5th Grade English

WRITING PACKET

WEEK OF 2/5 – 2/9

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NAME: ____________________________

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Name: _________________________ Date: ___________________U #3, L #12: Civil Rights Movement Schema Team: ___________________

Planning: + -

Writing Cycle Day 1 Comparing Sources

Key Understanding: On the MCAS, you will most likely need to compare text sources. Although this presents some challenges, your steps don’t change! Preview the prompt, set up your planning page, and collect evidence as you read the text sources.

Background: As we’ve discussed, our last and current class novels take place during the 1960s, a moment of great tension and change in our nation’s history around racial discrimination and equality. The Civil Rights Movement was led by famous individuals such as Martin Luther King Jr., Rosa Parks, and Congressman John Lewis. But its success was equally impacted by the actions of less well-known individuals who peacefully protested the inequality they faced. Today, we will learn about both.

Key Term: catalyst: something that begins or speeds up significant change or action

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Writing Cycle Day 1: Strong Planning

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Directions: First, we’re going to read a source about the Civil Rights Movement – specifically about the March on Washington and Martin Luther King Jr.’s “I Have a Dream Speech.” As we watch:

Take notes on your planning page about key information. Consider: How did the March on Washington impact the Civil Rights

Movement?

Annotation Focus: ________________________________________

Bet You Didn’t Know: The March on WashingtonThe History Channel

1 On August 28, 1963, 250,000 people gathered in the nation’s capital for the historic March on Washington for Jobs and Freedom. The march rallied Americans to stand up against the continuing political and social injustices African Americans still faced 100 years after emancipation.

2 The march took pace at a critical moment in the civil rights movement. Tension and racial unrest had been building up throughout the year with anti-segregation demonstrators making headlines in Alabama and President John F. Kennedy announcing his intention to pass civil rights legislation. The timing was right for a massive demonstration.

3 Due to security concerns, internal marshals were trained to ensure security within the crowd. The marchers chose peace, not violence that sunny Wednesday. The event featured speeches from prominent leaders and featured musical performances from Josephine Baker, Joan Baez, Bob Dylan, Mahalia Jackson, and many others.

4 The march is probably best remembered for Martin Luther King, Jr.’s acclaimed “I Have a Dream” speech. But you probably don’t know the real story behind those famous words. King was the last speaker that afternoon, but not because he chose to be. King only spoke last that day because no one else wanted to. When organizers of the march decided who would speak when and for how long, none of the other speakers wanted the last slot because they figured most of the news crews would head out by mid-afternoon. King agreed to last and to limit his remarks to only four minutes. And he didn’t have to worry about not making the news; the audience gladly stuck around for his 16-minute speech.

5 King hadn’t intended to even talk about his now-famous dream that day. During a pause in his prepared speech, Mahalia Jackson called out from behind the podium, “Tell ‘em about the dream, Martin!” She was referring to a theme King had

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touched on in a speech two months earlier in Detroit. Honoring her request, King departed from his prepared remarks and delivered the legendary speech we all remember today.

6 Historians believe that the march, and King’s speech, were important catalysts in passing the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Today a memorial marks the spot where Martin Luther King described his dream of a better America in one of the most memorable and influential speeches in American history.

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“Pacifism: Greensboro Sit-ins”by Nancy Smart

