For my final project  I would use two books along with the images that I found.

I see using these books and images cross curricular  with Language Arts and Social Studies. We teach a Civil Rights unit it 4th grade and I  have used both these books for different Reading Units; I am excited to pair these books with the images for Social Studies.  My students in the past have gotten a lot out of both books and their thinking has been amazing with a deeper understanding of each book. I know using primary sources would take the thinking further and continue to help students understand what a primary resource is and how to use it. 

The first book that I would use is Separate is Never Equal. I have used this book before. This is a true story about segregation in schools. Sylvia Mendez moved to  a new town. When her aunt took Sylvia, her siblings and her cousins to register for school, it did not turn out the way they expected. Sylvia and her siblings were sent to the "Mexican School. Sylvia's cousins went to the regular school because they didn't look Mexican, they looked white. Students of color were sent to the  "Mexican School" because of the color if their skin. Because of how these students looked they were mistreated and thought of as inferior. The schools could not be more opposite. Sylvia's father did not accept this and took the school district to court, it was not an easy battle. I am going to stop there. I do not want to give away too much of the book. Highly recommend. 

I would use several images first before (probably two maybe three)  I read the story. The images would be, the Drinking fountain, Taxi Cab, Billiard, Classroom, Restaurant. I would do notice and wonder and jot down student thinking. After, I would read the book and pose the question is separate equal? Using the books and images to support student thinking. What do the book and images have in common? Segregation happened in schools, restaurants and housing; there was not a simple fix to it. Even when laws were passed desecrating school, businesses and churches was it was not always accepted. That is why Freedom Summer is such a great book. 

I would then use Freedom Summer, which is a historical fiction book. It is summer in a southern town. Two boys one white and the other boy who is African American are best friends. They cannot go to the same places or do the same things because of segregation. After the laws are passed to desegregate the town takes a desperate measure to make sure that things stay the same. Once again great book, I do not want to five away too much.  Highly recommend. 

For this lesson I would use the images after the story. One of the images that really stood out to me that I would use is the image with the swimming lessons. It took me some time to understand the image and after I read the description I understood and thought wow. I am curious to see if students are able to see what I did not at first. I would also use the Clothing Store, the other drinking fountain image and the theatre image. How do these images relate to the story? What do all these stories and images have in common? 

As far as with assessment I have a couple of ideas swirling. I would get several different images or use some if the images that I have not used yet. I would have students in small group discuss the images and how they relate to what we just learned. I would provide sentence frames and the important vocab that goes along with the images and lessons. I might have students do a gallery walk to add their individual thinking to each image and see what their classmates thinking was. Or have each group present. My other idea is having students with a writing prompt react to that image. 

These lessons would be over several days. I feel like once I teach with the books accompanied with the images I will have a better idea with how I want to access the Unit with my students using the images. 

  3 - 5    Social Studies/History    English/Language Arts    Bilingual Education/ESL