Marian Anderson

Connecticut Women's Hall of Fame presents

Marian Anderson: Powerful Voice for Change

Marian Anderson

Aligned to CCSS, C3 Framework, and CTSS Frameworks

Grade 3-5

CONNECTICUT WOMEN’S HALL OF FAME Sarah Smith Lubarsky, Executive Director Content Development Lena Harwood Pacheco, Director of Education Graphic Design Michelle Marchese, Office Assistant © 2018 by Connecticut Women’s Hall of Fame All rights reserved. This book may not be reproduced in whole or in part, in any form beyond that copyright permitted by Section 107 of the U.S. Copyright Law, without written permission from the publisher.

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is trademarked by Connecticut Women’s Hall of Fame.

Common Core Standards © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Connecticut Elementary and Secondary Social Studies Frameworks © Copyright 2015 Connecticut State Department of Education. All rights reserved.

Published with support from the Community Foundation for Greater New Haven; the Elizabeth Carse Foundation, Bank of America, N.A., trustee; The Hartford; New Haven Public Schools; and the WOWPac Donor Advised Fund.

Special thanks to the educators on our review and revision team: • Stephen Armstrong, Connecticut State Department of Education • Sandra Clark, New Haven Public Schools • Kathryn Craven, Ashford School • Caitlin Kennedy, New Haven Public Schools • Jennifer Seiden, New Haven Public Schools • Wendy Youngblood, Shepaug Valley School, Region 12

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Table of Contents

Developing Questions and Planning Inquiry

Literacy Connections

Applying Disciplinary Concepts and Tools

Evaluating Sources and Using Evidence

Communicating Conclusions & Taking Informed Action

Developing Questions and Planning Inquiry Unit Overview Compelling Question: How can one person be a voice for change?

Use Marian Anderson's biography as a case study in service of this inquiry.

Supporting Questions: What did Marian Anderson accomplish? Why was this important at the time?

What impact does Marian Anderson's legacy have on our lives?

What does it mean to have a powerful voice? How can we use our voices for change?

Planning Inquiry At Connecticut Women's Hall of Fame, we believe that women role models provide a valuable resource for all students as they consider who they are, who they would like to become, and what they believe leadership looks like.

This unit, Marian Anderson: Powerful Voice for Change, allows upper elementary students to uncover the story of Marian Anderson and her role in the Civil Rights Movement. Teachers may decide to engage students in the entire inquiry arc, or to embed lessons from this unit within their literacy instruction.

Pacing Guide A: One Month Unit of Inquiry Week One Week Two Week Three Week Four

Developing Questions & Literacy Connections (pages 5 - 9) Applying Disciplinary Concepts and Tools (pages 10 - 13) Evaluating Sources and Using Evidence (pages 14 – 15) Communicating Conclusions and Taking Informed Action (pages 16 – 17)

Pacing Guide B: One Week Exploration through Literacy Day One Day Two Day Three Day Four Day Five

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Portrait Predictions and Question Sort (page 5) Reading Passages and Close Reading (pages 6 - 7) History: Analyzing Perspectives (page 10) Civics: Annotating Direct Quotations (page 11) Integrating Music, Civics, and Writing (page 13)

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Developing Questions Historical Context Print one copy of this photograph taken in Georgia in 1938 for each group. Cover the image with sticky notes. Then have students remove one sticky note at a time, looking carefully at each section of the image to determine what it might reveal about the time.

Portrait Predictions Invite students to analyze this image of Marian Anderson. Challenge students to silently count how many different things they notice about the image, as well how many different things the picture makes them wonder. Share observations as a class.

Question Sort Have students write their own questions about Marian Anderson and the Civil Rights Movement on individual sticky notes. Then, have small groups sort their questions by evaluating whether each question is important enough to warrant ongoing whole-class study, and whether or not it is interesting enough to sustain their peers’ attention.

NAVIGATION:

Click directly on the image of any worksheet to access the printable version.

Then use the bookmarks icon on the left side of your screen to return to this page. © 2018 by Connecticut Women’s Hall of Fame

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Literacy Connections Reading Passages Directions Introduce students to Marian Anderson, a renowned contralto vocalist and the first African American singer to perform with the Metropolitan Opera Her story illuminates the impacts of racism as well as her role in the emerging Civil Rights Movement.

Differentiation Provide students with the reading passage that aligns with their guided reading level.

06.1 Level J 06.2 Levels K, L 06.3 Levels M, N 06.4 Levels O, P, Q 06.5 Levels R, S, T 06.6 Levels U, V, W Depending on your class culture, you may want students to discuss what they learned in heterogeneous groups, as the more difficult passages contain more detailed information.

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Standard By the end of the year, read and

comprehend informational texts, including history, social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS.ELA-LITERACY.RI.4-5.10)

Close Reading Directions Use Anderson's story to develop your

students’ close reading skills in alignment with the Smarter Balanced Assessment. Review methods for close reading, including highlighting and annotating.

Be sure to have students practice looking back in the text for evidence to support their answers.

Standards Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.4.1

Explain how an author uses reasons and evidence to support particular points. CCSS.ELA-LITERACY.RI.5.8

Differentiation Provide students with the close reading printable that aligns with the passage read.

Levels J Levels K, L Levels M, N Levels O - W

07.1 07.2 07.3 07.4

Hands - On Have students practice supporting claims with evidence using color-coded markers.

Prompt students to use a different color to highlight evidence for each claim.

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Literacy Connections Vocabulary Practice Directions Use Anderson’s story to strengthen your

students’ vocabulary acquisition skills. Direct students to highlight clues in the passage that help them infer the meaning of the bold words and phrases. Then, prompt students to use print and online dictionaries to find the exact definitions.

Differentiation Provide students with the worksheet aligned with their reading level.

08.1 Levels J - N 08.2 Levels O - W Students who read passages for levels J-N have not yet been exposed to all of the vocabulary words in context. For this reason, Worksheet 8.1 includes examples of each word used in context.

Students who read passages for levels O-W can refer back to their reading passages for context clues.

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Standard Determine or clarify the meaning of unknown words and phrases choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.3-5.4

Consult reference materials both print and digital, to determine or clarify the precise meaning of key words and phrases. CCSS.ELA-LITERACY.L.3-5.4.C

Speaking & Listening Directions Engage your students in structured

dialogue about Marian Andesron by providing the opportunity for them to collaboratively create a word cloud based on the text. After students create their word clouds, challenge them to articulate new ideas that they developed as a team.

Standard Come to discussions prepared, having

read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.3.1.A

Read Aloud Another way to build students' listening skills is to have students listen to a story read aloud.

Read aloud When Marian Sang: The True Recital of Marian Anderson, the Voice of the Century, by Pam Muñoz Ryan. Model thinking about the ways Anderson overcame obstacles in her life.

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Applying Disciplinary Concepts and Tools HISTORY Directions In 1939, First Lady Eleanor Roosevelt was

faced with a difficult decision: resign from the D.A.R. or condone a discriminatory policy at odds with her personal views and morals. Have students analyze her letter of resignation and the organization's response.

Frameworks HIST 5.4

Explain why individuals and groups during the same historical period differed in their perspectives.

GEOGRAPHY Directions When Eleanor Roosevelt resigned from the

D.A.R., George Gallup, conducted a nationwide poll to find out how Americans felt about the issue. Have students predict the perspectives of people in different regions of the United States, then read about the actual results.

Frameworks Movement of People and Ideas

Analyze unique cultural similarities to various American regions (curricular theme for grade 4)

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Discussion Questions

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Marian Anderson, like all of us, received help from others on did this have on our country? Frameworks ECO 4.4: Explain th

ECONOMICS Directions While many people immediately think

of finances when they hear the word economics, aeconomics is the study of decision making. Direct students to make a pro-con list, from the perspective of Secretary of the Interior Harold Ickes, to determine if he should arrange the Easter Sunday concert.

Frameworks ECO 4.2 / ECO 5.1

Identify positive and negative incentives that influence the decisions people make.