1 On February 1, 1960, four African-American students of North Carolina Agricultural and Technical State University sat at a white-only lunch counter inside a Greensboro, North Carolina Woolworth’s store. While sit-ins had been held elsewhere in the United States, the Greensboro sit-in catalyzed a wave of nonviolent protest against private-sector segregation in the United States.2 The first Greensboro sit-in was not spontaneous. The four students who staged the protest, all of them male freshmen, had read about nonviolent protest, and one of them, Ezell Blair, had seen a documentary on the life of Mohandas Gandhi who was a pioneer of the pacifist movement. Another of the four, Joseph McNeil, worked part-time in the university library with Eula Hudgens, an alumna of the school who had participated in freedom rides; McNeil and Hudgens regularly discussed nonviolent protest.3 The first sit-in was meticulously planned and executed. While all four students had considered different means of nonviolent protest, McNeil suggested the tactic of the sit-in to the other three. To him, discipline in executing the protest was paramount. The plan for the protest was simple. The students would first stop at Ralph Johns’ store so that Johns could contact a newspaper reporter. They would then go to the Woolworth’s five-and-dime store to purchase items, saving their receipts. After finishing their shopping, they would sit down at the lunch counter and politely request to be waited on.4 The protest occurred as planned on Monday, February 1, 1960. Despite courteously requesting service, the students were refused it, and the manager of the Woolworth’s store requested that they leave the premises. After leaving the store, the students told campus leaders at North Carolina Agricultural and Technical State University who were planning the sit-in for the following day. 5 The next morning twenty-nine neatly dressed male and female North Carolina Agricultural and Technical students sat at the Woolworth’s lunch counter. The protest grew the following day, and on Thursday, white students from a nearby women’s college took part in the protests, which expanded to other stores. Soon crowds of students were mobbing local lunch counters. As the protests grew, opposition grew louder. Crowds of white men began appearing at lunch counters to harass the

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protesters, often by spitting, uttering abusive language, and throwing eggs. In one case, a protester’s coat was set on fire. 6 The protests continued each day that week. On Saturday, fourteen hundred students arrived at the Greensboro Woolworth’s store. Those who could not sit at the lunch counter formed picket lines outside the store. A phoned-in bomb threat cut the protest short, but the following week sit-ins began at Woolworth’s stores in Charlotte, Winston-Salem, and Durham. Soon other five-and-dime and department stores with segregated lunch counters became targets of these protests.7 The reaction of police departments in the region was, by and large, muted. In the case of the Greensboro Woolworth’s sit-ins, protesters were left alone by the police department while those reactionaries who became violent were prosecuted. Statewide no protesters were arrested until forty-one black students in a picket line at the Cameron Village Woolworth’s in Raleigh were charged with trespassing.8 Despite these arrests, progress was swift. At many stores, African-Americans were soon eating at the same lunch counters as whites. For instance, at the Greensboro S.H. Kress store, blacks and whites were eating together at the lunch counter by the end of February 1960. Some stores in Raleigh closed their lunch counters altogether to preclude protests. Though most stores did not immediately desegregate their lunch counters, the sit-ins were successful both in forcing partial integration and in increasing national awareness of the indignities suffered by African-Americans in the southern United States.9 The 1960 sit-ins began without the assistance of any organization, and they effected partial desegregation in less than a month without legal action. They proved one of the simplest and most effective protests of the civil rights movement.

Final PromptThere were many important moments in the Civil Rights Movement in the 1950s and 1960s, include the Greensboro Sit-ins and the March on Washington. The authors of “Pacifism: Greensboro Sit-ins” and “Bet You Didn’t Know: The March on Washington” both refer to their respective events as “catalysts” for Civil Rights.

Describe why both the Greensboro Sit-ins and the March on Washington can be described as important “catalysts” for Civil Rights. Use evidence from both sources in your response.

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Name: _________________________ Date: _________________U#3, L#13 Do Now: Writing Cycle Day 2 DN Team: _________________

Do Now Literal Comprehension MC Review

Directions: Using your multiple choice strategies, answer the following questions. Be sure to go back to the text, underline and number evidence that helps you answer the question, and use POE.

1. Part A: The March on Washington had a significant impact on the Civil Rights Movement because it led to…

a. sit-ins at the Woolworth’s counter in Greensboro, North Carolinab. the passing of important laws that guaranteed rights for African

Americansc. the overturning of Plessy vs. Ferguson and passing of Brown vs. Boardd. the assassination of Martin Luther King, Jr.

