Case Study #4
How was Constance Mitchell an activist who served her community?
DAY
4
2
I can describe what Constance Mitchell did
as an activist to make her community
more safe, kind, and fair.
Learning Target
2.2b A community is strengthened by the diversity of its members, with ideas, talents, perspectives, and cultures that can be shared across the community.
Students will explore how different ideas, talents, perspectives, and culture are shared across their community
2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service.
Next Generation NYS ELA Standards
2R1. Develop and answer questions to demonstrate an understanding of key ideas and details in a text.
NYS Culturally Responsive Framework
Act as agents of social change to redress historical and contemporary oppression
SECTION ONE: WARM UP
SECTION ONE: WARM UP
Check-In
SECTION ONE: WARM UP
Show the class with your fingers which number ‘image’ represents how you’re feeling today?
SECTION ONE: WARM UP
Group Norms
RCSD Teacher Margaret Whitaker and her students created a safe, kind, and fair classroom community
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Activist (noun)
DEFINITION:
A person who works for change.
EXAMPLE:
Constance Mitchell was an activist who saw problems in our community like unsafe houses and worked with her allies to have equal and safe houses for everyone.
REVIEW: LANGUAGE AND IDEAS TO CONSIDER
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An activist is someone who will not ignore a problem. An activist believes strongly that they should let others know about the problem and
help fix it.
Do you know anyone who is an activist?
How are they trying to fix problems in their community?
TURN AND TALK
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Ally (noun)
DEFINITION:
Is a person who stands up for a group that they do not belong to when they are not treated fairly.
EXAMPLE:
Constance Mitchell was proud to be a Black, Catholic woman and her friend and ally Malcolm X was proud to be a Black, Muslim, man. By giving speeches, marching, and working with others, Malcolm X and Constance Mitchell took action to fight racism and make Rochester more safe, kind, and fair for everyone.
REVIEW: LANGUAGE AND IDEAS TO CONSIDER
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JIGSAW ACTIVITY
DIRECTIONS:
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2
3
1
4
Constance thought Rochester was a beautiful city, but she and John noticed big problems, especially in Black neighborhoods. Instead of moving away, they stayed and decided to make it a better place. The Mitchells were ready to stand up.
And there were others ready to get to work. Constance volunteered at the Baden Street Settlement House. Together, they helped farmworker children, who didn’t have running water or safe spaces to live, learn to read. They tutored adults, too.
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Sometimes four or five families lived in one house that didn’t have running water and had dangerous pests. White property owners collected rent but didn’t repair the houses. That wasn’t fair!
And it got a lot worse. Several people were hurt in raging fires.
Even when Constance was sad, she stood up. She turned that sadness into action. Along with other community leaders, she wrote letters to the local newspaper. Constance wanted the entire city to know what was happening in her neighborhood. She didn’t want the property owners to get away with such bad treatment of Black people.
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Constance Mitchell was scared, but she knew she had to stand up and fight for the people who deserved better. In 1959, with the encouragement of her friends, and support of her husband, Constance entered the election for Supervisor of the Third Ward, the neighborhood where she lived. She did the best she could, but she lost.
Losing didn’t mean she wouldn’t try again. She even had someone else to fight for: her daughter. She wanted Little Connie to have the best possible future. Sometimes, when Constance knocked on doors, she’d carry her daughter with her.
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When the Mitchells returned, their home became a meeting spot for community and world leaders. One of the most recognized visitors was Malcolm X, who shared the same birth month and day as Constance. They discussed how to help Black people.
Constance wanted Rochester to become a city where Black people had the same opportunities as Whites. In 1994, she helped the first Black mayor of Rochester get elected, William (Bill) A. Johnson, Jr.
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How was Constance Mitchell an Activist?
DEFINITION: An activist is a person who works for change.
CLOSING CIRCLE
Circle Agreements
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OPTIONAL: EXIT TICKET
Today we learned about ways Constance Mitchell was an activist who helped our Rochester community. She and her friends had a party and celebrated when she won her election. They were in the green zone.
Blue Zone 1 finger | Green Zone 2 fingers | Yellow Zone 3 fingers | Red Zone 4 fingers |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
INTENTIONAL CLOSE
When Connie won her election on the second try she and her friends had a party where they celebrated, laughed and cried.
How are you feeling right now?
Think about what problems you want to help change in our community. We will share tomorrow.
Blue Zone 1 finger | Green Zone 2 fingers | Yellow Zone 3 fingers | Red Zone 4 fingers |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
INTENTIONAL CLOSE
When Connie won her election on the second try she and her friends had a party where they celebrated, laughed and cried.
18
I can describe what Constance Mitchell did
as an activist to make her community
more safe, kind, and fair.
Learning Target
2.2b A community is strengthened by the diversity of its members, with ideas, talents, perspectives, and cultures that can be shared across the community.
Students will explore how different ideas, talents, perspectives, and culture are shared across their community
2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service.
Next Generation NYS ELA Standards
2R1. Develop and answer questions to demonstrate an understanding of key ideas and details in a text.
NYS Culturally Responsive Framework
Act as agents of social change to redress historical and contemporary oppression
SECTION ONE: WARM UP
SECTION ONE: WARM UP