CIVICS Directions Gain further insight into the principles that guided Marian Anderson by analyzing her own words.

Model annotating the first sentence. Then, distribute colored pencils or markers. Provide time for students to annotate the rest of the quote independently.

Frameworks CIV 5.2

Describe ways in which people benefit from and are challenged by working together.

her journey. Who are some of the people who invested in Marian? What impact did this have on her? What impact he relationship between investment in human capital, productivity, and future incomes.

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Applying Disciplinary Concepts and Tools Interdisciplinary Connections Music Directions In order to understand Marian Anderson’s true talent, it is incredibly beneficial for students to hear her sing. This is an excellent opportunity to collaborate with your school’s music teacher. Have students listen to recordings of Anderson singing patriotic songs, opera, and spirtuals. Many recordings are easily accessible online. Encourage students to use correct terminology when discussing elements of her music, and to take notes using the graphic organizer to the right.

Visual Art Directions In the early 20th century, artist and

Connecticut native Laura Wheeler Waring became known for her portraits of prominent African American figures. Her subjects included W.E.B. DuBois, James Weldon Johnson, and Mary White Ovington as well as Marian Anderson.

Collaborate with your art teacher to provide students time to analyze Waring's portrait of Anderson. As an extension, have your students paint or draw their own portraits of Civil Rights leaders. Discuss the artistic choices that students made. What does each portrait convey about their subject?

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in Genetics Today

Music, Civics, and Writing

Directions "My Country 'Tis of Thee" was originally written in 1831by Samuel Francis Smith.

Over time, other lyricists addedl verses pertaining to specific themes such as abolition. Have students read the lyrics of the original song, as well as selected abolitionist verses, and consider why Anderson opened with this song at the Lincoln Memorial Concert. What does the song say about our country's values? How do the lyrics connect to Anderson's own experiences?

Frameworks CIV 3.4 / CIV 5.3 - Identify core civic virtues and democratic principles that

guide government, society, and communities.

Extension Activity Have students work in pairs to write their own verse to commemorate an

event in Marian Anderson’s life, a current event, or their sentiments about the United States.

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Evaluating Sources and Using Evidence Evaluating Sources Directions Reading something in a news article doesn’t

necessarily make it true. Newspapers actually contain lots of different kinds of information. Articles report on facts.

They also often share the perspectives or opinions of people in the community. Have students read the article “Marian’s Revolution” available for free at CommonLit.org. Have students read carefully to find facts about Marian Anderson as well as opinions held by those mentioned in the article.

Differentiation Use CommonLit's built-in read aloud

mode to help developing readers access the text.

Additional primary source materials can be accessed using the ProQuest Historical Newspapers database made available free-of-charge by the Connecticut State Library. Use your state library card to access the database here and search for articles about Marian Anderson. Suggested titles include “Marian Anderson Sings Outdoors at Lincoln Memorial” and "Concert by Anderson at Memorial Protested."

INQ 3-5.6

Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

INQ 3-5.7 Use distinctions between fact and opinion to determine the credibility of multiple sources.

INQ 3-5.8 Identify evidence that draws information from multiple sources in response to compelling questions.

INQ 3-5.8

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Use evidence to develop claims in response to compelling questions.

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Using Evidence Gathering Sources Directions: Engage your students in their own independent research

inspired by Marian Anderson’s story. You may decide to have students continue to focus on the class compelling question, or you may allow students to shift their focus depending on their interest.

Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS.ELA-LITERACY.W.4.7 Organizing Ideas Directions: Young students sometimes struggle to synthesize what

they have learned. Instruct students to make a mind map that shows everything they are thinking about their topic based on their research.

Guide students to write an overarching claim. Then, students can look for three distinct ideas in their mind map that support their claim.

Standard: Gather relevant information from print and digital sources; take notes and categorize information. CCSS.ELA-LITERACY.W.4.8 Supporting Claims Directions: Now that students have categorized their research, they are

ready to use evidence to respond to a compelling question. A graphic organizer is available to scaffold the elements of a strong argument.

