Book Backdrop Template
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Name: Victoria Smith
Date submitted:
Book Backdrop Lesson Plan Information and Template
Title of Lesson Title: Equality’s Call
Book Choice Choice: I chose this book because it talks about equality and justice.
NCSS Theme (s): Equality
Grade level and Content Integration This activity is best suited for students of the following grade levels: 3rd
This activity integrates the following content areas:
History, English, and Literacy
Compelling and supporting How can we take steps toward equality and justice?
Question(s)
Specific Objective(s) Students will learn about multiple different activists and explain who/
what their activist did.
Standards
KWL Chart
Illinois Social Studies Standards
(SS.3H.1., SS3H.2., SS.3H.3., SS.3-5.IS.2.)
Primary Source Choices I chose these primary sources as they introduce famous figures who
fought for equality in real life. They complement the book as the book
talks all about how voting rights evolved within the United States. This
gave students a hands-on experience to conduct their own research on a
real life activist and get to know more about equality and how it came
about.
Content Preparation Segregation: The action of two or more groups being separated
according to their race, religion, gender, etc.
Susan B. Anthony
- Helped pave way for the 19th amendment, giving women’s
right to vote.
Martin Luther King Jr
- “I had a dream.”
- Freedom for all
Ida B. Wells
- Journalist who led anti-lynching
- Groups striving for African American justice.
Rosa Parks
-Didn’t give seat up on bus for white folk
-Pushed for African American rights
Physical Preparation and Instructional printing of handouts
Materials preparing to display an item on screen or projector.
room arrangement, if necessary
Instructional Procedures 1 Day
and Read the book Equality’s Call aloud to students. Prior to reading,
Student Inquiry ask students to think about how voting and the rights of
different people changes throughout the book.
After reading, ask the students to share some changes that they
noticed throughout the book. Call on students to share these
aloud. Anticipated responses: men who weren’t wealthy could
vote, all races could vote, etc.
Write the word “Segregation” on the board for students. Ask
them to think about the word and if they’d heard it before.
Then, call on students to share their thoughts when they hear
this word. Anticipated responses: not being treated fairly, Rosa
Parks, dividing based on skin color/race/gender.
Remind students of the book read. Let them know that even
when laws and rules changed, many people still were not
treated fairly and faced issues like segregation.
Let students know they will be learning about more famous
people who fought for equal treatment of others, Split students
into groups of 4-5 people.
Each group will be assigned a famous equal rights leader in
history.
- Susan B. Anthony
- Martin Luther King JR.
- Ida B. Wells
- Rosa Parks
Assign each group a famous person. Prior to receiving an
article about their person, they will receive a KWL chart.
They will work together to fill out the “K” part of the chart
about their person. They will write any background
knowledge that they have on their person.
Then they will fill out the “W” part of their chart with some
questions that they have about their person.
Then they will receive an article about their famous person
that they will read through as a group. They will fill out the
“L” part of their chart with information that they have
learned throughout the article. After working for 10-15
minutes on their charts and articles, have each group share
important information that they learned about their person.
Ask each group: How did this person work to make sure
others were treated equally. Repeat this process until each
group had presented their historical figure.
o K = Background Knowledge
o W = Questions
o L = Information Learned
Assessment The learner will be assessed based on their group’s overall description of
their historical figure. On whether they were able to use the texts and
pull information to teach their fellow classmates about their person.
information about formative and/or summative assessments, using the
following information:
Did they tell why their activist is famous?
Using the KWL what did they learn about their activist after
studying them.
They should show a lot of learned objectives on their KWL and
show the resemblance of information within their presentation
of their activist
Reflection After planning the lesson, reflect on your project:
a) Explain how your BBD plan is aligned throughout the lesson.
b) I’m concerned that when going off into groups the students
won’t stay on task. I will handle this by walking around the room
observing their work and complimenting students showing
excellent work/doing what I asked.
c) My students react well to positive feedback, so I plan to
compliment those doing as I ask.
d) I will ask higher leveled students to find more information about
their person while lower expectation students I will help a little
more/ give easier cites to read and follow with.
e) My CT said I needed to be more demanding of the students to
get them on task and not so scared to upset them. With this
next time, I plan on implementing a fun saying like “1,2,3 all eyes
on me” “1,2 eyes on you”.
Book Backdrop Resources
Cover Image Bibliographic Information: Book type:
Equality’s Call by Deborah Realistic Fiction
Diesen. Published Feb. 18, 2020
Setting and time period:
United States of America,
Summary: Modern Day
The founders of the United
States declared that consent of Subjects:
the governed was a key part of History
their plan for the new nation.
But for many years, only white
men of means were allowed to
vote. This unflinching and
inspiring history of voting rights
looks back at the activists who
answered equality’s call,
working tirelessly to secure the
rights for all to vote, and it also
looks forward to the future and
the work that still needs to be
done.
Primary Source Thumbnail Caption LOC Digital ID
Publication Information
Book Notes