Part B: Which piece of evidence best supports your answer above? a. “The event featured prominent speakers…” (00:50)b. “The march is probably best remembered for MLK’s speech…” (1:00)c. “…hadn’t even intended to talk about his dream that day.” (1:44)d. “led to passing of Civil Rights Act of 1964 and the Voting Rights act of

1965.” (2:12)

2. Part A: Which of the following statements is closest to the author’s claim for Pacifism: Greensboro Sit-ins?

a. The Greensboro Sit-ins were an important moment in the Civil Rights Movement that led to much more equality for African Americans.

b. The young college students who organized the Greensboro Sit-ins were extremely brave and courageous because they knew they would be abused for their actions.

c. The white people who mistreated the college students involved in sit-ins around the country were racist and should have been more accepting and respectful.

d. The Greensboro sit-ins created wide-spread awareness of the racial issues in the South and inspired others to take part in the Civil Rights Movement.

Part B: Select the TWO pieces of evidence that best support this article’s claim.

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a. “On February 1, 1960, four African-American students of North Carolina Agricultural and Technical State University sat at a white-only lunch counter inside a Greensboro, North Carolina Woolworth’s store.” (1)

b. “The first sit-in was meticulously planned and executed.” (3)c. “Though most stores did not immediately desegregate their lunch

counters, the sit-ins were successful both in forcing partial integration and in increasing national awareness of the indignities suffered by African-Americans in the southern United States.” (8)

d. For instance, at the Greensboro S.H. Kress store, blacks and whites were eating together at the lunch counter by the end of February 1960

e. “They proved one of the simplest and most effective protests of the civil rights movement.” (9)

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Name: _________________________ Date: _________________U #3, L #13-14: Writing Cycle Day 2-3 Team: _________________

Writing Cycle Day 2-3 Time to write!

Direction: Using your planning page from yesterday, write a 4-paragraph essay in response to the prompt.

Final PromptThere were many important moments in the Civil Rights Movement in the 1950s and 1960s, include the Greensboro Sit-ins and the March on Washington. The authors of “Pacifism: Greensboro Sit-ins” and “Bet You Didn’t Know: The March on Washington” both refer to their respective events as “catalysts” for Civil Rights.

Describe why both the Greensboro Sit-ins and the March on Washington can be described as important “catalysts” for Civil Rights. Use evidence from both sources in your response.

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Writing Cycle Day 2-3

Draft

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Draft

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Essay ChecklistIntroduction

Did you include the title and author? Did you include a main idea sentence? Did you include a summary of the story? Did you include your thesis statement?

Body 1Check your Paragraph

Argument: Does your argument include a specific answer to the question? Context: Do you give a brief context for the evidence? NE: Do you identify an author’s technique and provide evidence? Zoom In [if necessary]: Do you identify a key word/phrase that is

particularly important? Zoom Out: Do you explain each piece of evidence and the author’s purpose

for using it? Context: Do you give a brief context for the evidence? NE: Do you identify an author’s technique and provide evidence? Zoom In [if necessary]: Do you identify a key word/phrase that is

particularly important? Zoom Out: Do you explain each piece of evidence and the author’s purpose

for using it?

Body 2Check your Paragraph

Argument: Does your argument include a specific answer to the question? Context: Do you give a brief context for the evidence? NE: Do you identify an author’s technique and provide evidence? Zoom In [if necessary]: Do you identify a key word/phrase that is

particularly important? Zoom Out: Do you explain each piece of evidence and the author’s purpose

for using it? Context: Do you give a brief context for the evidence? NE: Do you identify an author’s technique and provide evidence? Zoom In [if necessary]: Do you identify a key word/phrase that is

particularly important? Zoom Out: Do you explain each piece of evidence and the author’s purpose

for using it?

Conclusion Did you start with a transition word? Did you include the main idea of the text? Did you restate your thesis using slightly different language?

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Did you include a big picture statement about the theme and life?

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Name: _________________________ Date: _________________U#3, L#12: Writing Cycle Day 1: Civil Rights Team: _________________

Planning Page

Planning Checklist: Did you remember to include: Prompt at the top? Evidence for body 1 and 2? AC note for each text?

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Arguments for body 1 and 2? Thesis at the bottom?

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