Students begin by writing a claim. Then, they cite at least two pieces of evidence. Finally, students explain their evidence, linking it to their claim.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.3-5.9

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Communicating Conclusions and Taking Informed Action Communicating Conclusions Create an Illustrated Timeline or Infographic Begin by looking at examples of timelines and infographics. As a class, make an anchor chart that lists the key features of each of these tools. Then, provide time for students to organize their thinking using the graphic organizer. Finally, allow students to create timelines or infographics to synthesize their learning.

Writing to Communicate with Others Students may communicate their findings in a traditional, five-paragraph essay, though this need not be the case. Students may also use this graphic organizer to help them plan for other written and oral methods of communication, including letters, debates, speeches, posters, brochures, and websites.

INQ 3-5.10 Construct arguments using claims and evidence from multiple sources.

INQ 3-5.11 Construct explanations using reasoning, correct sequence, examples, and details with

relevant information and data.

INQ 3-5.12 Present a summary of arguments and explanations to others outside the classroom

using print and oral technologies and digital technologies.

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Taking Informed Action Create an Action Plan Support students as they plan their final project by providing this graphic organizer. Students might opt to inform others about what they have learned, to advocate for a specific change in policy or practice, or to create a concrete solution for a problem based on their research.

After students fill out the graphic organizer individually or in small groups, direct them to make a list of specific action steps. Remind students that they will be more successful if they assign a particular person to each task, as well as a deadline.

INQ 3-5.16 Explain different strategies and approaches students and others could

take in working alone and together to address local, regional, and global

problems, and predict possible results of their actions.

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References Images & Resources Image Credits Vachon, John. Railroad Station, Manchester, Georgia. 1938. Library of Congress Prints and

Photographs Division, Washington, DC. Library of Congress. Web. 24 July 2017.

Waring, Laura Wheeler. Marian Anderson. 1944, National Portrait Gallery, Smithsonian Institution;

gift of the Harmon Foundation, Washington, DC.

Embedded Resources Bardhan-Quallen, Sudipta. “Marian's Revolution.” Highlights for Children, Inc, Jan. 2005, pp. 36–37.

CommonLit, www.commonlit.org/en/texts/marian-s-revolution.

Duncan, A.G. "My Country, 'Tis of Thee." 1843 “Hartford Courant: 1923 - 1991.” Connecticut State Library, State of Connecticut, libguides.ctstatelibrary.org/az.php?a=h.

Robert, Mrs. Henry M. “Response from the Daughters of the American Revolution.” Received by

Eleanor Roosevelt, 1939.

Roosevelt, Eleanor. “Letter of Resignation.” Received by Mrs. Henry M. Robert Jr.,

26 Feb. 1939.

Smith, Samuel Francis. "My Country, 'Tis of Thee." 1831

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References

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Connecticut Elementary and Secondary Social Studies Frameworks. Connecticut State

Department of Education, 2015.

Gallup, George. “Her D.A.R. Resignation Gets ‘OK’ in Poll.” Daily Boston Globe. 19 March 1939.

Ickes, Harold. “Opening Remarks.” Easter Sunday Concert, 9 Apr. 1939, Washington D.C.,

Lincoln Memorial.

"Marian Anderson: Powerful Voice for Change." DIY History. New Haven, CT: Connecticut

Women's Hall of Fame.

“Mrs. Roosevelt Approved: Survey Shows 67% Favor Her Resignation from D.A.R.” New York Times. 19 March 1939. Page 58.

National Governors Association Center for Best Practices, Council of Chief State School.

Officers. 2016. Common Core State Standards: English Language Arts. 2010.

Washington DC.: National Governors Association Center for Best Practices, Council of

Chief State School Officers.

Ryan, Pam Muñoz., and Brian Selznick. When Marian Sang: The True Recital of Marian

Anderson: The Voice of a Century. Zaner-Bloser, 2013.

Teachout, Terry. “The Soul of Marian Anderson.” Commentary, vol. 109, no. 4, Apr. 2000, pp.

53–57. MasterFILE Premier [EBSCO].

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