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We are John R. Lewis High School! |
The tabbed pages in this box contain lessons prepped during 2017-2018 by many departments at Lewis High School (at the time named Lee High School). Please explore the lessons in each tab as inspiration.
Please note that many lessons are cross-curricular and a lesson intended for one discipline could be adapted for another!
2017-18 Advisory Lessons Supporting our community read of March (the first book).
Need help making a connection between March and Cat B?!
Start here….
This is a great website that has a ton of activities/lesson plan ideas. Each plan has a section called “plans for younger students” that are great for our special ed population. http://hrlibrary.umn.edu/edumat/activities.shtm
Need help making a connection between March and CTE?!
Start here….
Need help making a connection between March and English?! Start here….
Search for, define, and discuss the book’s use of idioms, hyperbole, and simile to better express opinions, feelings, and cultural expressions. Discuss how effective they are in communicating a specific message or a specific point in time. For example, you may want to discuss:
On page 38, Lewis notes, “we carried our restaurant right in the car with us.”
On page 42, “I was about ready to burst with excitement.”
On page 53, “I was certain he’d tan my hide.”
On page 56, “Dr. King’s message hit me like a bolt of lightning…Lines had been drawn, blood was beginning to spill.”
On page 109 “Cut off the head, the thinking went, and the body would fall.” (http://cbldf.org/2014/02/using-graphic-novels-in-education-march-book-one/)
Have students collect family stories (oral, written, and/or photographed) of the 1960s and civil rights movement, marches, and protests, and/or stories of racism and segregation. (Note: There were and still are incidents of racism and segregation experienced by minority and immigrant families as well. To include all your students, you may want to expand your discussion/project to the comparing and contrasting racist incidents directed at various targeted groups.)
You may have students write two versions of these stories as a means of reflecting on language use and idioms that are time/era specific. Have them write one version as if they are there in the 1960s as a first-person narrative, and then have them write one as if they are reflecting back from their current state. How does the language and/or the story differ?
Elements of a Story Storymapping activity
ESOL Stages of Learning with Graphic Novels
Teaching Tolerance Lessons on A Time for Justice
Research
Need help making a connection between March and ESOL?!
Start here….
Big Idea - Nonviolent acts of protest
P. 82 - What does it mean to “find love for your attacker?”
P. 100 - Violence does beset violence
Language Arts - Literary elements and devices
First person narrative
Foreshadowing
Simile, hyperbole, idioms
Government
Discuss the role of segregation in United States, Jim Crow laws and the 14th amendment
Freedom of speech - first amendment to Constitution
Brown vs the Board of Education
Options and means of protest
Research
Research other people who influenced the Civil Rights movement or other nonviolent protests
Jim Lawson
Mahatma Gandhi
Thurgood Marshall
Desmond Tutu
Mairead Maguire
Arun Gandhi
Jodi Williams
Gene Sharp
Betty Williams
Dalai Lama
César Chávez
Dolores Huerta
Nelson Mandela
Bob Marley
John Lesson
Berta Cáceres (Honduras)
Rigoberta Menchú (Guatemala)
Compare trials -
P. 57 - Emmett Till trial
P. 107 - 109 - Lunch counter sit in trial
Need help making a connection between March and Fine Arts?! Start here….
A FAPA night called “March: A step into the cultural contributions of the Civil Rights Movement.” The choirs can sing music from that time, guest artists can perform, students from theatre classes can perform a scene from an important play from the time period, students can share readings/poetry from important works or their own, and our visual artists can display their creations that were inspired from the readings.
1. Research – non-violent political marches
a. https://www.usnews.com/news/national-news/slideshows/10-of-the-largest-political-marches-in-us-history
b. What issues?
c. What is the value in non-violent versus violent protest?
d. Which is more successful?
e. In what other ways can we impact change, as citizens, in addition to non-violent protest?
2. Research Art based on non-violent political marches/Protest Art
a. I.e. Protest Art on Pinterest
b. Artists:
i. Banksy
ii. Shepard Fairey
iii. Time magazine- Black Lives Matter photograph
iv. Historical Protest Posters
3. How can Protest Art affect change?
4. Where is Protest Art used?
5. Who creates Protest Art?
6. Can Protest Art have a negative affect?
7. What political issue can you identify with?
a. (6) ideas of what that might look like in an original protest poster
b. Narrow-down to one idea
c. Create a 24” x 36” protest poster using digital media, to express a political issue that you feel you are impacted by, that can be advanced using non-violent protest
Create a comic book-length publication, with combined original graphics and text, to investigate and depict the storyline for a current movement. (Use of black and white, camera angles, etc.)
“That Was Then, This is Now…”
Because Lee HS is located so close to Washington, DC, some of the same locations described in the book could be revisited using a contemporary photography project. Photos from before and after could be juxtaposed to create a more comprehensive image of the story.
Create a still life drawing or painting from imagination of a particular point in time in the life of the author, that is outlined in the story (childhood, teenage years, young adulthood, mature adult, Member of Congress, etc.)
Leslie O'Shaughnessy contributed: March (Art, Digital Art)
“March: A step into the cultural contributions of the Civil Rights Movement.” Read the book and study art from the period of the Civil Rights Movement. Contrast and compare with artwork from a current non-violent protest. Create an original artwork about a personal connection you can make to a current non-violent protest in the form of a graphic novel.
Rachael Altekruse contributed: March (Orchestra lesson plan)
Objective: Today the student will learn about the history and importance of “Lift Every Voice and Sing,” its relationship to the book March, and start rehearsing the piece while discussing the power and importance of music.
