Secondary Lesson Plan Template

Use this lesson plan format and include supplementary materials (e.g. activities, handouts, lecture notes).

Date: 4-8-14

Title: Segregation

Description (1-2 sentences): As opposed to other lessons, this focuses on today. Students are always asking how this material applies to what is going on (although not as succinctly), and this lesson provides a bridge between the late 1800’s and today.

Subject: History

Instruction time: One 50 minute period

Student’s level by grade:   Ninth

Standard(s) to be addressed:          

Understand the role of government in major areas of domestic and foreign policy.   

Understand patterns of social and cultural continuity in various societies.

Understand relationships between and among significant events.

Understand multiple viewpoints within and across cultures related to important events, recurring dilemmas, and issues.

Understand the role the values of specific people in history played in influencing history.

Understand significant historical periods and patterns of change within and across cultures, such as social, economic, and political revolutions.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding by Design framework only):

Governments may hurt those it needs to help the most.

Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy): 

Students will defend why they believe segregation does/not exist.

Students will deduce that segregation still exists in some form in America.

Students will distinguish between de facto and de jure segregation.

Students will provide examples of de facto and de jure segregation.

Students will identify how segregation still exists in America.

Identified student needs and plans for differentiation:

The articles are a lower reading level to begin with, so no real differentiation is needed there. They will not be required to participate in the discussion.

Specific resources needed for this lesson:     

Green and red slips of paper for voting and a box to contain it in.

White board, green and red markers.

Articles.

Paper.

Instructional method(s) used in this lesson:

Questioning, student led discussion..

Teacher-led discussion.

Lesson Sequence:

• Hook (How will you get students excited about learning/Introduce students to your objectives?)• 2 minutes - Bell ringer, ballot handout, attendance

• “Identify two problems caused by the law that blacks encountered in the late 1800’s.”

• “If conditions in the South were so bad, why didn’t more African Americans leave the South?”

• Direct instruction/Modeling• 10 minutes – voting activity (call on a few students to explain why they voted this way, tally and

tabulate results

• Guided practice

7 minutes – sources activity (statistics on school segregation, an article on a segregated high school prom)5 minutes – Does segregation still actually exist? In what way does it seem it might still exist?

3 minutes – Students will use dictionaries to look up the words “de facto” and “de jure”

3 minutes – students will discuss how these words might relate to segregation

5 minutes – once a consensus has been reached as to how it relates to segregation, examples of these types of segregation will be solicited from the students. De jure will revolve around Jim Crow laws, while de facto might be a struggle. That is expected. If they struggle with de facto, I will provide examples, such as their very school and community compared to Des Moines schools.

5 minutes – examples of segregation they see today• Independent practice• Check(s) for understanding and scaffolding of student learning

• 3 minutes – exit slip

• “How does segregation exist today?”

• Assessment of/for learningBell ringer assess yesterday’s learning, and exit slip assesses today’s.• Closure of the lesson

Exit slip• Bridge to next lessonI will let the students know we are done with lessons on segregation, and we will move into US Imperialism

tomorrow. There is no test, but this will be on the final. 

 How will you modify or adjust this lesson in the future?

Use articles that the students are more engaged by. The prom article is fine, but the statistics article is dry.