a powerful change. Students will begin to understand segregation. Students will understand that all people are equal and should have equal rights. Skills: Students will listen to music and see that people of all races can sing. Students will explore different types of primary resources related to Marian Anderson. Dispositions: Students will develop an understanding of segregation and will have an empathetic understanding of how African Americans felt when they had unequal rights. Students will begin to develop the ability to look at and evaluate events from different perspectives. Links to National Standards: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environment: Social studies programs should include experiences that provide for the study of people, places, and environments. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. General Instructional Materials: Copy of Sweet Land of Liberty 3

4 Paper Pencils Access to music clip of Marian Anderson singing: Marian s program from singing at the Lincoln Memorial: LOC Primary Source Materials: Appendix #1: Image of Marian singing Appendix #2: Image of Marian singing Lesson Procedures: Introduction: 1. Begin by asking students to think about the terms segregation and unequal rights. 2. Have students share their ideas of these 2 terms with the class and record their ideas on the board. 3. Talk about the different ideas that students have about segregation and unequal rights and define these terms to clarify for students. Segregation: setting something or someone apart from other people or things Unequal Rights: Not being able to do what others can do 4. Share a music clip of Marian Anderson singing without telling students anything about the singer or time period of the singing. 5. While listening to the clip, have students write or draw the person that they think is singing, the time period, and the place where the singing is taking place. 6. Have students share their ideas about the singer. 7. Show a picture of Marian Anderson singing and tell students that she was an African American who sang at the Lincoln Memorial. 8. Talk about how race and color don t play a role in how good someone is at something. There are people of all races and colors that are good at different things. 9. Show the picture of Marian singing to the crowd of 75,000 people and talk about how this was a huge event. Development: 1. Introduce the book Sweet Land of Liberty. Tell students that this is a book about Marian Anderson and it tells the story of how she got the opportunity to sing at the Lincoln Memorial. 2. Show students the program from Marian s performance. 3. Read the book to students, stopping to ask questions to check for student understanding. 4. After reading the book, talk about how Marian got the opportunity to sing at the Lincoln Memorial. 4

5 5. Discuss what people helped her to get the opportunity to sing at the Lincoln Memorial. 6. Show students the letter that Walter White wrote to the President about Marian s sing. 7. Talk about the importance of Marian getting the opportunity to sing at the Lincoln Memorial. Culmination: 1. Ask students to think about the event from Marian s perspective. Ask students questions to make them think critically: How would she have felt to get invited to sing? How do you think she felt about Oscar Chapman? Do you think she was nervous? While she was singing, how do you think she felt? 2. Have a class discussion about how Marian felt during this event. Assessment Strategy: 1. Have students pretend that they are either white or African American during the event of Marian singing at the Lincoln Memorial. 2. Students will write about this event by looking at it through either a white person s perspective or through an African American s perspective. 3. Have students think about how they would feel about having an African American sing, what feelings they had while listening to Marian sing, and if there would be more equal rights because of this event. 4. Give students an opportunity to share their writing with one another in small groups or as a whole class. 5

6 LESSON 2 Title: Marian Anderson s Ride to the Lincoln Memorial Learning Goals: Knowledge: Students will be able to understand Marian Anderson s place in history of the Civil Rights Movement in the United States. Students will become aware of the segregation issues following the civil war that led up to the Civil Rights Movement. Skill: Students will engage in a discussion about who helped Marian Anderson be able to get the opportunity to sing that the Lincoln Memorial. Students will listen to the song My Country, Tis of Thee and develop a deeper understanding of what the song means and how it relates to the book, Sweet Land of Liberty. Disposition: Students will develop an empathetic understanding of and compassion for the experiences of people during the Civil Rights Movement in the United States. Students will begin to develop an ability to evaluate multiple perspectives, think critically about the past, and historical issues. Links to National Standards: Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and 6

