Sit-In: How Four Friends Stood Up By Sitting Down
Social Studies Research and Practicewww.socstrp.orgNotable Trade Book Lesson PlanSit-In: How Four Friends Stood Up by Sitting DownWritten by Andrea Davis PinkneyLara WilloxUniversity of West GeorgiaSit-In: How Four Friends Stood Up by Sitting Down eloquently describes a particular event in theCivil Rights movement, the Greensboro sit-ins. Beginning with this event, the book captures thespirit of the civil rights movement beyond North Carolina, referencing key events whileincluding several seminal words delivered by Dr. Martin Luther King, Jr. which highlighted theimportance of sit-ins to the larger Civil Rights Movement. This lesson and follow-up activitiesare designed for a week-long investigation into the impact of sit-ins on the Civil RightsMovement. While the lesson targets third grade, it is appropriate for all upper level elementarystudents. Sit-In: How Four Friends Stood Up by Sitting Down is used as starting point into theinvestigation of personal commitment, peaceful demonstration, and the broader conceptionsof equity and justice. The lesson is focused on social studies but incorporates strong literacyelements.Book TitleSit-In: How Four Friends Stood Up by Sitting Down (2010)Written by Andrea Davis Pinkney (Notable Book, 2011)New York, NY: Little, Brown and CompanyAges7-upISBN 978-0316070164Recommended for grades 3-5The lesson is designed for five days including independent work time.Book Summary This vividly illustrated picture book was released on the 50th anniversary ofthe Woolworth's lunch counter sit-in, commemorating the time when fourcollege students sat down to protest continued segregation. Using the recipefor integration as a metaphor for the continued Civil Rights movement,Andrea Davis Pinkney shares the story of the Greensboro sit-ins whileweaving in the larger national movement and the words of Dr. Martin LutherKing, Jr. The book illustrates the power of peaceful protest mixed withdetermination and pride. After the story, an illustrated time-line of the CivilRight movement is provided, along with a historical overview detailing theGreensboro sit-ins.NCSSI. CultureStandardsII. Time, Continuity, and ChangeIII. People, Places, and EnvironmentIV. Individual Development and IdentityV. Individuals, Groups, and InstitutionsVolume 7, Number 2Page 131
Social Studies Research and Practicewww.socstrp.orgMaterialsObjectivesVI. Power, Authority, and GovernanceVII. Civic Ideals, and Practiceso Sit-In: How Four Friends Stood Up by Sitting Down by Andrea DavisPinkneyo Freedom on the Menu: The Greensboro Sit-Ins by Carole BostonWeatherfordo Copies of the menu choice board (see appendix)o Independent work stations (centers)o Drawing paper, writing paper, art supplieso Journalso Additional books / resources Civil Rights Movement, Dr. MartinLuther King (see additional references and digital resources)o Banana split ingredients for students who complete their menu (seeappendix)1. Students will identify important events and people in the Civil Rightsmovement, particularly the importance of the Greensboro sit-ins.2. Students will connect with the characters/historical figures highlighted inthe book, considering their point of view and feelings.3. Students will consider and describe notions of peace and how they thinkpeace can be achieved today.Students will use writing, creative arts, and discussion to makeconnections among different historical texts while exploring the CivilRights ment1. (Day 1) To introduce the lesson, talk to the students about a time theywanted something but could not have it, then have them discuss theirfeelings. Afterwards, introduce the segregation era and explain that, duringthis time, there were different rules for different people. Explain and/ordiscuss the inequities faced by African Americans and the injustices seenthroughout the country. Mention how Dr. Martin Luther King, Jr. encouragedAfrican Americans to engage in peaceful protests. Some people decided toprotest unfair treatment by staging sit-ins. For additional information there isa quick video, http://www.youtube.com/watch?v VDHBzB-eO1g introducingthe Greensboro sit-ins.1. (Day 1) Read the book, Sit-In: How four Friends Stood up by Sitting Down,by Andrea Davis Pinkney, stopping to discuss integration, the role Dr. MartinLuther King, Jr. played in the protests, and the patience that was required bythe protestors.2. (Day 1) Discuss with the students how it must have felt to be a protestor.Could they sit still for so long? What adjectives would they use to describe theprotestors?3. Closure (Day 1) Introduce the menu activity (see Appendix). Explain toVolume 7, Number 2Page 132
Social Studies Research and dExtensionActivitiesAdditionalReferencesstudents that they must complete the main dishes, they can choose a certainnumber of A La Carte items (teacher decides), and, if at the end of the week,they have completed their entire menu, they can have dessert.1. (Day 2) Review the story and menu from the previous day. Read, Freedomon the Menu by Carole Boston Weatherford. This is another perspectivedescribing the Greensboro sit-ins about a little girl who wanted to participatebut was too young. Continue the discussion from the previous day about howthe protestors felt.2. (Day 2, 3, 4, 5) Have students work independently during center time tocomplete their menus. The menus can be easily differentiated with studentshaving differing requirements in regard to completion. For example allstudents could complete the main courses but the number of A la carte itemsrequired could vary to allow for student differences. A blank menu is alsoprovided to create different assignments based on student needs. On thefinal day offer dessert to students who complete their assigned worksuccessfully. A banana split is suggested because the character in Freedom onthe Menu wanted a banana