Westside High School Lesson Plan
Kindred
Unit Name and #:
Course:
US History
Dates:
Tuesday
Monday
Teacher Name:
Unit 8: Constitutional
Issues and Changes
March 2 - 6, 2015
What are we learning?
Daily Objective: I can present a Civil Rights digital presentation and participate in a HUB discussion
board.
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
1. Do Now: Sit with your partner at a table. Start laptops and pull up your presentation.
2. Civil Rights Digital Presentations: In small groups, students will share their presentations
with their classmates. Each pair should explain their Civil Rights problem, solution and
encouraged action.
3. HUB Discussion Board: After presentations, students will independently log on to the HUB
and participate in an online discussion responding to the following question: “How
successful were minority groups in achieving equality during the Civil Rights era? What
contributed to their level of success achieved? Use specific examples.”
How will we tell if we’re learning it correctly?
Assessment Methods: Digital presentation
Checks for Understanding: Class Discussion
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 describe how George Wallace, Orval Faubus, Lester Maddox and many southern
Democrats tried to limit political access and individual rights for minorities.
I can evaluate how minority rights have expanded through the constitutional amendment process,
judicial review, and passage of federal law including the impact of the 19th, 24th and 26th amendments
and the American Indian Citizenship Act of 1924.
TEKS/AP/Standards: ⓈUSH.9G 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.
ⓈUSH.23B Evaluate various means of achieving equality of political rights, including the 19 th, 24th and
26th amendments and congressional acts such as the American Indian Citizenship Act of 1924.
How will we learn it?
Learning Activities:
1. Do Now: Download Learning Targets 2.2 to 2.6 and copy today’s learning targets.
2. Intro. Unit 8: Constitutional Issues and Changes
3. Cooperative Learning: Minority Rights Limited and Expanded: Students will analyze how
historical events and legislation impacted the rights of minorities.
Friday
Wed/Thur
How will we tell if we’re learning it correctly?
Assessment Methods: Minority Rights Limited and Expanded Chart
Checks for Understanding: Randomized Questioning
What do I need to be successful?
Materials: Laptops, video
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective: I can tell how Brown v. Board, Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des
Moines, Wisconsin v. Yoder and White v. Regester were landmark Supreme Court cases that had an
impact on individual rights.
I can tell how Brown v. Board, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop ISD,
Edgewood ISD v. Kirby, and Sweatt v. Painter had an impact on protecting individual rights.
TEKS/AP/Standards: ⓇUSH.21A Analyze the effects of landmark US Supreme Court decisions, including
Brown v. Board, Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder and
White v. Regester.
How will we learn it?
Learning Activities:
1. Do Now: How did Orval Faubus limit minority rights?
2. Landmark Supreme Court Cases Activity: Students will complete a stations activity where they
will examine landmark Supreme Court decisions. For each case, students must explain the
court’s decision and its impact on minorities.
How will we tell if we’re learning it correctly?
Assessment Methods: Landmark Supreme Court Cases Activity chart
Checks for Understanding: Fist to Five
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 complete a snapshot assessment.
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
1. Do Now: Take out a pencil, put everything else away.
2. Snapshot Assessment
How will we tell if we’re learning it correctly?
Assessment Methods: Snapshot Assessment
Checks for Understanding:
What do I need to be successful?
Materials: Snapshots, answer sheets
What do I need to before next class?
Follow Up/HW: STUDY FOR COURT CASE QUIZ ON MONDAY