7 institutions. General Instructional Materials: Copy of Sweet Land of Liberty Pen Pencil Computer Recording of the song My County, Tis of Thee sang by Marian Anderson Lyrics of My Country, Tis of Thee Marian s Revolution by Sudipta Bardhan-Quallen LOC Primary Source Materials: Appendix #3: Marian Anderson broadcasting a speech at the dedication of a mural installed in the United States Department of the Interior building, commemorating the outdoor concert which she gave at the Lincoln Memorial. Appendix #4: This image is the Audience at the ceremony held in the auditorium of the U.S. Department of the Interior at the dedication of a mural painting commemorating a free public concert given by Marian Anderson on the steps of the Lincoln Memorial on Easter Sunday, 1939 Lesson Procedures: Introduction: 1. To begin ask the students what they remember from ready the book Sweet Land of Liberty. 2. Talk about the people who helped Marian Anderson be able to sing at the Lincoln memorial. Who had the most impact on helping her have the chance to sing on the Lincoln Memorial 3. Discuss if there was anything events or other people in the story that were important. Development: 1. Ask the students of they know what song Marian Anderson sang at the Lincoln Memorial. If they cannot remember tell them that is My Country, Tis of Thee. Then tell them that we are going to listen to her sing the song and then talk about it. 2. Play the song, and give the students the lyrics. 3. After listening to the song ask the students if there were any lines in the song that were in the book. Answer: Sweet Land of Liberty and Let Freedom Ring. Discuss what the song means, and especially the lines that show up in the book and the song. 4. Then give each student a copy of Marian s Revolution by Sudipta Bardhan-Quallen and tell the students that the paper talks about what she did and how she did it. 7

8 5. Have them read the paper and tell them that afterwards as a class we are going to make a sequence of events that led up to the Lincoln Memorial Concert on April 9, 1939 as a class. Culmination: 1. Have a discussion about why they think the events they chose were the most important. 2. Show the students the picture of Marian Anderson broadcasting a speech at the dedication of a mural installed in the United States Department of the Interior building, commemorating the outdoor concert which she gave at the Lincoln Memorial and the picture of the audience from the dedication. Appendix #3 and #4. 3. Reinforce the idea that Marian Anderson would not have been able to have the opportunity to sing without the help of other people. 4. Then ask if there are any questions, and tell them that we will continue working with this book tomorrow. Assessment Strategy Linked to Lesson Goals 1. Discuss important events and people that were in the story, and how they influenced the United States history. 2. Listen to the song, My Country, Tis of Thee, relate it to the book. 3. Students read the article Marian s Revolution by Sudipta Bardhan-Quallen. 4. Students develop a graphic organizer of what they think are the five most influential events that led up to Marian Anderson singing on the Lincoln Memorial. 8

9 LESSON 3: Title: Letters for Equality Learning Goals: Knowledge: -Students will better understand the effects that inequality had on African Americans -Students will be able to understand how the tone and attitude of a piece of writing affects the people who read it. Skills: -Students will evaluate a letter written by Eleanor Roosevelt detailing her support for Marian Anderson. -Students will write a letter detailing why they believe Marian Anderson should be able to sing at Constitution Hall. -Students will write their letter in the correct format. Dispositions: -Students will be empathetic to the experiences of African Americans such as Marian Anderson who, because of their race, were not able to participate in events that they deserved to be a part of. -Students will understand the importance of taking a stand to make their voice be heard when dealing with injustice. Links to National Standards Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. Civic Ideals & Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. General Instructional Materials: Sweet Land of Liberty by Deborah Hopkinson Paper 9

10 Pencils Large poster of a correctly formatted letter Letter written by Eleanor Roosevelt to the Daughters of the American Revolution Appendix II LOC Primary Source Materials: Letter written by Walter White to Eleanor Roosevelt Appendix II Photograph of Eleanor Roosevelt and Marian Anderson Appendix I- 10 Lesson Procedures: Introduction: 1. Hook students interest by asking them to recall the story Sweet Land of Liberty by Deborah Hopkinson. 2. Invite the students to participate in a class discussion about the obstacles that Marian Anderson faced when she tried to share her talent and the people who supported her through these obstacles. 3. Pass out copies of a letter written by Eleanor Roosevelt detailing her support for Marian Anderson. Development: 1. Ask for student volunteers to read sections of the letter. 2. Initiate a class discussion about the type of language Eleanor Roosevelt uses and the tone that the letter carries. 3. Continue the discussion by asking the students to make connections between the letter and what they know about Marian Anderson and the Daughters of the American Revolution. If needed, reread parts of Sweet Land of Liberty to the students to trigger memories of the events. 4. Ask the students to get out a piece of paper and a pencil and begin writing a letter to the Daughters of the American Revolution about why they believe Marian Anderson should be allowed to sing at Constitution Hall. 5. Display an example of a correctly formatted letter on the board for students to refer to as they write. Point out key formatting techniques specific to letters that must be included in the students work. 6. Remind the students to think about the tone that they wish to create while writing their letter. 7. Tell the students that their letter must have at least two reasons why they believe Marian Anderson should be allowed to sing at Constitution Hall. 8. Give students time to compose their letter individually. Culmination: 1. Instruct students to trade letters with someone in their table group. 2. Allow time for peer editing and discussion about each other s letters. 3. Tell the students that you will read their letters and provide feedback before they complete a final draft. 10

11 4. Collect letters. 5. Show the class a letter written by Walter White to Eleanor Roosevelt thanking her for support of Marian Anderson and read it aloud. 6. Discuss the meaning of the letter and invite students to ask questions and provide insights. 7. Invite the students to reflect on how the letters they wrote could affect others. Assessment Strategy Linked to Lesson Goals: 1. Read each of the students letters to check for understanding. 2. The information included in the letters will inform the teacher about the level of understanding each student has about the format of letters and the events surrounding Marian Anderson being denied to play at Constitution Hall. 11

12 LESSON 4 Title: History of the Lincoln Memorial Learning Goals: Knowledge Students will learn the why Marian Anderson sang at the Lincoln Memorial. Students will learn about events that occurred on the Lincoln Memorial. Students will learn about the people who spoke at the Lincoln Memorial. Students will learn the importance of the Lincoln Memorial and why it was built. Skills Students will be able to apply The Lincoln Memorial by Hal Marcovitz to events that occurred there. Students will be able identify true events that occurred at the monument. Students will be able create a poster of why the memorial should be built or an advertisement of an event at the memorial. Dispositions Students will develop advertisement posters of events. Students will be able to demonstrate how people can overcome differences through hard work. Links to National Standards Culture: Social Studies programs should include how cultures change over time and the study of diversity. Time, Continuity and Change: Social Studies programs should include experiences with the past and how lives have changed over time. Individuals, Groups, and Institutions: Social Studies programs should include opportunities to work individually, in groups, and with institutions. General Instructional Materials: Sweet Land of Liberty Marcovitz, H. (2003). The Lincoln Memorial. Philadelphia, PA: Mason Crest. Paper Writing Utensil 12

13 LOC Primary Source Materials: Appendix #7- Image/Diagram: Aerial view of the Lincoln Memorial Appendix #8- Image/Diagram: Close up of statue of Abraham Lincoln Lesson Procedures: Introduction: 1. Begin by having the words freedom and monument on the board. Have students discuss in their groups what the words mean to them and what they mean to Americans. 2. After the discussions seem to have ended (around 5 minutes), have some groups share what they have discussed. 3. Explain The Lincoln Memorial is found in Washington D.C, in honor of President Abraham Lincoln. The monument is located near Arlington, where many of the soldiers from the Civil War were buried. The monument honors Lincoln s work for the Union and the country. Also, the memorial is a symbol for the accomplishments Lincoln had in ending slavery. The Lincoln Memorial has had many famous events occur, such as Marian Anderson singing. Also, Martin Luther King Jr. s I Have a Dream speech occurred at the Lincoln Memorial. 4. Ask students how freedom and monument might be important to the Lincoln Memorial, and to the individuals who had events at the memorial. Development 1. Further discuss why the monument was built, and the hard work that people put into obtaining a national monument. 2. Students will then discuss other people that have had events at the Lincoln Memorial. Culmination 1. Then have students create a poster of why the memorial should be built or an advertisement of an event at the memorial. 2. The students will be following a rubric to design their posters. 3. Students can work in groups to design their posters or individually. 4. Students will share their posters with the class. Assessment Strategy Linked to Lesson Goals 1. Students will draw and explain or write about how the times have changed, as a culture and what the terms freedom and monument have to do with the Lincoln Memorial. 2. Encourage students to use their knowledge of the Lincoln Memorial and past events, to help them explain how the times have changed. 13

