Summary of the unit

Name:_Jeanne Hendricks____________________________
Title: __Power Behind the Ku Klux Klan in Indiana______________________________
Grade Level: ____4____________

SUMMARY OF THE UNIT

This unit will help intermediate elementary students understand the history of the Ku Klux Klan. It will also provide information on which ethnic and religious groups the KKK tried to suppress. Finally, the students will understand how the KKK was able to obtain power and influence and what caused its decline.

SUGGESTED RESOURCES

Collection of nonfiction text on topic. Chalmers, David M. Hooded Americanism: The History of the Ku Klux Klan. New York: New Viewpoints, 1981. Lutholtz, M. William. Grand Dragon: D.C. Stephenson and the Ku Klux Klan in Indiana. West Lafayette, Indiana: Purdue University Press, 1991. Moore, Leonard J. Citizen Klansmen: The Ku Klux Klan in Indiana, 1921 – 1928. Chapel Hill, North Carolina: The University of North Carolina Press, 1991. Collection of articles on the topic. “Chicago Opens War on Ku Klux Klan.” New York Times (1857 – 1922). Nov 12, 1922. P.33 (1 page). “Shadow of Ku Klux Klan Grows Larger In Congress and Nation: Seventy-five Men.” New York Times (1857 – 1922). Dec 10, 1922. P.16 (1 page). “The Ku Klux Klan in Louisiana.” New York Times (1857 – 1922). Dec 25, 1922. P.12 (1 page). “Ku Klux Klan Asks To Be Incorporated.” New York Times (1923 – Current). Jun 2, 1923. P. 13 (1 page). “Anderson Talks on Ku Klux Klan.” New York Times (1923 – Current). Sep 9, 1923. P. E1. (1 page). “Ku Klux Klan Ousts Simmons and Clarke: Emperor and Imperial Giant Are Accused.” New York Times (1923 – Current). Jan 12, 1924. P. 13. ((1 page). “Menace of The Ku Klux Klan Worries The South.” New York Times (1923 – Current). Jun 27, 1924. P. 5 (1 page). “Klan Chief Writes of Ku Klux Aims: Evan Says That It Wants to Preserve America.” New York Times (1923 – Current). Mar 8, 1926. P. 2 (1 page). “Big Ku Klux Rites Planned in Capitol.” New York Times (1923- Current). Sep 11, 1926. P.3 (1 page). “Again Hunt Trail of Klan in Indiana.” New York Times (1923 – Current). Jul 7, 1927. P.7 (1 page). “Bares Klan Terror in Indiana Reign.” New York Times (1923 – Current). Feb 21, 1928. P.15 (1 page). ‘The Ku Klux Klan.” New York Times (1923 – Current). Nov 6, 1932. P.BR21. (1 page). “The Ku Klux Klan Names Colescott New Chief: former Veterinarian Succeeds Evans.” New York Times (1923 – Current). Jun 11, 1939. P. 47. (1 page). “Jersey Outlaws The Ku Klux Klan.” New York Times (1923 – Current). Oct 11, 1946. P.23. (1 page). “Ku Klux Murderer Gets Sentence Cut.” New York Times (1923 – Current). Mar 5, 1950. P.77 (1 page). “Television: ‘C.B.S. Reports’ On The Ku Klux Klan.” New York Times (1923 – Current). Sep 23, 1965. P.SU5-2. (1 page). “Ku Klux Klan Plans Border Patrol To Help Fight Against Illegal Alien Problem.” New York Times (1923 – Current). Oct 18, 1977. P.80 (1 page). “Atlantic City Judge Orders Bans on Ku Klux Klan.” New York Times (1923 – Current). Jul 15, 1978. P.47. (1 page). Collection of websites on the topic. Ku Klux Klan History http://www.adl.org/learn/ext_us/kkk/history.asp?LEARN_Cat=Extremism&LEARN_SubCat=Extremism_in_America&xpicked=4&item=kkk (accessed on July 9, 2012) Indiana and the Ku Klux Klan http://centerforhistory.org/learn-history/indiana-history/the-golden-era-of-indiana-1900-1941 (accessed on July 10, 2012) Ku Klux Klan http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=444 (accessed on July 9, 2012) Ku Klux Klan http://www.history.com/topics/ku-klux-klan (accessed on July 9, 2012) Ku Klux Klan http://www.infoplease.com/ce6/history/A0828331.html (accessed on July 9, 2012) Photos of Documents and Klan People http://images.indianahistory.org/cdm4/results.php?CISOOP1=any&CISOBOX1=application+for+KKK&CISOFIELD1=CISOSEARCHALL&CISOOP2=all&CISOBOX2=1920s+%281920-1929%29&CISOFIELD2=date&CISOROOT=all&t=s&n=5,25,5,5,5 (accessed July 10, 2012) Jim Crow Story / Ku Klux Klan http://www.pbs.org/wnet/jimcrow/stories_events_kkk.html (accessed on July 9, 2012) The Rise of the Ku Klux Klan http://www.pbs.org/wgbh/americanexperience/features/general-article/grant-kkk/ (accessed on July 9, 2012)

