Reaching and Teaching the 1950s Color Line: February 5, 2019

Focus: What important background information do we need to read Fences, and how can we effectively teach it to each other?

1. Warming up with Grammar You Must Know Focus #6: Verb tenses

2. Getting set up:

• Glimpsing the color line in the 1950s together with a partner art swap (don't click on this yet)

• Moments: Which details strike you?

• Movements: What patterns do you notice?

• Multiple Meanings: What does this suggest about the 1950s? What do you think the term "color line" might mean?

• Offering you the overview of researching the 1950s color line and revealing your research groups

• Taking a short self-quiz: What Kind of Learner Are You?

• What are the different learning types?

• What learning types do we have in this classroom?

• How can we teach each other way that engages everybody's styles of learning?

3. Researching and gathering possible teaching materials on the 1950s color line

• Click HERE for a helpful research note-catcher.

HW:

For FRIDAY: Click on THIS WEBSITE and follow the three steps below:

Step 1: Read the short article under the photographs for a little context. The embedded 4 minute video on Jim Crow and the rise of the KKK is optional.

Step 2: Click on the gallery and peruse the 33 photos of race relations in 1950s America. Be sure to read the little blurbs to the right so that you know what you're looking at.

Step 3: Select ONE photo that particularly strikes you, and paste it into your blog. Perform and MMM reading on it on your blog and post it.

M = Moments (which particular details in the photograph make you pause / take a moment?)

M = Movement (what larger movements / patterns do you notice? For this assignment, feel free to compare this photo to the others you perused as well.)

M= Meaning (what larger meaning can you take away from this photo? What do you think this photographer wants us to understand better or differently by reading this photo?)