risk-taking and perseverance – videotherapy – … · underground railroad books and previous...

©2013 Nancy L. Copeland, Deborah Harmon, & Toni Stokes Jones | Eastern Michigan University | College of Education. All rights reserved. This project was funded in part by the U.S. Department of Education Underground Railroad Educational and Cultural Program.

Risk-Taking and Perseverance – Videotherapy – Challenging Topic Student Created Lesson Plan Example

Purpose: Students will watch the movie “Ruby Bridges” to understand the concept of taking risk and persevering. Objectives:

Students will be able to distinguish the process of taking risks during the Civil War and the Underground Railroad. Students will be able to understand what it means to take risk. Students will be able to appreciate how people’s willingness to take risks and how they persevered helped change the nation we live in today.

Materials:

“Ruby Bridges” (film 1998) Internet services Website – HYPERLINK "http://ugrr.mmaps.magian.com" http://ugrr.mmaps.magian.com Lined paper Post-it sticky notes – 2 different colors Additional Ruby Bridges books Chart paper – Circle of words example in packet Underground railroad books and previous assignments Venn Diagram - HYPERLINK "https://www.lucidchart.com/documents/edit/4c01-3f64-520c1d5c-a7dd-592f0a004e18" \l "?demo=on" https://www.lucidchart.com/documents/edit/4c01-3f64-520c1d5c-a7dd-592f0a004e18#?demo=on


Blog page for one of the student choice activities – this is an example of mine HYPERLINK "http://kidblog.org/MsAlexandersclass-7/wp-admin/index.php" http://kidblog.org/MsAlexandersclass-7/wp-admin/index.php Username: Ruby Bridges – Risk taking Password: ruby

Opening:

On your chart paper, draw one circle big enough for all students to place their sticky note inside of it. Using one color, pass out one sticky note to each student. Ask the students define risk taking and perseverance. They can also jot down what comes to mind when they hear the phrase risk-taking. Tell students to stick the papers on the Circle of Connections chart (Example attached). Discuss some of the ideas that students have come up with. After the discussion, place the chart paper away for later use in this lesson.

Procedure: Inform the students that they will be watching the movie “Ruby Bridges”. Give the students a brief biography of Ruby’s story before starting the movie. By a show of hands, ask the students if they have ever taken a risk before. Be sure to tell the students that this movie/story will depict the risk-taking and perseverance of a young African American girl dealing with critical issue of desegregation during the time of the Civil Rights Movement in the 1960’s. Throughout the movie ask the students the following the questions. (Please see “Ruby Bridges” Discussion Questions) Questions are in chronological order to correlate to the movie. Teacher can determine if they want to add more questions to this list, but these questions are vital. worksheet.


Discussion: What was Ruby’s mechanism of perseverance through this difficult time in her life? What did she do? Did she receive any help from anyone? Write a short synopsis of the resolution.

Guided Practice: Compare and Contrast

• Think back to when you created your abolitionist/or slave twitter pages. Think about the ways in which your selected person took risk during the time of the Underground Railroad.

• How does the Underground Railroad relate to the story of Ruby Bridges? What are some factors that are the same and different.

• Think about the risks these people took as well as their source of perseverance.

These are starter questions to get the conversation going. Complete a compare and contrast Venn Diagram as a whole group using the online program stated above in the materials section. Independent Practice: Total 10 Choice activities

• Students will formulate a questionnaire for interviewing Ruby Bridges. They will come up with questions that they may want to ask Ruby about her feelings throughout her entire experience.

• Students will create a poem, rap, or song depicting whether the risks and perseverance of previous abolitionists, slaves, and Ruby Bridges was worth it. They will discuss the worth using supporting details from different aspects of the Underground Railroad and the Movie Ruby Bridges.


Students will think about something they would like to stand up for in their own community. Students will devise a plan that will depict the risks, state the obstacles they may endure and discuss how they will persevere. Students will discuss the sacrifices that Ruby’s family made to take a stand throughout the movie and relate it to the sacrifices of the slaves who ran to freedom on the Underground Railroad. Discuss the relationship between the two. Teacher will need to create a blog on HYPERLINK "http://kidblog.org/home/" http://kidblog.org/home/. Examples of the blog are shown below. Closing: Look back at the chart created at the beginning of this lesson. Pass out sticky notes. Begin to discuss the courage, risks, and perserverance that Ruby had throughout the movie. Ask students if there is anything additional that they would like to add to the chart or if they have thought of any more ideas in relationship to this topic.


Circle of Connections – Opening activity example


Ruby Bridges Discussion Questions

1. What risks are Ruby and her family taking?

2. Who specifically is the risk for? Is she fighting for herself or for everyone?

3. Imagine if you were Ruby and you were headed to the all white school on the first day?

4. How would you feel having to be walked into school (a place where you should feel safe) by the U.S. Marshall

all because of the color of your skin? Use strong adjectives to describe why you would feel this way.

5. What are your reactions to the words of the White people outside of Ruby’s school?

6. Describe how Ruby reacts to the people outside of her school every day?

7. Does ruby ever seem scared or intimidated by what is going on? What role does Ms. Henry and Dr. Coles play

in this situation?

Teacher may stop for other additional questions throughout the movie.


Independent Practice – Total Points 10 Now that you have learned so much about Ruby Bridges and the Underground Railroad, you will select your own activities to complete for individual assessment. Your goal is to complete activities that will add up to a total of 10 points. You may choose any activity to complete, just be sure you have completed two or more activities that will make 10 points! *You may use the Underground Railroad and Ruby Bridges books for additional help.

List 5 sacrifices Ruby’s family along with 5 sacrifices the slaves of the underground railroad made. Using our classroom blog, write a paragraph discussing the similarities and difference s between the sacrifices of the events. 2 Points

Formulate a questionnaire for interviewing Ruby Bridges. Come up with questions that you may want to ask Ruby about her feelings throughout her entire experience. 4 Points

Create a poem, rap, or song depicting whether the risks and perseverance of previous abolitionists, slaves, and Ruby Bridges was worth it. You will discuss the worth using supporting details from different aspects of the Underground Railroad and the movie Ruby Bridges. 6 Points

Think about something you would like to stand up for in your own community. You will devise a plan that will depict the risks, state the obstacles you may endure and discuss how you will persevere. 8 Points


Additive Knowledge Comprehension Application Analysis Synthesis Evaluation Define risk taking and

perseverance. Have you ever taken a risk?

List 5 sacrifices Ruby’s family along with 5 sacrifices the slaves of the underground railroad made.

Write a paragraph discussing the similarities and difference s between the sacrifices of the events.

Formulate a questionnaire for interviewing Ruby Bridges.

Transformation

Social Action

Knowledge Comprehension Application Analysis Synthesis Evaluation Imagine you have to be

walked into school (a place where you should feel safe) by the U.S. Marshall because of the color of your skin?

With a partner, imagine you are Ruby Bridges and answer your partners’ questions. slaves, and Ruby Bridges and whether it was worth it.

Create a poem, rap, or song depicting the risks and perseverance of previous abolitionists,

Knowledge Comprehension Application Analysis Synthesis Evaluation Identify some

discrimination or social justice you would like to stand up for in your own community.

Devise a plan that will depict the risks, state the obstacles you may endure and discuss how you will persevere.

risk-taking and perseverance – videotherapy – … · underground railroad books and previous...

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