Music always has been a part of political movements. The civil rights movement was once described as the greatest singing movement in our nation’s history. Many of the songs grew out of the rich culture of the black churches in the South and fit different moods and situations: Songs for joy. Songs for sorrow. Songs for determination. Songs for irony. Songs for humor. Songs to get you past the fear. Songs to celebrate.
In this lesson, students will identify political issues that are important to them, choose a song and then rewrite the words to support the issue and fit the music’s rhythm.
Need help making a connection between March and Social Studies?! Start here….
Need help making a connection between March and Math?!
Start here….
Census of 1940
U.S. population: 131.7 million
Black population: 12.9 million (9.8%)
Census of 1960
U.S. population: 179.3 million
Black population: 18.9 million (10.5%)
Life expectancy for white men in 1940: 62.1
... for white women: 66.6
... for non-white men: 51.5
... for non-white women: 54.9
Life expectancy for white men in 1963: 67.4
... for white women: 74.4
... for non-white men: 61
... for non-white women: 66.6
Percentage of the total population living below the poverty threshold in 1959: 22.4%
... of the white population living in poverty in 1959: 18.1%
... of the black population living in poverty in 1959: 55.1%
Median yearly earned income of full-time white male workers in 1949: $3,150
... of full-time white female workers: $2,150
... of full-time black male workers: $1,950
... of full-time black female workers: $1,150
Median yearly earned income of full-time white male workers in 1959: $5,550
... of full-time white female workers: $3,350
... of full-time black male workers: $3,450
... of full-time black female workers: $2,050
Percentage of home ownership among whites in 1940: 42.1%
... of home ownership among blacks in 1940: 20.5%
Region with the highest concentration of white homeowners in 1940: Midwest
... of black homeowners in 1940: South
Percentage of home ownership among whites in 1960: 64%
... of home ownership among blacks in 1960: 35.8%
Region with the highest concentration of white homeowners in 1960: Midwest
... of black homeowners in 1960: West
School enrollment rate among white children in 1870: 54.4%
... among non-white children in 1870: 9.9%
School enrollment rate among white children in 1963: 89.8%
... among non-white children in 1963: 88%
Percentage of the white male population with a high school diploma in 1940: 13%
... of the white female population with a high school diploma in 1940: 17.5%
... of the black male population in 1940: 3.8%
... of the black female population in 1940: 5.1%
Percentage of the white male population with a high school diploma in 1964: 27.6%
... of the white female population with a high school diploma in 1964: 34.8%
... of the black male population in 1964: 14.6%
... of the black female population in 1964: 19.2%
Election of 1948
Democratic candidate Harry S. Truman wins with an electoral college majority of 303 over his Republican opponent, Thomas E. Dewey. Truman wins the popular vote by just over 2 million of nearly 49 million votes cast. Strom Thurmond, a third-party candidate running on a segregationist ticket wins 1,176,125 popular votes and 39 in the electoral college.
Election of 1952
Republican candidate Dwight D. Eisenhower wins with an electoral college majority of 442 over his Democratic opponent, Adlai E. Stevenson. Nearly 62 million votes are cast.
Election of 1956
Dwight D. Eisenhower is reelected with an electoral college majority of 457 over his two-time Democratic opponent, Adlai E. Stevenson. Just as in the prior election, nearly 62 million votes are cast.
Election of 1960
Democratic candidate John F. Kennedy wins with an electoral college majority of 303 over his Republican opponent, Richard M. Nixon. Kennedy wins the popular vote by a miniscule 118,574 of nearly 69 million votes cast.
Need help making a connection between March and PE?!
Start here….
John Lewis was concussed during the march across the Edmund Pettus Bridge. Lesson on the dangers and effects of concussions.
Plan a March for Justice to the Capitol: burning calories while promoting racial justice from Springfield to DC.
Famous faces field day- http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8486#.WZ1xc_iGPIU
Need help making a connections between the life of civil rights activist John Lewis and Science?! Start here….
Tear gas was used to break up protests
Science in the 1960's
What is the pseudoscience of Eugenics and how has that impacted discrimination in the politics of segregation?
Criminal Science connections
Black and immigrant labor in the chicken industry in Delmarva: connections between pollution, low wages, racial discrimination, and the ecology of our meals.
Geosystems and Geospatial can map the protest route.
Climate change viewpoints/advocacy (Climate change March)
Demographics of DC at the time vs the demographics in Georgia, where John Lewis grew up.
HAP Skin Color: Evolution of Skin Color
Look at the bigger issue of gender/race in science:
Hidden Figures
Write a letter to a scientist that rarely gets credit for his/her research or discovery (from a list of scientists)
Make their own graphic booklet about the scientist.
Need help making a connection between March and World Languages?! Start here….
Connection with farmworkers in Florida and New York (French and Spanish) (N.B. While at Langston Hughes MS, I developed a few lessons on modern day slavery, chocolate slavery in Francophone West Africa, and the farmworker struggle with César Chavez- Dolores Huerta (USA) that can be applied to Level 1. Let me know if you are interested in looking at them. -Erik)
How to conduct an information session on immigrant participation in local and national politics
Select a civil/ human rights leaders from a particular country and compare with the life and work of Rep. John Lewis - level 2 country research project
Use paired text to compare the history of Black segregation in the U.S. with that of another country or ethnic group.
Translation of book into Spanish- or a section
Use characters as people in a dialogue (greetings, questions, etc.)
Reference dates in Spanish for events in the book - level 1
Level 2 - commands - what commands are given in the book and what would others potentially be
Cite the current efforts of Dreamers and the general struggle for immigrant justice (French (Haiti, many going to Canada), Spanish, Central Americans in Mexico, USA, Canada)
John Lewis writes a letter to introduce himself to MLK - write your own
