Lesson Plan Template
Subject:
Date:
US History
March 1
*Independent Practice
*Cooperative Learning
*Visuals
Grade level: 11
Coop. Teacher:
O’Neil
*Whole group Instruction
*Technology Integration
*Group/Directed Practice
Teacher:
Campus: Akins
*Centers
*Lecture
*A Project
*Informal Assessment *Formal Assessment *Peer Assessment
TEKS/Standards:
. (F) describe presidential actions and congressional
votes to address minority rights in the United States,
including desegregation of the armed forces, the Civil
Rights acts of 1957 and 1964, and the Voting Rights
Act of 1965;
Materials
Overhead, computer,
pen, paper, notes sheet
(G) describe the role of individuals such as governors George Wallace, Orval
Faubus, and Lester Maddox and groups, including the Congressional bloc of
southern Democrats, that sought to maintain the status quo;
Activity & Time Student Objectives & Procedures: What
Students Do
I. WARM-UP/
Answer question and engage in
Anticipatory
discussion.
Set
Who were the “little rock nine”?
TSWBAT
Recall
What are some of the things they
information
experienced through seeking admittance?
learned about
the “little rock
When there is a disagreement between
nine” from last the federal government (DC) and a state,
class.
who makes the last call?
10 minutes
TSWBAT
Identify the
main events of
educational
integration in
Mississippi
during JFK’s
presidency.
20 minutes
minutes
Take notes in the appropriate box on the
worksheet.
Students are asking questions and
making comments.
Teacher Procedures:
What Teacher Does
Ask questions and
direct teach.
JFK follows
Eisenhower.
Introduce note taking
process for the day.
Model what good notetaking looks like for this
worksheet.
Start video but interrupt
to emphasize main
points, ask questions,
and to clarify difficult
sections.
What did JFK say
during his speech?
Who was James
Meredith?
What did Governor
Barnett do to halt
Lesson Plan Template
Subject:
Date:
US History
March 1
Grade level: 11
Coop. Teacher:
O’Neil
Teacher:
Campus: Akins
integration?
How did JFK “put his
foot down” in
Mississippi?
II. LESSON
TSWBAT
Compare and
contrast
Eisenhower’s
attempt to
integrate
Arkansas and
JFK’s attempt
to integrate
Mississippi.
25 minutes
min
TSWBAT
Characterize
sit ins, and
understand
civil
disobedience
and nonviolent
protest.
20 minutes
STRUCTURE/ACTIVITIES
Objective(s):
Students fulfill the assertion analysis
Assertion: Although
Eisenhower is criticized
for his slow reaction to
Do people like change generally? Do you the integration of
think speaking Spanish instead of English Central High in Little
would bother some older Euro Americans Rock, John F.
Kennedy’s reaction to
in this country? Would Hays High School
the integration of the
have changed their confederate flag and
University of Ole Miss
racist school song without being told to do was just as slow.
so by the higher up Texas education
Analyze
administrators? Just a thought, the
quarterback position is the lead position
Do you agree or
on a football team. The University of
disagree with the above
Alabama has never had an African
statement? Use
American quarterback although the state
evidence from the video
has produced multiple successful ones,
to back up your
including Heisman trophy winners. Are
argument. 3 sentences
these remnants of racism? All comes
down to: Should the Federal
government force change or let it
happen naturally? If no one forces
change, will it happen at all?
Facilitate classroom discussion on how
people react to change.
Watch part of film on “sit ins”.
Take notes from direct teach and film.
On February 1, 1960, four young African
American men, freshmen at the
Agricultural and Technical College of
North Carolina, entered the Greensboro
Woolworth’s and sat down on stools that
had, until that moment, been occupied
Lead lecture and watch
movie.
How did these sit ins
challenge southern
values?
Why did blacks refuse
to fight back?
Lesson Plan Template
Subject:
Date:
US History
March 1
minutes
II. LESSON
Introduce
Homework to
students and
make sure
they
understand the
assignment.
Give them a
chance to start
it.
10-15 Minutes
Grade level: 11
Coop. Teacher:
O’Neil
exlusively by white customers. The four—
Franklin McCain, Ezell Blair Jr., Joseph
McNeil and David Richmond—asked to
be served, and were refused. But they did
not get up and leave. Indeed, they
launched a protest that lasted six months
and helped change America.
Teacher:
Campus: Akins
What is non-violent civil
disobedience?
STRUCTURE/ACTIVITIES
Objective(s):
Read the story “Warriors Don’t Cry” by
one of the Little Rock Nine and answer
the questions sheet.
Hand out materials for
homework.