14 LESSON 5 Title: From Lincoln s Eyes Learning Goals: Knowledge Students will learn about the history of the Lincoln Memorial and what important events took place at the memorial. Students will begin to understand what the Lincoln Memorial represents and it s importance to our society. Skills Students will be able to use technology in order explore the Lincoln Memorial digitally. Students will analyze primary sources, including images from the Lincoln Memorial. Students will work cooperatively in partners or groups when exploring the Lincoln Memorial and sharing what they learned. Students will demonstrate creativity and imagination in writing when taking the perspective of the Lincoln Memorial. Students will apply the knowledge they have learned about Abraham Lincoln and demonstrate understanding of his views and beliefs. Dispositions Students will demonstrate the ability to take perspective. Students will demonstrate the ability to think critically about the past. Students will begin to understand the role and importance of technology as a historical tool. Links to National Standards: Time, Continuity, & Change Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Studying the past makes it possible for us to understand the human story across time. People, Places, and Environments: During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. Individual Development and Identity: 14

15 The study of individual development and identity will help students to describe factors important to the development of personal identity. Science, Technology, and Society: Science, and its practical application, technology, have had a major influence on social and cultural change, and on the ways people interact with the world. General Instructional Materials: Climbing Lincoln s Steps: The African American Journey by Suzanne Slade A set of ipads, laptops, or computers for students to share in partners or groups LOC Primary Source Materials: Appendix I #5: Lincoln Memorial. Looking out from the top of Lincoln s statue at Lincoln Memorial. Appendix I #6: View of the Lincoln Statue being cleaned by James Hudson, who died at the Lincoln Memorial 4 July June Lincoln Memorial, West Potomac Park, Washington, District of Columbia, DC Lesson Procedures: Introduction 1. Begin the lesson by having students virtually explore the Lincoln Memorial on the National Parks website (see Appendix II). Working in partners, give students time to explore the website. They can also listen to the short video reflections if they wish. After students have had time to explore, have them share what they found or learned with classmates. Development 1. Show the students the image of the view from the Lincoln Memorial from the Library of Congress (see Appendix I #5). Have them imagine being Marian Anderson standing on the steps of the memorial, looking out to the Washington Memorial, thousands of people surrounding her. Ask them to describe how the image makes them feel and how they would feel standing in front of the audience. 2. Next, have students join you on the carpet for a read aloud of the picture book: Climbing Lincoln s Steps: The African American Journey by Suzanne Slade. While reading, be sure to include discussion questions. Some questions you may want to include are: What do you notice about the people in the audience at Marian s speech? Whose perspective is this image from? What did it mean when Marian sang her song on Lincoln s steps? What is going on in this picture? How many years later did MLK Jr. give his speech at the Lincoln Memorial? Why would some people not like the new laws about equality? 15

16 Do you recognize any of these people? Which president is in this illustration? Culmination 1. After reading the book, ask students what they think Abraham Lincoln would think of everything that has happened since his death. Would he be proud? Would he be satisfied with the progress made and how long it took for civil rights to reach the point it is at currently? 2. Have students return to their seats in order to complete a writing activity independently. 3. Explain to students to imagine that the Lincoln Memorial came to life and could talk. Have the students brainstorm as a class other events in statute may have witnessed in the past century. Show students the image of James Hudson, the man cleaning the Lincoln Memorial (see Appendix I #6). Read the caption to them and ask them what they think. Assessment Strategies Linked to Lesson Goals 1. Ask them to write about what the giant statue would say about four different events he has witnessed since Encourage them to use their creativity! The events do not all have to be real. Students could write an interview, journal, narrative, or any other form of written communication. Students will need to address Marian Anderson s singing event, MLK Jr. s event, and two other events the Lincoln Memorial may have witnessed. 2. Students will share their writings, either as a class, or with partners. 3. As an extension, students could create digital presentations of their written projects. Resources that could be used for presentations include: YouTube, VoiceThread, imovie, Prezi 16

17 APPENDIX I: Library of Congress Resources 1. Image: Marian Anderson, full- length portrait, singing with hands clasped together (1939) 2. Image: Marian Anderson singing at the Lincoln memorial in front of 75,000 people 91939) ersonsings.aspx?enlarge=true&imageid= b af %3aef545d9d-4fac adb6f644f670a8a%3a13&persistentid=1%3a b af %3a2&returnurl=%2fexhibitions%2flincoln%2fvignettes%2fmemorializingl incoln%2fexhibitobjects%2fmarianandersonsings.aspx 17

18 3. Image Marian Anderson broadcasting a speech at the dedication of a mural installed in the United States Department of the Interior building, commemorating the outdoor concert which she gave at the Lincoln Memorial Image This image is the Audience at the ceremony held in the auditorium of the U.S. Department of the Interior at the dedication of a mural painting commemorating a free public concert given by Marian Anderson on the steps of the Lincoln Memorial on Easter Sunday,

19 5. Image Lincoln Memorial. Looking out from the top of Lincoln s statue at Lincoln Memorial Image View of the Lincoln Statue being cleaned by James Hudson, who died at the Lincoln Memorial 4 July June Lincoln Memorial, West Potomac Park, Washington, District of Columbia, DC 19

20 7. Image Aerial view of the Lincoln Memorial This is an aerial view of Arlington National Bridge towards Lincoln Memorial and the National Mall Image Close up of statue of Abraham Lincoln This is a close up image of the statue of Abraham Lincoln at the Lincoln Memorial, created by Daniel Chester French. 20

21 9. Image Poster of Marian Anderson Image Eleanor Roosevelt and Marian Anderson Presentation of Spingarn medal to Marian Anderson by Mrs. Franklin D. Roosevelt, 30th Annual Conference, Richmond, Va. 21

22 APPENDIX II: Bibliography and Webliography Bibliography of Related Children s Literature: Bridges, R. (1999). Through My Eyes. New York: Scholastic Press. Freedman, R. (2004). The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights. New York: Clarion Books. Marcovitz, H. (2003). The Lincoln Memorial. Philadelphia, PA: Mason Crest. Ryan, P. (2002). When Marian Sang. New York: Scholastic Press. Slade, S. (2010). Climbing Lincoln s Steps: The African American Journey. China: Albert Whitman & Company. Webliography of Supporting Online Resources for Students: National Park Service-Lincoln Memorial Interactive An interactive website that allows students to experience panoramic views of the Lincoln Memorial (even looking out from where Marian sang!) and learn about the national monument through short video reflections. Remembering Segregation Gives students a firsthand account of what segregation feels like. It provides a timeline of the struggles with segregation and tells about Martin Luther King s life and his impact on African American rights. Resources for teachers are also provided. 22

23 Webliography of Supporting Online Resources for Teachers: National Civil Rights Museum An overview of the National Civil Rights Museum in Tennessee. Resources for students and teachers are provided Recording of My Country, Tis of Thee A youtube video of Marian Anderson performing the song My Country, Tis of Thee at the Lincoln Memorial. Lyrics of the song My country, Tis of Thee The lyrics of the song My Country, Tis of Thee Marian s Revolution by Sudipta Bardhan-Quallen A paper that Sudipta Bardhan-Quallen wrote about what Marian Anderson did and how did it it leading up to her performing at the Lincoln Memorial. CAF/Savoie,%20Foley%20-%20CAF2012%20Handouts.pdf The Metropolitan Opera- Marian Anderson at the Met: The 50th Anniversary- A website dedicated to Marian Anderson s life and successful career. With student and teacher resources, it explores Marian s life from birth to death using stories, photos, and audio/visual links. A Letter from Eleanor Roosevelt to the President General of the DAR This letter describes Eleanor Roosevelt s personal thoughts about the injustice the Daughters of the American Revolution are encouraging by not allowing Marian Anderson to sing at Constitution Hall. She sights it as the reason she must resign from the organization. 23

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