LESSON 4: VIRGINIANS WHO FOUGHT FOR EQUALITY

OVERVIEW
Objectives

K The students will know the contributions made by Maggie L. Walker, Harry
F. Byrd, Oliver Hill, Arthur Ashe, Linwood Holton, and Douglas Wilder.
U The students will understand the impact these Virginians had on the Civil
Rights movement.
D The students will be able to identify the political, social, and/or economic
contributions made by Virginians during the Civil rights era.

SOLS
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to
understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events.
VS.9 The student will demonstrate knowledge of twentieth- and twenty-first-century
Virginia by
a) describing the economic and social transition from a rural, agricultural society
to a more urban, industrialized society, including the reasons people came to
Virginia from other states and countries;
b) identifying the impact of Virginians, such as Woodrow Wilson and George C.
Marshall, on international events;
c) identifying the social and political events in Virginia linked to desegregation
and Massive Resistance and their relationship to national history;
d) identifying the political, social, and/or economic contributions made by Maggie
L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood
Holton, Jr.; and L. Douglas Wilder.
Communication

4.1 The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate
ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.
Reading
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts
e) Use vocabulary from other content areas.
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
c) Explain the authors purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as
support.
g) Distinguish between cause and effect.
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for
new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor
comprehension.
l) Read with fluency and accuracy.
Writing
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.

b) Focus on one aspect of a topic.

c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Research
4.9 The student will demonstrate comprehension of information resources to research a
topic.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to organize, evaluate, and communicate information.
d) Give credit to sources used in research.
e) Understand the difference between plagiarism and using own words.

Materials

Markers
Variety of books on the five Virginians
Worksheet
Poster board
Booklet for note taking
Writing journals

Technology

Laptops
Smart Board
Ipads (if the school has them)

PLANNED INSTRUCTIONAL STATEGIES

Hook

Play a quick vocab review game by writing the words segregation,

desegregation, and integration on the board with an accompanying letter
Say: I am thinking of a word that means ________. What word am I
describing?

Have the students create the letter to the correct answer with their bodies
Continue this until the students have demonstrated an understanding of the words
in context.

Tasks/Methods/Strategies

Explain that even though Jim Crow Laws took place and Virginia adopted a
policy of Massive Resistance after Brown vs. Board of Education, there were
many Virginians who fought for equality.
Put a list of the five Virginians that they are going to explore more about with a
mini description of who they are (a few words max) on the smart board.
o Cover up the descriptions at first to see if anybody knows what their
contribution was
o Slowly uncover them as the students guess
Tell students that they are going to conduct more research on one individual that
they can choose and present their findings to the class.
Allow time for students to pick their top two Virginians that they want to learn
more about.
Have the students form in groups of no more than three other people who have the
same interests.
Tell students they can use books and the laptops to conduct their research on the
person they have, along with a worksheet to answer the 5 Ws
o Who are they?
o What was their life like?
o When did this person live? Die?
o Where was this person from?
o Why is this person famous?
As the groups are working, walk around to see where the
students are at and their findings
After the groups finish with their guiding worksheet, they now
have to turn it into a presentation
o They can create a poster that explains who their person is
o They can create an IMOVIE trailer to give the class a
snapshot on their persons life
o They can create a PowerPoint to describe their person
Groups will then present their findings to the class
o While groups are presenting, students sitting at their desks
will have a booklet of half slips of paper for each Virginian
to take notes on
o At the end they have a finished product to study

Closure

Write a journal entry

o If you could travel back in time, who would you want to work with during
the Civil Rights Era and why?

ASSESSMENTS
Pre-Assessment

Quick Vocab game in the beginning

Allowing students to use prior knowledge to see if they knew who the Virginians
on the board were before uncovering their contributions.

Formal and/or Informal Assessments

Worksheet for their research

Listening in during class and group discussions
Final projects
Booklets
Journal Entry

MULTIPLE INTELLIGENCES

Visual
o Using books and the Internet will allow them to see charts, photographs,
and texts with pictures to help them understand their research.
Kinesthetic
o The different final project ideas allow these learners to choose whether
they want to be hands on with a poster or create a video on the computer.
Interpersonal
o Allowing students to work in groups with help these learners interact with
one another
Intrapersonal
o Since the group has a wide variety of resources to use to learn more about
their Virginian, those who shy away from others can use books to gather
their notes.
Linguistic
o These learners will benefit from the reading thats required to gather their
facts
o The computers will also help them

DIFFRENTIATION

o Content Readiness: Students can choose which articles they want to read about
their famous Virginian. They can choose a book thats on their reading level.
o Content Interest: Students are able to pick groups based on who they want to
research more about.
o Product Learning Profile: Students are able to pick an array of projects to do to
present their findings.
o Process Interest: By providing both books and laptops, students can choose
what mode of research theyre more interested in doing.