Teacher: Lisa Mello, Beverly Grotts, Leticia Citizen, Ana Tejada, Yolanda Munoz, Tamyke Edwards subject: The Black Panthers, 1960s title of lesson: One Crazy Summer and the Real Black Panthers standard

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TEACHER: Lisa Mello, Beverly Grotts, Leticia Citizen, Ana Tejada, Yolanda Munoz, Tamyke Edwards

SUBJECT: The Black Panthers, 1960s

TITLE OF LESSON: One Crazy Summer and the Real Black Panthers

Second Grade

2.1 Students differentiate between things that happened long ago and things

that happened yesterday.

2. Compare and contrast their daily lives with those of their parents, grandparents,

and/or guardians.

Students demonstrate map skills by describing the absolute and relative loca­

tions of people, places, and environments.

Compare and contrast basic land use in urban, suburban, and rural environments in


2.3 Students explain governmental institutions and practices in the United States

and other countries.

1. Explain how the United States and other countries make laws, carry out laws, deter­

mine whether laws have been violated, and punish wrongdoers.

2. Describe the ways in which groups and nations interact with one another to try to

resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and

military force.

Students understand the importance of individual action and character and

explain how heroes from long ago and the recent past have made a difference in

others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting

Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir,

Jackie Robinson, Sally Ride).

Third Grade

3.3Students draw from historical and community resources to organize the se­

quence of local historical events and describe how each period of settlement left

its mark on the land.

2. Describe the economies established by settlers and their influence on the present-day

economy, with emphasis on the importance of private property and entrepreneurship.

3. Trace why their community was established, how individuals and families contributed

to its founding and development, and how the community has changed over time,

drawing on maps, photographs, oral histories, letters, newspapers, and other primary


Fifth Grade

4. Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.


(Write 2-5 objectives stating expected learner outcomes)

  1. Students will learn about the Black Panther party

  2. Use photos and written documents to understand the Black Panther party and its goals, activities, and demise

  3. Read and analyze award winning literature

Material Needed:

(What primary sources are using? What maps are you using?)

  1. Articles written by member of the party

    • The Breakfast Program- Huey Newton

    • Voice Recording-Fred Hampton: I am ... a Revolutionary

    • The Black Child’s Pledge- Shirley Williams

  1. Photos of the Black Panther Party

BLACK COMMUNITY ORGANIZING RALLY AT BOBBY HUTTON PARK, 1968 OAKLAND CALIFORNIA. B.P.P. Field Marshall Landon Williams walking with walkie-talky in hand

Angry, Oakland police destruction of the second B.P.P. National Headquarters office fall 1968, the night following a "third degree voluntary man slaughter" conviction, of Huey P. Newton. The police were rooting for a first degree conviction. 

Left to Right: Bobby Seale, Stokeley Carmicle, Rap Brown, James Fooman at February 1968 Free Huey Birthday Ralley.


Black Panthers speaking at University of California, 1968.
Sponge Activity;

(What activity will be done when students enter the room to get them into the mindset of the concept to be learned?)

Each primary source should be mounted to a large piece of chart paper and then taped up in the hall. In groups of 5-6 tudents should examine each primary source, discuss it, and then write one concept and one question about the picture, quote or article on the chart paper. Instruct the students to write different concepts and questions than those who viewed the primary source before them.

Anticipatory Set ;

(List focus questions that will be used to get students thinking about the day’s lessons)

  • What are your first impressions of this group?

  • How do you think the US government felt about this group?

  • How do you think the people in the community felt about this group?

Content Delivery;

(What information will be delivered to the student before they begin so they can be successful at the activity and understand its purpose?)

  • Prior to this lesson students will have learned about the Civil Rights Movement, Revolutionary War, Cesar Chavez and United Farm Workers movement, and will have been given some background knowledge regarding the moods, ideas and events that characterize the late 1960s in the USA and around the world.

  • Read One Crazy Summer by Rita Williams-Brown over the course of a few weeks.

  • Use literature circle discussion questions during the reading.

  • Visit the computer lab to allow students to browse the internet for information about the Black Panthers.


(What activity will be done to teach the concept?)

Using the primary source documents and chart paper that students wrote their initial concepts and questions on, students will hold meaningful dialogue about the subject and come to conclusions about the subject. Students will discuss whether or not their initial impressions have changed, if they would have supported the Black Panthers or considered them “public enemy number one”, and why they think the FBI wanted the Black Panther party destroyed.

Student Assessment;

(What type of homework will be assigned to students to allow them independent or group practice with the concept?)

Homework assignment:

  • Create a double bubble map comparing and contrasting how the police and the Panthers felt about the party and its activities.

  • Write a free verse poem about your feeling about the Black Panther party.

Closure ;

(what will be said at the end of the lesson to ensure students understand the day’s objectives, bring closure to the activity they just completed, and prepare them for the next day’s lesson?

Students will voluntarily share out their homework assignments. As a class we will discuss the thinking maps and poems they created.


Students will choose the sister from the story they most identify with and create a series of diary/journal entries in the voice of the girl they have chosen. Students could choose to write journal entries based on what happened during the course of the novel or they could write entries based on what they think would happen after the novel has ended.


Websites to visit:



One Crazy Summer Literature Unit Resources:
Unit Plan One Crazy Summer - Viterbo University


Novel Units, Student Packet, One Crazy Summer, Literature Grade 5 -6


One Crazy Summer Literature Unit - activities, vocabulary, quizzes ...


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