split from the lunch counter in the story.3. (Day 5) After students complete the menu activities, discuss peace andequality today. What are things they can do to promote peace and equalityright now? How are things different? How are they the same?Examine the students’ work to determine successful completion of the menuitems based on individual student requirements. The menu can be used as achecklist to help students and teachers ensure completion.In the back of the Sit-In book by Andrea Davis Pinkney there is a Civil RightsTimeline and A Final Helping that detail the actual historical overview of theGreensboro Sit-ins. Students can research important historical figures activeduring this time, such as Malcolm X, Rosa Parks, Ella Baker, ThurgoodMarshall, Ruby Doris Smith-Robinson and James Bevel. This lesson willcorrelate well with a study of Dr. Martin Luther King, Jr. There also areseveral additional references and digital resources students can read andinteract with on a computer (see below). One of the digital resources is aReader’s Theatre for Freedom on the Menu. This would be an excellentaccompaniment to a literacy block. A blank menu is provided in the Appendixso it can be personalized to match other instructional goals or to extendstudent learning.Bolden, T. (2003). Portraits of African American Heroes. New York: DuttonJuvenile. ISBN: 0525470433Osborne, L. (1997). Oh, freedom!: Kids talk about the Civil Rights Movementwith the people who made it happen: (Foreword by Rosa Parks). NewYork: Knopf Books for Young Readers. ISBN: 0679858563Rappaport, D. (2001). Martin’s big words: The life of Dr. Martin Luther King,Jr. New York: Hyperion Books for Children. ISBN:0786807148Volume 7, Number 2Page 133
Social Studies Research and Practicewww.socstrp.orgDigitalResourcesRochelle, B. (1997. Witnesses to freedom: Young people who fought for civilrights. New York: Puffin Books. ISBN:0140384324Wiles, D. (2001). Freedom Summer. New York: Aladdin Paperbacks. ISBN:0689830165Freedom on the Menu Reader’s adersTheater.pdfGreensboro Sit-ins: Launch of a Civil Rights Movementhttp://www.sitins.com/index.shtmlFacing History and Ourselveshttp://www.facing.org/Voices and Choices: Civil Rightshttp://rights.teachingmatters.org/The Martin Luther King, Jr. Research and Education Institutehttp://mlk-kpp01.stanford.edu/AuthorLara Willox is an Assistant Professor of Early Learning andChildhood Education at The University of West Georgia with twelve years ofKindergarten-5 public school teaching experience. She is passionate aboutelementary social studies and using the curriculum to promote social justiceand equity. E-mail: lwillox@westga.edu.Volume 7, Number 2Page 134
Social Studies Research and Practicewww.socstrp.orgAppendix- Sample Menu:’s MenuMain CoursesWrite a journal entry writing as if you were there(sit-in). How did you feel? What did you see?Write and illustrate a recipe for peace. Startwith a rough draft then complete a final copy.A La CarteCreate a timeline depicting theevents of the Civil Rights movementdepicting the movementWrite how Dr. Martin LutherKing Jr. influenced the sit-insWrite a pretend letter toyour brother / sister in jailCreate a character sketch ofone of the book charactersDraw a picture to explainthestoryelementsMakea picketsignWrite a poem about thesit-ins.Choose 10 important words inthe text, define and illustrate.DessertBanana SplitVolume 7, Number 2Page 135
Social Studies Research and Practicewww.socstrp.orgAppendix- Blank Menu’s MenuMain CoursesA La CarteDessertVolume 7, Number 2Page 136
including several seminal words delivered by Dr. Martin Luther King, Jr. which highlighted the importance of sit-ins to the larger Civil Rights Movement. This lesson and follow-up activities are designed for a week-long investigation into the impact of sit-ins on the Civil Rights Movement.
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1. Walks near the potty. 2. Touches the potty. 3. Sit on potty with clothes on. 4. Sit on potty with underwear on. 5. Sit on potty with underwear for 1 minute. 6. Pull down underwear and sit on potty. 7. Pull down underwear & sit on potty for longer. 8. Keep building until sits at least 10 min, preferably 15 min. 9
to them how to sit at the feet of Jesus. One of the fi rst things Sit, Stand, Walk, Run, Pray Part 1: Sit A Teaching by Ron Brown "The people went out to see what had happened; and they came to Jesus, and found the man from whom the demons had gone out, sitting down at the feet of Jesus, clothed and in his right mind." Luke 8:35
(A paralyzed man was brought to Jesus by four of his friends.) Ask four kids to be the four friends. Select a smaller kid to be the paralyzed man. Instruct him to lie down on the beach towel. Invite the four friends to each hold a corner of the beach towel to carry the ‘paralyzed’ kid around the group, pretending to look for a way into the
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Four Friends Help Their Paralyzed Friend (Mark 2:1-12) Jesus came back to His home in Capernaum. Jesus was teaching and healing and the home was full! Four friends brought their friend who was unable to move. The friends couldn’t get their paralyzed friend through the crowd. They knew Jesus could heal him. So, they brought him
sit, Walk, stand 2 sit 3 this word “sit.” As we have said, it reveals the secret of a heavenly life. Christianity does not begin with walking; it begins with sitting. The Christian era began with Christ, of whom we are to
The Audit and Accounting Thresholds . AAT is a registered charity. No. 1050724. 3. Accounting Threshold The . regulations apply in respect of financial years beginning on or after 1 January 2016 whereby the audit threshold and the accounting threshold have become the same for private limited companies. The requirements for a private limited company that is also a charity are different. Please .