MATERIALS NEEDED

Computer Journals Access to the Internet

STAGE 1 – Identify desired results
Competencies/Standards
	Enduring Understandings (“Students will understand THAT…”)
		Overarching Enduring Understandings Students will understand that…. There is injustice in the world. History is shaped by cause and effect. People must view situations from a particular society’s perspective not from our perspective. Topical Enduring Understandings The Ku Klux Klan was an off shoot of the Golden Circle. The Ku Klux Klan was an organization established by six Southern Democrats as an attempt to stop the African Americans from voting. 1920 – 1930 was the peak years for the Klan. At one time, Indiana was the headquarters for the Ku Klux Klan. The Ku Klux Klan disliked everyone who was not white and Protestant.
	Essential Questions (“How…” “Why…” “To what extent…”)
		Overarching Essential Questions Students will need to consider such overarching questions as …. Why do people belong to different organizations? Why is there injustice? What influences cause people to join a group? Topical Essential Questions To understand, students will need to consider such unit questions as …. How did the Ku Klux Klan form? Why do we need to know about the KKK? What event or events helped rid America of KKK? Are there any KKK members today?

	Enabling Knowledge and Skills (“What skills and conceptual knowledge must students possess in order to demonstrate understanding – especially on performance tasks?”)
		Students will know the following in order to understand the power of the Ku Klux Klan: Essential Vocabulary prejudice primary resources secondary resources writing process lynching

Students will be able to analyze primary and secondary sources. determine the reliability, validity, and authenticity of primary and secondary source documents. understand how a primary source, can be more effective than a secondary source. take notes and maintain an interactive notebook. analyze cause and effect. read information from two separate sources on the same topic and synthesize the information. write RAFTS using evidence found in historical documents. present information orally.

STAGE 2 – Determine acceptable evidence

Overview of assessment evidence Briefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task.

TYPE OF EVIDENCE DESCRIPTION OF THE ASSESSMENT ACTIVITY WHICH FACET OF UNDERSTANDING IS EMPHASIZED? Primary performance task The students will create a journal entry as either a person whose relative has been kidnapped by the KKK or as a news reporter recording the information. Interpretation Written prompts/ journals Exit Slips RAFTS Interpretation Small projects/skill demonstrations/ supporting performances Readers highlight information. Using nonfiction text structure to support understanding (photographs, timelines, section headings). Concept sorts Writing process instruction/ feedback Peer editing Revision: Adding details Organizing ideas – graphic organizers Varying sentence patterns Using engaging word choice Application Student self-assessments Self- evaluate writing with editing checklist 6+1 Trait Writing Rubric Self- knowledge Observing /conferencing Think Pair Share Writing conference checkpoints during revision and prior to final draft. Application Quizzes/ tests Vocabulary quizzes Unit Test Application Other

GRASPS details for the primary performance task

Use the GRASP format to provide more detailed information about the primary performance task through which you will assess students’ growing understanding.

