Rosa Parks and Courage

Curriculum Standards

• Subject Area: Social Studies (4th Grade)
• Curriculum Reference: Based on Common Core State Standards for History and Social Studies:
  • CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details.
  • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information.
  • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions.
  • C3 Standard D2.His.3.3-5: Identify and analyze the relationship between historical events and individuals.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand Rosa Parks’ role in history and her impact on the Civil Rights Movement.
2. Identify acts of courage and connect them to Rosa Parks' actions and their own lives.
3. Write a reflective response considering the main ideas and details of Rosa Parks’ story.

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Materials

• A short, age-appropriate video or read-aloud biography of Rosa Parks (teacher can use a pre-selected text).
• Timeline handout of key Civil Rights Movement events.
• T-chart template for group work (“Rosa Parks’ Actions” and “Impact on the World”).
• Sentence stems handout for guided writing.
• Chart paper and markers.
• Colored post-its or index cards for class brainstorming.

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Lesson Outline (75 minutes)

1. Introduction & Hook (10 Minutes)

• Start by asking: “What does courage mean to you?” Write their responses on the board. Prompt examples of everyday bravery, like standing up for a friend.
• Share this statement: “Today we’ll learn about someone whose courage changed the course of history: Rosa Parks.”
• Show a brief 2-3 minute video or read a short passage introducing Rosa Parks and her refusal to give up her bus seat.

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2. Guided Instruction (20 Minutes)

Part A: Context Setting (10 Minutes)

• Provide background on the time period: segregation and Jim Crow laws. Use age-appropriate examples to explain terms, ensuring clarity (e.g. using visual aids like a "Segregation/Equality" comparison chart).
• Reference key dates, such as December 1, 1955 (Rosa Parks’ arrest) and the launch of the Montgomery Bus Boycott. Display these on the board and link them to the timeline handout.

Part B: Analyzing Rosa’s Actions (10 Minutes)

• Initiate a Think-Pair-Share: “Why do you think Rosa refused to give up her seat?” Students share ideas with a partner, then discuss as a class.

  • Suggested prompts for discussion:
    • “What might Rosa Parks have been feeling in the moment?”
    • “What could have happened if she stayed silent?”

• As a class, fill out a T-chart on chart paper, using student input:

  • Column 1: What Rosa did (e.g., "Refused to give up her seat").
  • Column 2: What happened because of her actions (e.g., "Montgomery Bus Boycott began").

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3. Group Activity: Connecting to Courage (20 Minutes)

1. Divide students into small groups of 4-5.
2. Distribute colored post-its or index cards and ask them to brainstorm examples of courage from the lesson, their personal life, or stories they’ve heard.
   • Prompt: “What does courage look like? Could you act courageously in your school, family, or community?”
3. Groups place their examples on a large “Wall of Courage” poster.

Share-Out (Optional): Groups take turns sharing their top example of courage.

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4. Independent Writing (20 Minutes)

• Provide sentence stems for scaffolding:

  • “Rosa Parks is important to history because…”
  • “Her actions inspired others to...”
  • “If I were Rosa Parks, I would have felt…”
  • “One way I can show courage in my life is...”

• Students use the sentence stems and T-chart details to write a half-page reflective response about Rosa’s courage and how they can be courageous.

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5. Wrap-Up & Reflection (5 Minutes)

• Ask for volunteers to read their reflections aloud.
• End with this reflective question: “Why is it important to remember Rosa Parks’ story?”
• Encourage students to take home the question and discuss with a family member.

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Assessment

Students will be assessed on:

1. Participation during group discussions and collaborative activities.
2. Completion of their reflective writing piece, evaluating how well they connected details about Rosa Parks to broader themes of courage.

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Differentiation

• For ELL students: Pair with a buddy for group activities; provide vocabulary cards with terms like "boycott," "segregation," "civil rights," and "courage."
• For advanced learners: Challenge them to research another figure from the Civil Rights Movement and share a comparison with Rosa Parks in 2-3 sentences.
• For students needing extra support: Offer one-on-one guidance during the writing task and allow them to dictate responses if handwriting is a challenge.

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Extensions

• Art Connection: Students can draw Rosa Parks on the bus with a speech bubble showing what they think she might have said as she stayed seated.
• Literature Tie-In: Incorporate the reading of “The Bus Ride that Changed History” or “Let it Shine” (adjusting based on library resources).
• Community Connection: Suggest students brainstorm ways their class could demonstrate courage (e.g., creating a kindness campaign).

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Teacher Reflection

• Were students engaged in the discussions and activities?
• Did the T-chart and group work help them connect Rosa Parks’ actions to her historical impact?
• Did their writing demonstrate understanding of courage and the Civil Rights Movement? If not, how can I adjust for next time?