ETE 335

1. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats

2. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Tally Sevier Economics/Civil Rights 5th Grade Montgomery, Alabama Bus Boycott

3. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Goals: Students will better understand the effect the boycott had on both parties. Students will understand what a boycott is and what it has to do with economics. Objectives: Students will be able to explain the Montgomery, Alabama Bus Boycott using one of the 6 deBono hats. Students will be able to link the boycott to economics, using ideas of scarcity, choices, resources, and goods and services. Content/Knowledge: Comprehension - Students will discuss and explain the Montgomery, AL Bus Boycott Application - Students will construct ideas of what effect the boycott had on the economy. Process/Skills: • Discuss, construct, describe, illustrate, apply Values/Dispositions: Responding - answering why economics played a part in this boycott; review and report Valuing - illustrate how the economy would have been doing at this time in Montgomery and other places

4. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Rationale: This lesson is taught with the ideals of how a simple boycott can change the way the government rules certain thoughts. It is to show students that a very nonviolent event was able to change the world, as well as how the economy of that city and state were at a loss due to the African Americans carpooling or walking. The lesson is to show students various ways of looking at this event and its effect on the rest of the country. Standards: State – Illinois Common Core or Learning Standards SS.EC.3.5. Determine the ways in which the government pays for the goods and services it provides. National – NCSS Themes Time, Continuity, and Change People, Places, and Environment Power, Authority, and Governance

5. Objective

6. Objective Teaching and Learning Activity • We will begin this lesson by concentrating on the basic facts of the Montgomery, Alabama Bus Boycott. Students will do an investigation on the internet to find what it was, where it was, who was involved, and why it happened. • As a class, we will create a poster with the major important facts of the event to keep up for the entire time we talk about it. This way, we are using the facts as a basis for the remainder of the study, including how this boycott connected to Good and Services and how it affected the government and people surrounding it. Resources/Materials • https://www.history.com/topics/black-history/montgomery-bus-boycott • http://www.findingdulcinea.com/news/on-this-day/November/Supreme-Court-Outlaws-Bus-Segregation.html • https://www.huffingtonpost.com/2013/11/13/this-day-in-history-alabama-bus-segregation-ruled-unconstitutional_n_4266877.html https://www.huffingtonpost.com/paul-schmitz/how-change-happens-the-re_b_6237544.html (edit before using due to more adult topics - good basics though) https://kinginstitute.stanford.edu/encyclopedia/montgomery-bus-boycott https://www.history.com/topics/black-history/montgomery-bus-boycott https://en.wikipedia.org/wiki/Montgomery_bus_boycott

7. Intuitive

8. Intuitive Teaching and Learning Activity • After understanding the basic facts of the event, we will talk and discuss how the African American people must have felt during this time. We will also contrast that to the people that were losing money due to them not riding the bus for over a year. Another topic we cover will be that of the arrests and how those men and women must have felt. • The students will write a poem about Rosa Parks and her bravery when the entire event began. They will read them to the class to show their passion and thoughts on this time in history. They can also touch on what their instinct might have been or their thoughts on how this event changed history. Resources/Materials • https://www.history.com/topics/black-history/montgomery-bus-boycott • http://www.ushistory.org/us/54b.asp • http://rosaparksfacts.com/montgomery-bus-boycott/ https://kaitlynsamicivilrightsblog.weebly.com/rosa-parks.html http://rosaparksfacts.com/

9. Positive/Strengths

10. Positive/Strengths Teaching and Learning Activity • In this part, we will discuss how this benefited the parties involved. It was beneficial to the African Americans as they were pushing for changing and gaining a chance to have the same rights as all other citizens. We will talk about why they felt the need to do this and why it was so effective. Along with that, we will talk about how it coincides with other events in the Civil Rights Movement. It was nonviolent for the most part and they were making a huge point without causing much disruption. • For the learning activity, the students will create a poster to entice people to be part of the boycott. They will list the benefits and try to get people to join. Then, they will present it to the class and show why they feel it was important in reference to the economy of the government and city of Montgomery. Resources/Materials • https://prezi.com/z59yxicibbey/the-montgomery-bus-boycott-of-1955-and-how-it-affected-the-economy/ http://www.markedbyteachers.com/as-and-a-level/history/what-was-the-short-term-impact-of-the-montgomery-bus-boycott-1955-1957.html https://prologue.blogs.archives.gov/2015/11/30/the-montgomery-bus-boycott/ http://sfbayview.com/2017/08/we-must-affect-the-bottom-line/montgomery-bus-boycott-boycott-injustice-poster-1956-web/ https://www.sutori.com/item/untitled-5795-0089

