LESSON PLAN OUTLINE



LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 Sections 0002 and 0003

A. Jim Crow Laws/ Social Studies

B. RATIONALE:

I am presenting this lesson as in introduction lesson into the Jim Crow Laws. The week leading up to my lesson, students will have been learning about the civil war and how it affected the country, especially Virginia. Since the Jim Crow laws happened after the Civil War, this lesson will help with their understanding of the progression of events leading up to how the country is now, both socially and democratically. As the students will have learned in the lessons about the Civil War and the Reconstruction period leading up to this one, the African Americans were making great strides, not only in the government, but also in schools and in their businesses. The Jim Crow laws were put into place in order to slow down this progress. Because of this fact, this lesson is also important to teach students about citizenship. As citizens of the United States, it is important they know that everyone should be treated equally. Students, throughout the lesson, will see that these laws were put into place to help some people and hurt others. Through teaching the Jim Crow laws, students will see how others should not be treated, the amendments into place to ensure everyone are treated equally and the people who worked hard to make the changes happen. The Jim Crow were a very controversial time in history and since our students are the future of this country it is important to inform them of the hardship people went through in order to ensure our country does not fall back into those times.

C. CONTEXT OF LESSON

The week leading up to my lesson, the students will have been learning about the civil war and will be moving into the reconstruction period. The Jim Crow laws were part of the reconstruction period, so it fits into the progression. Before teaching the lesson, I will have assessed the students to ensure they fully understood the civil war. Without understanding the Civil War, the students will not be able to understand why the Jim Crow laws happened and/or why they were created.

D. LEARNING OBJECTIVES

|Understand – |Know – |Do – |

|The student will understand what the Jim Crow Laws |The students will learn that the Jim Crow laws were |The students will discuss what they already know |

|are. |in affect in our country from 1877 to the mid-1960s.|about the Jim Crow laws. |

|The student will understand the impact the Jim Crow |The students will learn that the Jim Crow laws |The students will identify when the Jim Crow laws |

|laws had on the African American population. |affected African Americans. |were in affect and whom they affected. |

|The student will understand segregation. |The students will learn examples that some examples |The students will explore what African Americans |

| |of the Jim Crow Laws were African American were not |felt during the Jim Crow period. |

| |allowed to ride on the same buses, street cars or | |

| |trains as African Americans, African Americans has | |

| |to use separate drinking fountains, restaurants and | |

| |restrooms which were of poorer quality, African | |

| |Americans could not play on the same playground or | |

| |sports teams as whites, African Americans had to | |

| |attend separate schools than whites, African | |

| |Americans had separate sitting areas in theaters, | |

| |court house and other public places, and shopkeepers| |

| |did not have to allow African Americans into their | |

| |stores. | |

| |The students will know that racial segregation is | |

| |separating people by the color of their skin. | |

| |The students will know that the Jim Crow laws were | |

| |the set of anti-black state and local laws in the | |

| |United States. | |

| | | |

E. ASSESSING LEARNING

|Task: |Diagnostic features: |Support: |

|1. Review Worksheet |1. On the review worksheet I will look to see if they |There are a couple students in the class that need |

|2. Discussion |are writing down the information as well as the correct |read alouds. With these students, I would not call on |

|3. Closing Activity/Writing Activity |information from the reading. |them to read when reading the newspaper; instead I |

| |2. During the discussion, I will take note whether the |will assess them mostly based on their interactions |

| |students are actively listening and participating. I |during class. I will watch them while the other |

| |will also assess them upon the answers the give. |students are reading aloud to ensure they are |

| |3. I will assess the students understanding of the topic|following along and paying attention. |

| |based on their answers to “How they would feel if they | |

| |felt during this time.” |If available, I would have a teacher helping them |

| | |while the students are reading aloud, guiding them |

| | |along through the newspaper. |

| | | |

| | |Lastly, I would look at their review worksheet to see |

| | |what they have written down. Most of it is word for |

| | |word from the newspaper, so if they are following |

| | |along and comprehending what the other students are |

| | |reading, they will have the correct information |

| | |written down. |

F. RELATED VIRGINIA STANDARDS OF LEARNING

• VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:

o identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians;

G. MATERIALS NEEDED

← Large pictures of the Jim Crow laws

← Small pictures of the Jim Crow Laws

← Virginia Studies Weekly

← Review Worksheet

H. PROCEDURE (30 minutes)

Set up:

The teacher will place a picture of a different Jim Crow law on each of the five groups of desks, along with the review worksheet.

Introduction Activity: (10 Minutes)

As the students walk into the classroom they will be given one of four pictures of the Jim Crow laws. Based on the picture they receive, they will sit at that group of desks. The students will take the first 3 minutes to reflect on the picture themselves, writing down what they believe the picture exemplifies, what the picture reminds them of and what they know about the picture. The students will write down their thoughts on the worksheet provided. After three minutes, the students will talk within their groups about their picture and what they wrote down. Once two minutes is up, the class will begin in a group discussion about their picture. Each group will have a minute to talk about their picture, what they believe it exemplifies and what they know about the picture. After the students have shared, their picture will go up on the white board to be used later in the lesson.

Content: (10 Minutes)

** Pass out Virginia Studies Weekly Newspaper to each student**

Opening Statement: “All of these picture exemplify Jim Crow laws. These laws took place not too long ago and affected people right here in Virginia. We are going to come back to these pictures later in the lesson. Right now we are going to move into what the Jim Crow laws were.”

After the activity, the teacher will get into the content of the Jim Crow Laws. In order to get into the basics of the Jim Crow laws, the students will be reading from the Virginia Studies Weekly Newspaper. The students will be reading from the section labeled Segregation. As the students are reading, the teacher will stop them after important information is read. This will allow for the students to think about what they just read, as well as right down the information for them to remember.

The students will read popcorn style. I will call on the first person to read and after a paragraph they will call on another student to read. The pattern of reading must go boy-girl-boy-girl. This will ensure that students are not just calling on their friends. If a student wants to read, they will raise their hand.

When I will stop the students from reading and what questions I will ask:

What are the Jim Crow Laws?

The set of anti-black state and local laws in the United States

What is racial segregation?

Separating people because of their skin color.

When were the Jim Crow Laws in effect?

1877- Mid-1960s

Whom did the Jim Crow Laws affect?

African Americans

What are some examples of the Jim Crow Laws?

**During this section the teacher will refer back to the introduction activity**

1. African Americans were not allowed to ride in the same section of the buses, street cars or trains as white citizens.

2. African Americans were forced to use separate, poor-quality services such as drinking fountains, restrooms, and restaurants.

3. African American children could not play on the same playgrounds or sports teams as white children.

4. There were separate schools for African American children and white children and tribal schools for some American Indian children

5. In courthouses, theaters, and other public places, African Americans had to sit in separate sitting areas from white Americans

6. Shop keepers could refuse to let an African American into their shop.

After the students read the section of the newspaper about the Jim Crow laws, they will read the section about why they were called the Jim Crow Laws. Reading will continue popcorn style, but only one person will read this section since it is a short section. After the students are finished reading this section, I will ask a student to summarize what the section said and have the students write the answer down on their worksheet.

Reflection: (5 Minutes)

To wrap up the lesson, students will read the section “What was the impact of the Jim Crow Laws?” After reading this section, the students will reflect on the final question in the section, “How would you feel if you had to live with these laws?” The students will have a couple minutes to write their answer down. The teacher will have a couple students share their answers. Once a couple students share how they would feel, the teacher will read a couple quotes from people who lived through the laws.

1. "I am a colored young man in need of a position because I have a family to support and I am out of a job and I can't get nothing to do to support them."

- Cleveland Galliard, an African-American resident of Mobile, Alabama, in a letter to the Bethlehem Association of Chicago, April 1917

2. You see, we were viewed as second-class citizens and we had to prove that we were not.

- RC Hickman

3. I am a white man, but today is the one day that I am certainly sorry that I am one. I am disgusted with my country. – A disturbed spectator.

Lastly, the students will fill out an exit ticket. The prompt on the exit ticket will be, “List three things you learned today.” This will be an assessment to ensure students got the information out of the lesson. Also if students write down what they have learned again within ten minutes of learning it, it is more likely to stick in their brain.

Closing Statement: “ This was a very hard time for African Americans and it is a time we never want to see again. As you saw, these laws were put into place to help some citizens and harm others. But through the hard work of many people, laws have now been put into place to ensure people are never treated this way again.”

I. DIFFERENTIATION:

Students learn in all different ways. Due to this fact, I have put different activities into my lesson plan to accommodate these needs. In this lesson the students see pictures for the visual learners, students will be up and walking around for the kinetics learners and there will be discussions and lecture for the audio learners. I found it very important to add these different aspects so that the students get the most out of the lesson.

Lastly, if student finish an activity early, I will have them draw pictures on their worksheet, helping them remember what the information is saying. This will also help those students that are visual learners.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

• I would forget part of the matching activity—If I forget the pictures, I would have students draw what they think it would look like and if I forgot the law, I would have them say what they believe the law would be.

• I would forget the worksheets—I would only do the large group activity

• The students would ask me something about the law that I don’t know—I would tell them I would look it up and get back to them or I would look to the cooperating teacher and see if she knows the answer.

• Since this topic is so controversial, students could get out of hand or inappropriate—I will focus the discussions on appropriate topics and if they ask something that is in appropriate I will redirect the conversation, telling them that certain question or topic is not appropriate for the class period.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

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The following information should be included in the header of the lesson plan:

• Stacy Murphy

• Mrs. Mason/ South River Elementary

• February 25, 2013

• February 18, 2013

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