Separate is Never Equal Plan 2 - Sylvia Mendez & Her Family’s Fight for Desegregation

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Objective: Students will learn and understand that in order for people to understand one another, they must live, work, and learn together. Students will learn and understand that every person deserves an education, no matter his or her race or background. Students will learn key words and definitions about the topic.

Separate is Never Equal Plan 2 - Sylvia Mendez & Her Family’s Fight for Desegregation

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Objective: Students will learn and understand that in order for people to understand one another, they must live, work, and learn together. Students will learn and understand that every person deserves an education, no matter his or her race or background. Students will learn key words and definitions about the topic.

Activity:

Activity #6:

Students help prepare for, "Link Chain Vocabulary" (attached document), which involves the glossary on page 38 of the book, "Separate is Never Equal - Sylvia Mendez and Her Family's Fight for Desegregation" by Duncan Tonatiuh.

Since creating the slips of paper can get tedious for you as the teacher, the students can help!

Before they can help, you’ll have to cut up, "Separate is Never Equal Glossary" (attached document) key words and definition pairs made out of construction paper.

Then, the students can write the key word(s) they are given, on one slip of construction paper and its definition, on another and then you can mix up the slips of construction paper for the next activity.

It would be a good idea to do an example of how to transfer the information from the glossary slips, to the construction slips.

Activity #7:  

Students complete the "Link Chain - Vocabulary" activity.

Since there is quite a bit of words (41 of them = 82 slips of paper), you’ll have to decide if you want to complete the activity with all of the words or just some of them (if you decide to just cover some of them, simply edit the glossary you hand out). 

If you decide to have the students match all of them, you’ll have to determine how to do this, so its works best for your number of students.

Here are some options:

*Hand out only enough key words and definitions, to match your number of students, so the class can do it twice. Whatever is left, have prepared and just read to them.

*Have some of the key words with longer definitions, already linked together to show as an example to the class. Some of these could be “separate by equal,” “National Association for the Advancement of Colored People,” “American Jewish Congress,” and “Japanese American Citizens League.” (This gets you down to 37 words = 74 slips of paper.)

*Do the left column first (22 words = 44 slips of paper) and this column can have its own chain. Then, do the right column (19 words = 38 slips of paper) and create a second chain. These two chains can either be combined or kept separate. 

*If you want to continue with this story and do another activity and haven’t already done Plan 1, see the lesson plan, “Separate is Never Equal Plan 1 - Sylvia Mendez & Her Family’s Fight for Desegregation” activities #1-5.

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )