Lesson Plan – Modern History
Class: 11 Modern History
Date:
Time: Start: 60 Minute lesson
Finish:
Key Learning Area: Modern History
Lesson Topic: Introduction to Segregation in the USA in the 1950’s & 1960s
Key Words/Concepts: segregation, civil rights, racism
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students will have some understating of segregation from their study of Australian History in previous years.
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND
write out in full.
Indicators of Learning for this lesson:
Behaviors that contribute toward achievement of
outcome(s).. Must be clear, specific, observable.
By the end of this lesson, the students will be able to:
P1.2 – Students investigate and
explain the key features and
issues of selected studies from the
eighteenth century to the present
P3.1 – Students ask relevant
historical questions
P4.1 – Students use historical
terms and concepts appropriately
a) Students are able to identify and describe aspects
of segregation (P1.2, P4.1)
b) Students ask and attempt to answer at least two
relevant historical questions of ‘Jim Crowe Laws’.
(P3.1)
c) Students are able to discuss a source in written
form and then present to class their findings orally
(P3.1).
d) Students recognise and identify examples of
segregation and racism in a contemporary source
(P1.2, P4.1).
Assessment:
Strategies which will be used to
assess learners’ attainment of
learning outcomes. Should be linked
to each learning indicator.



Reviewing completed butcher
paper sheets (b)
Class discussions (a, d)
Oral presentations (c)
Any safety issues to be
considered:

Ensure laptop and projector
cords are set up safely.
Resources: List resources used in preparing the lesson AND those used in the lesson
implementation.

Board of Studies NSW (2009) Modern History Stage 6 Syllabus

Facing History and Ourselves (2010) Big Paper – Building a Silent Conversation
http://www.facinghistory.org/resources/strategies/big-paper-building-a-silent-c

Black Stars

Laptop

Projector

Whiteboard

Markers

Hairspray (2007), Adam Shankman

“Jim Crow Laws” handout - http://www.sju.edu/~brokes/jimcrow.htm

Butcher’s Paper
LESSON SEQUENCE
Lesson Content / Indicators
of Learning (What is Taught):
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Resources and
Organisation:
INTRODUCTION
Introduction to segregation
5 mins
Empathy Task: As students enter the room teacher
gives half the class a black star and asks all students
with black stars to sit on one side of the room.
(Throughout lesson, Teacher does not allow the
students to mix or communicate with the other side of
the room. Teacher acts more dismissive of students
with stars and gives less encouragement etc.)
Black Stars
Teacher plays segment of “Hairspray”, that
demonstrates segregation to students.
Laptop, Projector, “Hairspray”
DVD
Students watch segment.
DEVELOPMENT
What is Segregation?
10 mins
Discussion: Teacher asks students to describe what
elements of segregation they see and what other
understandings they already have of segregation.
Whiteboard, markers
Teacher details student responses in a mind map.
Students copy mind map into books.
What was segregation like in 5 mins
the USA?
Cooperative Learning: Teacher gives handouts of “Jim “Jim Crow Laws” Handout
Crow Laws” and asks students to form groups of three –
Students can only form groups with people from their
side of the room. Each group has a different set of
laws.
20
Big Paper – Building a Silent Conversation: Teacher Butcher’s paper, markers
minutes gives each group a piece of butcher’s paper and each
student a different coloured marker. Students are to
comment on the “Jim Crow Laws”, and ask questions of
each other in writing on the Big Paper – No verbal
conversation is to take place.
Students as a group present to the class 2 main
comments/questions they found from the text.
10
minutes Students make note of comments/questions their group
didn’t come up with.
CLOSURE
Conclusion of Empathy Task:
10 mins Teacher uses questioning to identify if there was any
differences to the lesson that students noticed.
Students identify aspects of segregation that they
noticed throughout the lesson.
Teacher has students write a one-page reflection on
segregation and how they felt on either side of it.
HW: Students research a definition for segregation and
racism.