Lesson Plan Reviews

Opening Up the Textbook: Rosa Parks

screenshot, historicalthinkingmatters.org

Review

This easy-to-follow lesson cuts to the heart of historical thinking. Its strength is that it requires students to go to the sources in order to develop historical knowledge. Not only does it show students how public memory and history textbooks can oversimplify complex events, it gives students the means to craft their own textbook passage by drawing on specific textual evidence, including sources that contradict one another.

The simplicity and clarity of the lesson make it ideal for introducing both historical thinking in general and the Civil Rights movement specifically. More experienced teachers may chafe at the lesson’s tight structure— so, they can create their own lesson by using the website’s multiple resources regarding the Montgomery Bus Boycott.

Of the two suggested writing assignments, Prompt 1, which asks students to rewrite a standard textbook account, is particularly good. Prompt 2 asks students to take a position for or against using a standard textbook. While this may prompt students to consider the implications of the traditional Rosa Parks story, it is also problematic. Would it be possible for a student to argue for and still receive a good grade?

Notes

You will need to download both the lesson plan, and the documents. The latter are available in original, easy-to-read, and Spanish language formats. Additionally, the Historical Thinking Matters website includes a variety of materials for students and teachers of U.S. History.

Rubric

National History Education Clearinghouse Lesson Plan Rubric
Field Criteria Comments
Historical Content Is historically accurate Yes.
Current historians highlight both Parks’ training as an activist and the fact that she was part of a broad, well-organized movement in Montgomery
Includes historical background No.
The point of the lesson is to deconstruct students’ and textbooks’ assumptions about Rosa Parks, and so the lesson purposefully does not offer extra background. However, resources are available at the website
Requires students to read and write Yes.
The lesson includes reading one secondary and two primary sources. Teachers can choose from two suggested writing assignments
Analytic Thinking Requires students to analyze or construct interpretations using evidence Yes.
Students construct their own interpretation, and they question a textbook interpretation
Requires close reading and attention to source information Yes.
Through looking closely at sources, students arrive at a complex understanding of events
Scaffolding Is appropriate for stated audience Yes.
The lesson is appropriate for high school students and with modifications could be used with younger students
Includes materials and strategies for scaffolding and supporting student thinking Yes.
If analysis stalls, teachers could prod students to look at the documents’ dates and to identify the contradictions among the documents
Lesson Structure Includes assessment criteria and strategies that focus on historical understanding No.
Assessment strategies are included, but not assessment criteria
Defines clear learning goals and progresses logically Yes.
The lesson states its goals, and it progresses in a logical, linear fashion
Includes clear directions and is realistic in normal classroom settings Yes.

Comments