11. Negatives/Weaknesses

12. Negatives/Weaknesses Teaching and Learning Activity In this part, we will discuss why this was detrimental to the government and the transportation system in Montgomery, Alabama. We will talk about why the transportation system lost money, and therefore the government was struggling to help the transportation system. They pay for those goods and services, and now they were struggling due to less income from the people that most often ride the bus. Students will create a PowerPoint of reasons why the government needed to pass the law to allow desegregation of the buses. They should include statistics of why it was so huge and why the government had to change it. Resources/Materials • https://prezi.com/z59yxicibbey/the-montgomery-bus-boycott-of-1955-and-how-it-affected-the-economy/ • http://www.markedbyteachers.com/as-and-a-level/history/what-was-the-short-term-impact-of-the-montgomery-bus-boycott-1955-1957.html • http://www.black-history-facts.com/Black-History-Facts-Important-Events/Montgomery-Bus-Boycott-Facts.html http://slideplayer.com/slide/9380342/ https://hll.org/BusBoycott.htm

13. Creative

14. Creative Teaching and Learning Activity • In this section, students will create a list of good and services that the government uses taxes for. They will also research what other things the government supports or does for the people in the country. • With the list, they will compare the Civil Rights Movement to the list they make and see what goods or things they were taking away from the African Americans. Then, they will create a poster to send to the government during that time period to tell them why they need to make changes to the country. They can do this with a partner. Resources/Materials • http://www.socialstudieshelp.com/Eco_Public_Goods.htm https://www.marketwatch.com/story/the-10-best-things-government-has-done-for-us-2011-09-26 https://www.sec.gov/spotlight/sec-employees/psrw50ways.pdf https://blackthen.com/impact-the-federal-government-had-on-the-civil-rights-movement/ http://zunairagopoce.blogspot.com/2016/11/ap-gopo-current-events-civil-rights.html?m=1

15. Thinking About Thinking

16. Thinking About Thinking Teaching and Learning Activity • To wrap up this lesson, we would take these ideals and apply them to something that maybe the students would want to change in their lives or in the school. For example, the 6th graders get to have recess for an extra 10 minutes, which seems unfair to the other classes. As a whole group, we would come up with an action plan, a rightful process, and a way to help the school see it is unfair. • Students will be groups of 6 to come up with a plan to change this about their school. They need to find a way to help the principal see they should change this rule to allow it to be equal for the school. They will create posters and an action plan. Also, they will compare their ideas to that of the Montgomery Bus Boycott and how those ideas connect, even with it being very different things they are fighting for. It is more of a simulation to help them see how to help each other and their environment. • They will present their idea to the class and turn in their comparative reflection paper. They are to use ideas from what they learned about the boycott, and how it may affect the school’s economy or civil ideas. Resources/Materials • Poster paper • Lined paper • Any resources from the lessons before • https://www.montgomeryadvertiser.com/story/news/local/blogs/moonblog/2015/11/29/bus-boycott-took-planning-smarts/76456904/ https://smalldeedsdone.com/2018/01/16/the-behind-the-scenes-story-of-the-montgomery-bus-boycott/ http://www.dailyherald.com/article/20140127/entlife/701279987/

17. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Visual Learning, Assessment, and Online Resources: Visual Learning: Posters, pictures, and poems NOTE: Be sure to include one image that is germane to the focus of your lesson on each of the 6 lesson activity PowerPoint slides. Assessment: • They will present their idea of their action recess plan to the class and turn in their comparative reflection paper. They are to use ideas from what they learned about the boycott, and how it may affect the school’s economy or civil ideas. Online Resources: Include a link to your Delicious Bookmarks for this chapter. Included on all slides