GRASPS Use of GRASPS in this Unit Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. During the course of this unit you have been studying the Ku Klux Klan and how they were a part of Indiana’s history. Your goal is to assume the role of either a reporter writing about the kidnapping of an African American or as a family member of the victim and write a journal entry about the event. Role Define the role of the students in the task. State the job of the students for the task. If you pick the newspaper reporter, your journal entries should include information about the victim, where the event occurred, what lead to the kidnapping. If you pick the family member, your entry should include information about the victim. When and where you last saw the victim. Finally, what fears you may have. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or a committee. Your journal entries will be viewed by other students in fourth grade to help them understand your perspective on these events. Situation Set the context of the scenario. Explain the situation. One day, Jamal was walking to the store for some candy. He never returned home. There had been some KKK activity in the surrounding towns. The community feared Jamal’s disappearance might be connected to some KKK activity. Product Clarify what the students will create and why they will create it. You will create five journal entries in order to understand how the KKK effected a family and a community. Standards and Criteria Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students. 4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing. 4.4.3 Write informational pieces with multiple paragraphs that: provide an introductory paragraph establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. include supporting paragraphs with simple facts, details, and explanations. present important ideas or events in sequence or in chronological order provide details and transitions to link paragraphs. conclude with a paragraph that summarizes the points. use correct indentation at the beginning of paragraphs. 4.4.4 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering questions. 4.4.7 Use multiple reference materials and online information as aids to writing. 4.4.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology. Core 4.W.2 Write informative/ expository texts to examine a topic and convey ideas and information clearly. 4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support form adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Indiana 4.4.10 Review, evaluate, and revise writing for meaning and clarity. 4.4.11 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 4.4.12 Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas. Social Studies Identify and describe important events and movements that changed life in Indiana in the early twentieth century. 6 + 1 Trait Writing Rubric

STAGE 3 – Design learning activities

Use the WHERETO model to identify the type – but not the sequence – of instructional activities required to promote the desired results. Following the WHERETO model is an optional calendar for actually scheduling the sequence of learning activities. Note that assessment activities (the second “E” and to some extent the “R” in WHERETO) are embedded throughout the unit.

WHERETO

W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? “W” Ideas The students will know where the unit is headed based on the minilessons and the hook. The students will be provided the rubric and examples. H How will you hook students at the beginning of the unit? “H” Ideas Together as a class we will create a web and a graph of the different clubs, sports or activities the students are involved in. After we create the graph, we will discuss why we are involved in them. E What events will help students experience and explore the big ideas and questions in the unit? How will you equip them with needed skills and knowledge? “E1” Ideas Film clips RAFTS R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? “R” Ideas Conversation and guided discussions are a daily learning tool as well as specific examples of mentor text and modeled- think aloud strategies. Small group instruction. E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? “E2” Ideas Through think – pair – share activities self- evaluation student teacher conversations writing exit tickets vocabulary T How will you tailor instruction to meet student need in readiness, learning style, and interest while remaining true to the desired result? “T” Ideas Graphic organizers Exit tickets Reading levels Journal entries O How will you organize learning experiences to maximize engagement and understanding and minimize misconceptions? “O” Ideas Through careful planning and ongoing reflection on experiences. I have tried to plan for a wide array of learning styles. I am willing to be flexible as the needs of the individual learners arise.

Sequence of unit learning and assessment activities

Calendar

Monday Tuesday Wednesday Thursday Friday Introduction of the Ku Klux Klan The Ku Klux Klan in Indiana in the 1920 -1930. Introduction to D.C. Stephenson. The Ku Klux Klan in Indiana in the 1920 -1930. Introduction to D.C. Stephenson. The KKK in the 1930’s – today.