TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 126

Topic/Process: Montgomery Bus Boycott

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch 21, sec 1, pgs 700-707

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US7 A-B, US19 A, US24 A-B & F, US25 A-D

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(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.;

(19)  Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A)  describe qualities of effective leadership;

(24)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)  locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F)  identify bias in written, oral, and visual material;

(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

(D)  create written, oral, and visual presentations of social studies information.

TAKS: US1 A-B, US7 A-B, US24 A-B & F

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(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.;

(24)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)  locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(F)  identify bias in written, oral, and visual material;

|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 |Change often occurs as a result of conflict. Change is inevitable. Change can be positive or |

| |negative. |

|Equality |The desire for equality may lead to conflict and change. True equality often does not exist. |

Sequence of Activities (Instructional Strategies):

1. Primary Source Analysis: Have students read Jo Ann Gibson Robinson’s

Launching the Montgomery Bus Boycott. This is a first hand account of

the Rosa Parks incident and the Montgomery Bus Boycott. As students

read have them answer the following questions:

1. What was Mrs. Robinson’s role in the bus boycott?

2. How does Mrs. Robinson describe her reaction to the Rosa Parks

incident?

3. What pressures did the crisis impose on Alabama State College?

4. Why was the leadership of black ministers so important to the boycott?

2. Class Discussion: Discuss with students the events they just read about and their

reactions to the reading selection, as well as, the events described.

Assessment of Activities:

Classroom Observation

Classroom Discussion

Reading Selection Questions

Prerequisite Skills:

1. Primary Source Analysis

Key Vocabulary:

Rosa Parks, Montgomery Bus Boycott, Martin Luther King Jr.

Materials/Resources Needed:

Copies of reading selection, pens, paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students create a political cartoon about the Montgomery Bus Boycott.

Teacher Notes:

Robinson’s Launching the Montgomery Bus Boycott is available in the following book:

Garrow, David J., The Montgomery Bus Boycott and the Women Who Started It: The

Memoir of Jo Ann Gibson Robinson, University of Tennessee Press, 1987, pgs. 43-46.

Sample Test Questions:

1. What was the main type of pressure exerted by the Montgomery Improvement Association in response to segregation on buses?

A. social

B. economic

C. political

D. physical force

2. The first organized movement by African Americans to fight segregation was _________.

A. the “children’s crusade”

B. the Montgomery, Alabama, bus boycott

C. the mass march on Washington, D.C.

D. the Selma, Alabama, voting rights campaign

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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