Westside High School Lesson Plan
Monday
Teacher Name:
Course:
Kindred
US History
Unit Name and #:
Dates:
Unit 7: Civil Rights
Feb. 9 - 13, 2015
What are we learning?
Daily Objective: I can analyze how Plessy v Ferguson represented a change in interpretation of basic
civil rights.
TEKS/AP/Standards: ⓇUSH.9A Trace the historical development of the civil rights movement in the
19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments.
How will we learn it?
Learning Activities:
1. Do Now: Download “Learning Targets 2/9 – 2/13” from the HUB. Type today’s learning
target, do now question and answer *Do Now Question: Define the 13 th, 14th and 15th
Amendment*
2. Plessy v. Ferguson Video Analysis- After watching a video clip, students will discuss the case
and the Supreme Court ruling.
3. Plessy v. Ferguson Article Analysis- In groups, students will read an article about the
landmark case and answer analysis questions.
4. Jim Crow Law Analysis- Students will review sample Jim Crow laws and answer analysis
questions.
How will we tell if we’re learning it correctly?
Assessment Methods: Analysis questions
Checks for Understanding: Class Discussion
Tuesday
What do I need to be successful?
Materials: Laptop, notebook
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: I can analyze how Brown v Board of Education represented a change in interpretation
of basic civil rights.
I can evaluate the contributions of Thurgood Marshall and Rosa Parks toward changing perceptions of
civil rights.
TEKS/AP/Standards: ⓇUSH.23A Identify and analyze methods of expanding the right to participate in
the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the
U.S. Constitution
How will we learn it?
Learning Activities:
1. Do Now: What was the Supreme Court ruling in Plessy v. Ferguson?
2. Brown v. Board Video Analysis- Students will view a video from History.com and answer
questions regarding the landmark Supreme Court case.
3. Rosa Parks Interview Analysis- Students will listen to an interview conducted with Rosa Parks
and answer analysis questions.
How will we tell if we’re learning it correctly?
Assessment Methods: Analysis questions
Checks for Understanding: Randomized Questioning
Wed/Thur
What do I need to be successful?
Materials: Laptop, video
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: I can tell why Dr. Martin Luther King, Jr. is a significant person in the struggle for civil
rights for African-Americans and others, including why his "I Have a Dream" speech and "Letter from
Birmingham Jail" had an effect on that movement.
TEKS/AP/Standards: ⓇUSH.23A Identify and analyze methods of expanding the right to participate in
the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the
U.S. Constitution
How will we learn it?
Learning Activities:
1. Do Now: What was the Supreme Court ruling in Plessy v. Ferguson?
2. Civil Rights Movement Guided Notes- Students will take notes over the Civil Rights Movement
3. MLK Text Analysis- Students will use the APPARTS strategy to analyze Dr. Martin Luther King Jr.’s
“I Have a Dream” speech and “Letter from Birmingham Jail”
How will we tell if we’re learning it correctly?
Assessment Methods: Text Analysis
Checks for Understanding: Fist to Five
Friday
What do I need to be successful?
Materials: Laptop, notebook
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: I can compare and contrast the spectrum of leadership taken during the Civil Rights
Movement from the non-violent approach taken by Dr. Martin Luther King, Jr. to the more violent
approach taken by the Black Panthers and other organizations.
TEKS/AP/Standards: ⓈUSH.9D Compare and contrast the approach taken by some civil rights groups
such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.
How will we learn it?
Learning Activities:
1. Do Now: What type of approach did Dr. Martin Luther King Jr. take to the Civil Rights
Movement?
2. Black Panthers and Malcolm X Video Analysis- Students will view 2 short video clips highlighting
the goals and strategies of the Black Panthers and Malcolm X.
3. Quick Write: How did the goals and strategies of the Black Panthers and Malcolm X differ from
MLK Jr.?
How will we tell if we’re learning it correctly?
Assessment Methods: Quick Write
Checks for Understanding: Fist to Five
What do I need to be successful?
Materials: Handouts, laptop, notebook
What do I need to before next class?
Follow Up/HW: