Sara Waters
Direct Instruction Lesson Plan format
SUBJECT US History
TOPIC Segregation and
Social Tensions
GRADE 11
TIME 12:30-1:30;
Period 6
IN Academic (K-12)
Standard(s)
USH 1.4 Describe
cause/effect of Civil
War & Reconstruction.
USH 2.3 Identity
contributions of
individuals and groups
to immigration.
USH 2.7 Describe
lasting effects of
Supreme Court
“separate but equal.”
ELP.11.7.14 2003
Intermediate (Level 3):
Describe ideas
presented by a speaker
for clarity and meaning.
ELP.11.7.18 2003
Advanced (Level 4):
Paraphrase a speaker's
purpose and point of
view; ask questions
regarding content,
delivery, and
perspective.
ELP.11.1.7 2003
Intermediate (Level 3):
Understand some
political science terms
that include some
historical and current
meanings of words (e.g.,
democracy, political
party, legislature).
ELP.11.3.8 2003
Intermediate (Level 3):
Read simple literary
texts to describe the
sequence of events, key
characters, setting, and
basic elements of plot
with simple descriptive
sentences.
Student characteristics
& anticipated
challenges
OBJECTIVES
Content Objectives:
Language Objectives:
Learning Strategies
(SWBAT):
Most of the students are not ESL or ELL, but a couple students
fall under the category of L3 and L4. Both are Spanishspeakers. Those two students do well with conversation
English and answering questions during oral presentations, but
struggle with reading academic English. I believe the
challenges would be having to define some of the words such
as Jim Crow (by repeating it was not a person) or the Ku Klux
Klan in that the KKK is still around. Also, the students might
not participate much in the full group discussion, but they will
be able to learn through scaffolding when I break the class into
small groups.
What is the student expected to do? Under what conditions? To
what level of accuracy?
The students will be expected to know at least 80% of the
vocab words pertaining to segregation after the Civil War
(during the Reconstruction Era). If the students are L3 or L4,
they will be expected to understand the concepts (ie the 3
ways white Americans prevented African Americans from
voting) as well as three important people against segregation.
There will be multiple ways the students will learn the
material: through a brief presentation, a video, acting it out,
and working in small groups discussing other groups who were
discriminated against.
SWBAT define segregation and how it affected the US during
the Reconstruction Era.
SWBAT 3 ways African Americans could not vote during the
Reconstruction era including poll tax, literacy tests, and the
grandfather clause.
SWBAT name 3 key people against segregation during the
Reconstruction era (ie Booker T. Washington, W.E.B. Du
Bois, and Ida B. Wells).
Powerpoint with worksheet that outlines the most important
questions to take away from the powerpoint, video and having
the students act it out in order to have a visual aid, and group
work so that students can specialize in a certain category.
Key Vocabulary:
Discrimination,
Segregation, Jim
Crow, Plessy v.
Ferguson, 13th, 14th,
15th Amendments, Ku
Klux Klan
Tim
e
TEACHER ACTIVITY
STUDENT ACTIVITY
2
min
Anticipatory Set
Focus, motivation, set the stage for the
lesson
Begin by asking the question: What is
segregation? Many will probably not
know, so I will rephrase the question,
have you heard of Dr. Martin Luther
King, Jr?
Objective and purpose
Tell the students the objectives and why
they need to learn the material
-Start off with writing segregation on the
board, giving a definition, and asking
students to compare it to candy
Input / Instructional strategies
Girls will receive candy while
the boys will not to show
discrimination.
2
min
15
min
Instructional input; procedure and
student activities
Powerpoint that explains the history of
segregation specifically Post
Antebellum; incorporate pictures of Jim
Crow; Discuss how segregation affected
all of the US, not just the South. Discuss
how the Ku Klux Klan was involved in
promoting segregation.
MATERIA
LS
Equipment,
materials,
teaching
aids
Candy
Students will be asked after
the candy what they know
about segregation.
Students will answer the
questions on the worksheet
(provided at the end)
Worksheets
10
min
Checking for understanding
(Formative evaluation)
Informal evaluation
Watch a brief video
Act it out!
10
min
Guided practice
(During the time of powerpoint). I will
go over the powerpoint and make sure
the students understand and answer
questions.
11
min
Independent practice
Students will watch a brief
video about Jim Crow. This
will give a visual aid to those
who struggle with reading in
that they will be able to see
what happened when African
Americans tried going to vote.
In addition, the students will be
grouped together in that they
“act out” the three different
ways African Americans were
prevented from voting. That
way all of the students will
have a visual as to what
happened.
Pick a stick. Ask students
questions on worksheet to
make sure they understand.
Ask them to put answers into
own words.
(Pick a stick is a way for
students to actively participate
in class. The students will write
their name on a popsicle stick
and another student will draw a
name. If that person who’s
name is drawn cannot answer
the question, they can ‘phone a
friend’ and both
collaboratively work together
to answer the question.)
Video
Classroom
supplies as
needed
Students will begin putting
answers on a “chalk talk”
about other groups
discriminated against. Ex: One
group will work on Chinese
immigrants while the other
Mexican Americans. They will
be divided into three groups
that include native English
speakers as well as those who
are L3 and L4. That way
scaffolding can occur
none
Popsicle
sticks
10
min
Closure (Lesson summation and learner
participation ) / Evaluation
(Assignments, homework, etc. How does
this relate to the objectives of the lesson?
Of the unit?)
Have groups introduce their group of
people and explain 3 MVPs they have
shared on the board. Explain again the
importance of how the amendments
passed after the Civil War affected
multiple groups of people and how they
did not fully receive their rights for
decades after. The lesson will bridge the
Civil War unit and the Reconstruction
unit. This lesson also relates to the
objectives of the lesson in that students
will take away how segregation was still
in full effect after the Civil War.
Students will keep worksheet
as a study guide. Work will be
checked for completion the
following day
None
Rationale: Primary: The goal for the students is to gain knowledge that will be used for
the following units including the influx of immigration, and both World Wars.
Segregation will play an important role in how cities are constructed as well as how
soldiers are placed. Secondary: I will teach the students about segregation and racial
tensions since it is still a relevant topic in the US today; it has not “gone away,” but is
still present in everyday life for many.
Reflection: Since I only have two ESL students in my classroom, I have a little more
“wiggle room” than if I would have lower proficient students. Both are able to function
normally in the classroom, and if they are given extra time and are able to work with the
other students, they succeed. Both sometimes lack the confidence, but in reality, they
understand the material; they just second guess themselves. I have given the class
multiple ways of learning the same material: powerpoint, video, acting it out, pick a stick,
and small collaborative group work. The opening activity is to show how segregation and
discrimination made people feel when they did not receive equal treatment. The
powerpoint is to give visual background knowledge on segregation. The video is to also
give a visual aide to those who are visual learners. The acting out the different voting
laws is to have the students act out to the class the different concepts (if the student can
teach it, then they understand it). The guided practice is to do a mini review of what they
learned in the first part of class by calling on them at random, but also giving them the
opportunity to “phone a friend” (scaffolding) if they are unsure. The independent practice
is to allow students to help the others learn together and to give the ESL students more
opportunities to discuss and decide what are the three most important facts about the
other groups discriminated against. It also puts less pressure on them because it is small
groups instead of in front of the entire class. The closure is to sum up what we have
learned for that day as well as prep for tomorrow’s lesson on the other groups.
References: Textbook, youtube.com
Worksheets to be used:
Segregation and Social Tensions
1. What is discrimination?
2. What is segregation?
3. What were 3 ways Southern states tried to keep African Americans from voting?
4. What did Plessy v. Ferguson say?
5. What did Booker T. Washington say? What did W.E.B. Du Bois say?
6. What did Ida B. Wells say?
Directions: Using the book, find 3 most important things about each group. If you see the
same thing for more than one group, put a star by the thing.
Chinese
Immigrants
Mexican Americans
Women