LESSON TITLE: Shadow of Hate
SUBJECT AREA: 1960s History
GRADE LEVEL: 10th, 11th, and 12th
TIME ALLOCATION: 80 minutes
OBJECTIVES
Students will be able to gain an understanding of the history of intolerance in American and will be
able to identify key terms and figures related to the social movements of the 1960s on an in class
assessment without error in 80 minutes or less.
STANDARDS
Academic Content Standards: People in Societies
Benchmarks: A, B, C
A.) Analyze how issues may be viewed differently by various cultural groups.
B.) Identify the causes of political, economic and social oppression and analyze ways individuals,
organizations and countries respond to resulting conflicts.
C.) Explain the role of diverse cultural institutions in shaping American society.
Indicators: Cultures (1), Interaction (2), Diversion (4)
1.) “Choose a government policy or program and analyze how it has affected and been received by
one or more racial, ethnic or religious groups.”
2.) “Identify causes of prejudice and demonstrate ways in which legal protections (including
constitutional amendments and civil rights legislation) prevent and reduce discrimination.”
4.) “Explain how the United States has been affected politically, economically and socially by its
multicultural diversity (e.g., work force, new ideas and perspectives, and modifications to culture).”
GROUPING OF STUDENTS
The students will be working as a class to
complete the discussion and individually to
view the film.
PRIOR KNOWLEDGE NEEDED
The prior knowledge needed for this lesson plan will be
limited to the completion of the previous AfricanAmerican Civil Rights unit and what the students have
learned about the various social movements from their
classmates’ presentations.
MATERIALS
Discussion tickets (two for each student)
Shadow of Hate film
MODIFICATIONS FOR SPECIAL NEEDS
Subtitles will be put on (if available) for any students that
are hard of hearing. The teacher should also make
themselves to address any ambiguity both before and
after class.
INSTRUCTIONAL MODEL(S)
Direct Instruction (Direct): Direct instruction will take place during the viewing of the film. By watching a
film about the history of intolerance in America, students will be provided with a historical foundation
for the remaining portions of this unit.
Discussion (Integrated): Discussion will take place both before and after the film. By discussing what
they have just learned or what they have just seen, students will become more comfortable with
integrating new material in with what they have already learned about these social movements from
their classmates’ presentations. Also, a discussion will help show the students what some of their
classmates’ ideas might be which could help foster a more positive learning environment.
PROCEDURE AND ACTIVITIES
1. Introduction to class
Once the class has settled, the teacher should activate prior knowledge
by randomly selecting two students to recall two things that they had
learned during the previous lesson. The students will be selected by
using the same note cards that the teacher uses for attendance. Since
this is random and will be something that is done on a daily basis, this
will require all students to start thinking about what they have learned
and will serve the purpose of preparing the students to make connections
between the previous lesson and the lesson they are about to learn.
Once two students have been selected and have recalled two things that
they have learned during the previous lesson, the class will be ready to
move on to the next activity.
TIME
ALLOCATIONS
 5 minutes
2. Discussion
After the students have recalled what they have learned during the
previous lesson, the teacher should inform the students that they will be
having a discussion over intolerance in America. To do this, the teacher
should first have the students fill out two discussion tickets, signifying
that each student has to comment at least twice. During the discussion,
the teacher should start by asking the students the different types of
intolerance they can think of (ex: religious, racial, gender, etc). Then, the
teacher should ask the students if any of them feel as if they have ever
been discriminated against and how it made them feel. The teacher
should also ask the class if anyone has ever knowingly or unknowingly
discriminated against someone else. This conversation should be
student centered and should be geared towards the interests of the
students and what they want to talk about. After each student has
commented at least twice, the class will be ready to move on to the next
activity.

30 minutes
3. Shadow of Hate film
After the discussions, the teacher should inform the class that they will
be watching a film about the history of intolerance in America. Before
showing the film, the teacher should show the class that they will be
watching this film because it shows how over the course of American
history, some individuals and groups have been feared and discriminated
against simply because of who they are. Also, this movie will provide a
good place to start when talking about the other social movements that
took place during the 1960s. There will be no worksheet to accompany
this movie, however the teacher should make sure that all of the students
are paying attention and are not working on work for other classes. After
the film and with five minutes remaining in class, the teacher should ask
the students what they thought of the film and if anything was particularly
shocking or new to them.

45 minutes
EVALUATION AND ASSESSMENT
As always, students will be given a five point participation grade for each day of the unit. Today, this
will be an anecdotal authentic assessment based off of how well each student participated during the
discussion and how well each paid attention during the viewing of the film.
REFLECTION: