segregation unit plan

Secondary Lesson Plan Template

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

Date: 4-4-14

Title: Nadir : Group work

Description (1-2 sentences): As the first full day of the nadir unit, students will learn the content on segregation and the nadir and the skill to take notes.

Subject: History

Instruction time: One fifty-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 identify important information in their textbook on the nadir.

Students will justify their opinion on important information.

Students will survey their home group to determine what is important enough to be shared.

Students will produce a method to teach their partner their information.

Identified student needs and plans for differentiation:

Students who need differentiation can be spliced unto a good partnership.

Specific resources needed for this lesson:

Textbook.

Paper, pen/pencils, handout.

Whiteboard, functional markers, projector.

Instructional method(s) used in this lesson:

Student group work

Lesson Sequence:

• Hook (How will you get students excited about learning/Introduce students to your objectives?)The projector will display group arrangements, and the desks will be arranged in a manner for the

individual groups. Students will sit in a desk in their grouping and read their goals for the day. 2 minutes for attendance.

• Direct instruction/Modeling – 5 minutesI will demonstrate how students should be taking notes over this material, and any material. I will ask

for a student volunteer to read aloud a specific paragraph (first full paragraph on page 381) from their text with a bold blue word – sharecroppers, in this case.

After the paragraph has been read aloud, I will ask the class “What was important from that paragraph?” They will answer with sharecroppers, and I will ask “How do you know it is important?” They will know because the word is highlighted, and the paragraph speaks about nothing but sharecroppers.

I will demonstrate how I would like to take notes on the board – start with sharecroppers, give a paraphrased definition (along with an explanation that I am changing the words to my own to help better remember it), and one important piece of information.

• Guided practice -5 minutesStudents will take notes over the first paragraph of their assigned section, which will be read aloud to

the class. Of six teams, two will always share the same section, so I ask the students of those teams to compare and contrast their notes. If the students do fine, the class will move on to completing the notes for their section. If not, I will do a quick re-teach of the modeling section, picking another paragraph that easily demonstrates the skill.

• Independent practice – 30 minutesStudents will, as groups, undertake the same procedure. Someone will read a paragraph out loud or

silently as a group, and the group will discuss what was important from that paragraph to include in their notes, and then write it in their notes. 20 minutes.

Then, once all groups have completed their notes, they will join with two other students from different sections and they will begin teaching the other students. This includes telling them what is important, and why they think it is important. 10 minutes.

• Check(s) for understanding and scaffolding of student learningI will monitor groups to ensure effective learning is occurring by asking them questions.

• Assessment of/for learningThe assignment will be handed in.

• Closure of the lessonBreak the partnerships up, tell them to hand in their assignment.

• Bridge to next lessonTell the kids we will be discussing segregation on Monday, which became prominent in America at this

point. Bridge and closure is a minute combined.

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

Use a better textbook that has more information to go through, if possible.

Purpose: To understand the problems African Americans faced after Reconstruction in America.

Vocabulary goals:

1. Poll tax2. Literacy test3. Grandfather clause4. Segregation5. Jim Crow laws6. Plessy V. Ferguson7. Lynching8. Ida B. Wells9. Activist

10. Booker T. Washington11. Atlanta Compromise12. W.E.B. Du Bois

Social skills:

1. Students will open their textbooks to page 380.2. Students will have their notes displayed in front of them.3. Students will learn how to take notes per my modeling.4. As students work in groups, they will stay on task and discuss the readings and agree on what is

important to take notes. Your groups must have similar notes to show you discussed the text.5. When students are grouped to share notes:

a. The one teaching will speak in a clear voice in a way the listeners can understand, and will explain what was important in the text and why it was important.

b. The students listening will take notes from what is presented, and only speak to ask the teaching student questions or make requests.

Directions: Work as a group to take notes over the following blue headings in the textbook. First, decide how your group will read each section (either silently or aloud). Discuss the main points of the sections. Use this sheet as a guide. Then, write your notes after you have discussed the text.

Group A - Disfranchising African Americans

Disfranchise – to take away someone’s right to vote.

Explain the laws that disfranchised African Americans.

Group B – Legalizing Segregation

Define the following terms - Segregation, Jim Crow Laws, Civil Rights Act of 1875, Plessy V. Ferguson, lynching.

Group C – The African American Response

In 2-3 sentences, identify and explain the importance of the following figures to African-American history: Ida B. Wells, Booker T. Washington, WEB Du Bois, Atlanta Compromise, activists

Directions: Work as a group to take notes over the following blue headings in the textbook. First, decide how your group will read each section (either silently or aloud). Discuss the main points of the sections. Use this sheet as a guide. Then, write your notes after you have discussed the text.

Group A - Disfranchising African Americans and Legalizing Segregation

Disfranchise – to take away someone’s right to vote.

Explain the laws that disfranchised African Americans.

Group B – Legalizing Segregation

Define the following terms - Segregation, Jim Crow Laws, Civil Rights Act of 1875, Plessy V. Ferguson, lynching.

Group C – The African American Response

In 2-3 sentences, identify and explain the importance of the following figures to African-American history: Ida B. Wells, Booker T. Washington, WEB Du Bois, Atlanta Compromise, activists

Secondary Lesson Plan Template


Date: 4-7-14

Title: Plessy V. Ferguson case study activity

Description (1-2 sentences): Students will complete Friday’s activity. The students will learn how segregation became the law of the land by examining the Supreme Court case Plessy V. Ferguson (PvF). They will also learn how to read a Supreme Court case brief.

Subject: US History

Instruction time: One 50 minute class period









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



Students will learn how to examine a case brief by focusing on background, Constitutional issue, decision/ruling, dissenting opinion, and impact.

Students will deduce these terms from a PvF case summary.

Students will justify their findings by writing an explanation.

Students will evaluate why the Court ruled the way it did.


Students who need it will be given a modified version of questions to answer, focusing more on what the case did as opposed to learning how to debrief a case study.


Worksheets.

Textbooks.

Pen/pencil.

Whiteboard, markers.

Dictionaries.


Independent study.

Lesson Sequence:

• Hook (How will you get students excited about learning/Introduce students to your objectives?)Students will finish Friday’s assignment, breaking into assigned trios and instructing each other. – 12 minutesAn explanation of the new daily written assignment routine will be explained. -3 minutes.Unless there is a test, there will be daily written assignments on the board. Students will take their seats, be silent, and answer these questions on a sheet of paper, and keep the paper for the week and hand it in on Friday for completion points. Justification – “Class is for learning, not socializing, and this will remind you every day to focus on learning when you first enter the classroom.”Daily written assignment – PvF political cartoon, 4 minutes

“What is the cartoon’s title?”“What is the cartoon’s caption?”“What do you think the fountains represent?”“What do you think the cartoon’s message is?”

• Direct instruction/Modeling – 6 minutes, with calling out students to repeat a previously stated itemThe teacher will explain the case brief process –

Background (What happened? Who? Why? When? How? Where?)The Constitutional issue (explain how Supreme Court cases only come from a law that conflicts

with the Constitution, give examples, how does this law conflict with the Constitution?)The decision (what did the Court say about this law conflicting with the Constitution? Does it conflict, or doesn’t? How does it/not conflict with the Constitution?)The dissenting opinion (did all judges agree with the ruling? Why didn’t they? What did the judges who didn’t agree say?)The impact (what are the effects of this ruling? Did anything change? Who does the ruling affect? In what way are they affected?)

• Guided practice – 3 minutesWalk the students through how to determine the background from the case worksheet – Who? What? Why? When? How? Where? Inform them the case becomes easier to understand if they do the worksheet I designed first before they answer the book’s worksheet questions.

• Independent practice 22 –minutesStudents will complete the worksheet, consisting of its original questions and mine own added

• Check(s) for understanding and scaffolding of student learningBrowse the student’s work as they are completing them, checking if they are understanding the case and what they are supposed to do.

• Assessment of/for learningThe worksheet will be collected for a grade.

• Closure of the lessonInform them when five minutes are left, they will continue working until the end. If they do not complete the sheet, it is homework.

• Bridge to next lessonInform them we will discuss the present day effects of segregation tomorrow.


Expand upon my own questions, and streamline this lesson by having a brief study earlier in the semester so this is practice, not a new skill.

What is the cartoon’s title?What is the cartoon’s caption?What do you think the fountains represent?What do you think the cartoon’s message is?

1. What is the background of this case?a. Who?

b. When?

c. Where?

d. How?

e. Why?

f. What happened?

2. What is the issue of this case?a. How does this law supposedly conflict with the Constitution?

3. What is the ruling of the Court?a. Did this law conflict with the Constitution?

b. How did it conflict? Or, how did it not conflict with the Constitution?

4. Did any judge disagree with the ruling?a. Why did the judge disagree?

5. What is the impact of this ruling?a. Did anything change as a result of the ruling?

b. Who does this ruling affect?

c. How does it affect them?Secondary Lesson Plan Template


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









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



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.


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.


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

White board, green and red markers.

Articles.

Paper.


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 lessonExit 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.


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

In black and white: Segregated proms continue but students at Georgia school trying to make history with first integrated prom9:53 am April 4, 2013, by Maureen Downey

The concept of segregated proms in the South shocked people when the AJC and other newspapers wrote about it a few years back. The first question from readers was how this could still be happening.

It happens because the proms are not officially school events, although a great deal of promoting and planning by students occurs within schools. Since the proms are private parties held off campus without any school funds, schools disavow any control over the events, which are organized by parents and students and reflect historic and lingering racial divides.

In the news this week is an effort by students in Wilcox County High School to finally end the tradition there of segregated proms. Homecoming dances are also segregated there.

The teens are trying to raise money for an “Integrated Prom,” which would be the first ever in the rural Georgia county. They began a Facebook page yesterday to garner support. When I began this blog this morning, they had 300 “Likes.” They now have 5,000 at 4:45 p.m. and people are donating to their cause from around the world and cheering them on. This story is being spread worldwide through media and social media.

In some places, schools have attempted to stop separate proms by hosting an official prom, but the event failed to gain traction with the students. The challenge is making the school prom a must-attend event, a party so good that no one would want to miss it.

But the schools are stymied on funding.

Clearly, some star power would help. The Wilcox students could use a teen idol willing to make an appearance at their prom and change history in the process. Or make a large donation. The kids are holding a chicken dinner fundraiser to raise money for the prom.

When news came out in 2009 about separate black and white proms in Montgomery County in Georgia, former GOP legislator Matt Towery was outraged. In a piece for the AJC, Towery, who is CEO of the national polling firm Insider Advantage, wrote:

While it might be impossible to prevent private parties — indeed, I would fight for the right for individuals to invite whomever they wish to their own events — there is still plenty that could be done to end this practice in Montgomery County, or anywhere else it might happen.

Don’t tell me that part of the “organization” of these private proms doesn’t occur on campus. Such activity should be disallowed. Not on my dime or on that of millions of other taxpayers. Don’t tell me the segregated proms don’t use the name of Montgomery High School when they create invitations or make announcements for these events. The use of a “brand name” paid for with tax dollars that promotes a “separate but equal” policy in this day and age should be forbidden.

And don’t tell me the county’s school officials can’t attempt to do what most schools in America do — help arrange a school prom that every student can attend. We have elected an African-American president of our nation, but a school system in a rural county that is in no way representative of the state of which it’s a part wants to keep things like they were in 1960. Surely Montgomery County can join the 21st century.

Here is an excerpt of the WGXA TV story:

“We’re embarrassed, it’s embarrassing,” exclaimed Stephanie Sinnot, Mareshia Rucker, Quanesha Wallace, and Keela Bloodworth.The group has been friends since the 4th grade and they say they do everything together, except prom night.

“We are all friends,” said Stephanie. “That’s just kind of not right that we can’t go to prom together.”

Stephanie and Keela are white and Mareshia and Quanesha are black. They’re seniors at Wilcox County High School, a school that has never held an integrated prom during its existence. “There’s a white prom and there’s an integrated prom,” said Keela.

The rule is strictly enforced, any race other than Caucasian wouldn’t dare to attend the white prom. “They would probably have the police come out there and escort them off the premises,” said Keela.

That was the case just last year as a biracial student was turned away by police. It’s been that way for as long as anyone can remember and it doesn’t stop at prom. Homecoming is also segregated. Normally, there would be a court for each race, but for the first time the school decided to elect only one homecoming court, Quanesha won.

But there were still two separate dances.

“I felt like there had to be a change,” said Quanesha. “For me to be a black person and the king to be a white person, I felt like why can’t we come together.”

Quanesha wasn’t invited to the white homecoming. In fact, the pair took separate pictures for the school yearbook. “When people around here are set in their ways, they are not to adamant to change,” said Marishia.

So the girls are taking matters into their own hands. “If we don’t change it nobody else will,” said Keela. They’re part of a group of students organizing a prom for everyone to attend, called the “Integrated Prom,” but everyone is not fond of the idea. “I put up posters for the “Integrated Prom” and we’ve had people ripping them down at the school,” said Keela.

The group says they will continue to make progress even though there doesn’t seem to be much motivation to change. “We need to stick with the tradition,” Quanesha said mockingly. “This is a traditional thing we don’t need to change and stuff like that, but why? No one can answer my question.

There will still be two proms this year. Neither proms are financed by or allowed to take place at Wilcox County High School. The students said that when they pushed for one prom, the school offered a resolution to permit an integrated prom that would allow all students to attend but not stop segregated proms.

–From Maureen Downey, for the AJC Get Schooled blog

http://blogs.ajc.com/get-schooled-blog/2013/04/04/in-black-and-white-segregated-proms-continue-but-students-at-georgia-school-trying-to-make-history-with-first-integrated-prom/

• Although whites comprised two-thirds of U.S. students in 2001, the typical white student attends a school where four out of five children are white. Most black and Latino students attend schools where at least two-thirds of the students are black and Latino, and most students are from their own group.

• Asians are the most integrated group, and most likely to attend multi-racial schools with a significant presence of three or more racial groups.

• Latinos, for whom segregation statistics have never improved, confront very serious levels of segregation by race and poverty — particularly in the west, where non-English-speaking Latinos tend to be segregated in schools with each other.

• American public schools are now only 60 percent white nationwide, and nearly one-fourth of U.S. students are in states with a majority of nonwhite students. However, outside the south and southwest, most white students have little contact with minority students.

• School desegregation has been greatest in parts of the South. Desegregation efforts in the north have been weak, uncertain and constrained by the U. S. Supreme Court. In comparison to the rest of the nation, there were never significant desegregation efforts in the northeast.

• Only 15 percent of highly-segregated white schools have student bodies living in concentrated poverty. Some 88 percent of highly-segregated minority schools have student populations living in concentrated poverty.

• Minority students who attend more integrated schools have higher levels of academic achievement as most measured by test scores.

• In the decade since the U.S. Supreme Court's 1991 ruling authorizing a return to neighborhood schools — even if it would result in re-segregation — there has been a major increase in segregation in many districts. However, segregation does not approach the level of the pre-civil rights south.

• The ending of court desegregation orders coincided in many areas with sharp drops in the proportion of white students — immigration, age structure and fertility levels factored into the changes in racial composition.

• There has been substantial slippage toward segregation in most states that had highly desegregated schools in 1991. Based on 2001 data, the most integrated state for Americans is Kentucky. The most desegregated states for Latinos are in the Northwest. In some states with very low black populations, school segregation is soaring

• In 1991, schools in the western United States were 59 percent white; today the entire region is less than half white. Asian enrollment is now larger than black enrollment and Latinos are more than one

third of total enrollment.

• The most segregated states in 2001 for black students were New York, Michigan, Illinois and California.

• Mass migration of black and Latino families to suburbs have produced newly segregated and unequal schools.

• Rural and small town school districts are, on average, the nation's most integrated for both African Americans and Latinos.

Source of Information: The Civil Rights Project, Harvard University

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