Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
123
Civil Rights Film Study: Ruby Bridges
The Americans: Reconstruction to the Present, McDougall Littell
Ch 21
Texas Essential Knowledge and Skills (TEKS): US7 A-B, US17 A, US21 A, US25
A-D
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
(17) Government. The student understands the impact of constitutional issues on
American society in the 20th century. The student is expected to:
(A) analyze the effects of 20th-century landmark U.S. Supreme Court decisions
such as Brown v. Board of Education, Regents of the University of California v.
Bakke, and Reynolds v. Sims;
(21) Culture. The student understands how people from various groups, including racial,
ethnic, and religious groups, adapt to life in the United States and contribute to our
national identity. The student is expected to:
(A) explain actions taken by people from racial, ethnic, and religious groups to
expand economic opportunities and political rights in American society;
(25) Social studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate; and
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(D) create written, oral, and visual presentations of social studies information.
TAKS: US7 A-B, US17 A, US21 A
(7) History. The student understands the impact of the American civil rights movement.
The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th,
19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(B) identify significant leaders of the civil rights movement, including Martin
Luther King, Jr.;
(17) Government. The student understands the impact of constitutional issues on
American society in the 20th century. The student is expected to:
(A) analyze the effects of 20th-century landmark U.S. Supreme Court decisions
such as Brown v. Board of Education, Regents of the University of California v.
Bakke, and Reynolds v. Sims;
(21) Culture. The student understands how people from various groups, including racial,
ethnic, and religious groups, adapt to life in the United States and contribute to our
national identity. The student is expected to:
(A) explain actions taken by people from racial, ethnic, and religious groups to
expand economic opportunities and political rights in American society;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict
Cultural diversity can lead to conflict. Differences between
people create conflict. Social, economic and political
oppression often lead to conflict.
Change often occurs as a result of conflict. Change is
inevitable. Change can be positive or negative.
The desire for equality may lead to conflict and change. True
equality often does not exist.
Change
Equality
Sequence of Activities (Instructional Strategies):
1. Background of Film: Give students a little bit of background on Ruby Bridges, this
information can be found at the Ruby Bridges Foundation website. Give students
their film study. Be sure to include questions on the film study that relate to
Brown vs. Board of Education and the Little Rock Crisis.
Begin watching film.
Sarah A. Huett
U.S. History Lesson Plan
Questions to Consider in Lesson:
T.I.S.D.
1) How is Ruby Bridges chosen to integrate the New Orleans Schools?
2) How do Ruby’s parents feel about her task?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Film Study/Essay
Prerequisite Skills:
1. Character Analysis Skills
2. Writing Skills
Key Vocabulary:
N/A
Materials/Resources Needed:
Copy of Ruby Bridges, TV, VCR or DVD, copies of film study
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on students IEP. Subtitles if necessary.
Differentiated Instruction: Have students research Ruby Bridges’ website. Have
students compile a list of questions they would like to ask Ruby.
Teacher Notes:
Sample Test Questions:
1. What landmark Supreme Court case allowed Ruby Bridges to go and integrate the
New Orleans Public Schools?
A.
B.
C.
D.
Plessy vs. Ferguson
Roe vs. Wade
Brown vs. Topeka Kansas Board of Education
Dred Scott vs. Sanford
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
2. How was Ruby Bridges and many other young African-Americans chosen to
integrate public schools?
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.