Westside High School Lesson Plan
Monday
Teacher Name:
Course:
Kindred
US History
Unit Name and #:
Dates:
Unit 7: Civil Rights
Feb. 2 - 6, 2015
What are we learning?
Daily Objective: I can trace how the 13th, 14th, 15th, and 19th amendments led to expanding civil
rights.
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. Intro. To Civil War Amendments- Students will decide if a “new law” allowing only people
with brown eyes to vote violates the 14th amendment. Students will then take notes on the
13th, 14th and 15th amendments.
2. Civil War Amendments Foldable- Students will create a foldable that will include definitions,
effects and reactions of states for each amendment.
3. Plessy v. Ferguson Video Analysis- After watching a video clip, students will discuss the case
and the Supreme Court ruling.
4. Plessy v. Ferguson Article Analysis- In groups, students will read an article about the
landmark case and answer analysis questions.
How will we tell if we’re learning it correctly?
Assessment Methods: Cold War Foldable, 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: Cold War Project DUE TODAY
What are we learning?
Daily Objective: I can apply reading strategies to STAAR questions.
TEKS/AP/Standards: USH.29B Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing and contrasting, finding the main idea, summarizing, making
generalizations, making predictions, drawing inferences, and drawing conclusions.
How will we learn it?
Learning Activities:
1. Introduce STAAR Reading Strategy
2. STAAR Reading Strategy Independent Practice
3. STAAR Sample Questions
How will we tell if we’re learning it correctly?
Assessment Methods: STAAR Independent Practice
Checks for Understanding: Randomized Questioning
What do I need to be successful?
Materials: Laptop, STAAR handout
Wed/Thur
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: I can complete a US History DLA.
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
1. US History DLA
How will we tell if we’re learning it correctly?
Assessment Methods: DLA
Checks for Understanding:
Friday
What do I need to be successful?
Materials: Pencil
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. Jim Crow Laws Analysis
2. Brown v. Board of Education Video Analysis
3. Rosa Parks Interview Analysis
How will we tell if we’re learning it correctly?
Assessment Methods: Civil Rights Day 2 Handout
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: