Opening Up the Textbook: Rosa Parks
Using a textbook passage and two primary sources, this lesson engages students in using historical evidence in order to critique a textbook passage. In this way, it also allows teachers to introduce the textbook as one source among many, rather than the final word on historical events.
Review
This easy-to-follow lesson cuts to the heart of historical thinking. Its strength is that it requires students to go to the sources in order to develop historical knowledge. Not only does it show students how public memory and history textbooks can oversimplify complex events, it gives students the means to craft their own textbook passage by drawing on specific textual evidence, including sources that contradict one another.
The simplicity and clarity of the lesson make it ideal for introducing both historical thinking in general and the Civil Rights movement specifically. More experienced teachers may chafe at the lesson’s tight structure— so, they can create their own lesson by using the website’s multiple resources regarding the Montgomery Bus Boycott.
Of the two suggested writing assignments, Prompt 1, which asks students to rewrite a standard textbook account, is particularly good. Prompt 2 asks students to take a position for or against using a standard textbook. While this may prompt students to consider the implications of the traditional Rosa Parks story, it is also problematic. Would it be possible for a student to argue for and still receive a good grade?
Notes
You will need to download both the lesson plan, and the documents. The latter are available in original, easy-to-read, and Spanish language formats. Additionally, the Historical Thinking Matters website includes a variety of materials for students and teachers of U.S. History.
Rubric
| Field | Criteria | Comments |
|---|---|---|
| Historical Content | Is historically accurate | Yes |
| Includes historical background | No |
|
| Requires students to read and write | Yes |
|
| Analytic Thinking | Requires students to analyze or construct interpretations using evidence | Yes |
| Requires close reading and attention to source information | Yes |
|
| Scaffolding | Is appropriate for stated audience | Yes |
| Includes materials and strategies for scaffolding and supporting student thinking | Yes |
|
| Lesson Structure | Includes assessment criteria and strategies that focus on historical understanding | No |
| Defines clear learning goals and progresses logically | Yes |
|
| Includes clear directions and is realistic in normal classroom settings | Yes |
Lesson Format
