Lesson Plan Draft for 301

Topic: Jim Crow Laws (beginning when they were implemented)

Grade: 9-10

Time: 30 minutes

Standards:

Analyze the practices, policies and legislation used to deny African-Americans’ civil rights, including black
codes, lynching, the Ku Klux Klan, voting restrictions, Jim Crow Laws and Plessy v. Ferguson(1896)

Objective:

Motivational Activity:
Then use padlet to ask question: What do you think of when you hear “Jim Crow”
Intro video:

Activity 1: have students look through jim crow news articles. Have students highlight sections
of discrimination and impacts of laws.

Discuss how these laws still impact US today.

Closing:
Students will write a brief paragraph from the point of view of someone experiencing
discrimination from these laws.

Printable exit tickets

Impacts of laws today:

● Segregation still exists in the US today. We see this in housing market and in the city.
● No longer forced segregation by law, but forced by societal norms
● These forms of segregation have led to income equality through different groups as well,
as

Intro video:
https://www.youtube.com/watch?v=64370Yzu6LM
 Lesson Plan Final Draft

Teacher’s Name: Hunter Crouse & Brandon Allen

Date:4/16/18

Grade Level: 9-10 Subject Area: U.S. History

Unit: Reconstruction and expanding America (RECONSTRUCTION-1897)

Topic: Jim Crow Laws

Standard(s)

● Analyze the practices, policies and legislation used to deny African-Americans’ civil
rights, including black codes, lynching, the Ku Klux Klan, voting restrictions, Jim Crow
Laws and Plessy v. Ferguson(1896)

● Use collaborative tools to expand students' authentic, real-world learning experiences by

engaging virtually with experts, teams and students, locally and globally.
● Design authentic learning activities that align with content area standards and
use digital tools and resources to maximize active, deep learning.

Learning Objectives:
● Students will examine the effects of Jim Crow Laws in the American South
○ To get to this point students would have previously gone through the unit on the
civil war and reconstruction after the civil war. Students will go through a number
of primary source material in the forms of posters from the time period. We will
then discuss how the Jim Crow laws affect the US today
● Students will discuss the inequalities between Whites and Blacks during this time period
○ To get to this point students will analyze the Jim Crow propaganda posters.
Students will discuss in small groups and as a class the effects these posters and
other propaganda had on inequality between Blacks and Whites. Students will als
take part in a short game to give them an idea of the severity of the inequality. We
will then guide students to see the effects of these laws in our world today.
Students will see that even today there is a large inequality between Blacks and
Whites.
Assessments:
Formative Assessments:
● Drill Question: What do you think about when you hear the words “Jim Crow”?
○ This will be given via padlet
○ If students wish they can answer the question on paper rather than on the
padlet.
○ If a student does not have a device one can be provided for them
○ Objective it is assessing :Students will examine the effects of Jim Crow
Laws in the American South
● In a discussion format students will be asked “ What are some factors that led to
the implementation of Jim Crow laws?”
○ I will give students some time to think of an answer and then call on
students who have their hand raised.
○ They will have learned about these factors in a previous lesson. Some
answer examples would be “Plessy vs. Ferguson court case that made
segregation legal, Heavy influence of KKK among southern lawmakers,
end of the Civil War in 1865, Racism, etc”
○ Objective it is assessing :Students will examine the effects of Jim Crow
Laws in the American South
Summative Assessments:
● Students will take part in a short summative assessment at the end of the lesson.
○ This will be a 5 question plicker assessment.
○ Students will have to draw from information from the lesson to answer the
questions.
○ Objective it is assessing: Students will examine the effects of Jim Crow
Laws in the American South and Students will discuss the inequalities
between Whites and Blacks during this time period
● For the end of unit summative assessment students will complete a project on an
important person, event, or aspect of the gilded age. Some examples may be the
implementation of jim crow laws, increase in immigrants entering the country,
rise of labor unions, or Andrew Carnegie. Students will have to explain their topic
as well as give three reasons why this event, person, or aspect was important to
the Gilded Age. Students will have to use at least 3 resources to support their
findings.
○ Students will have the option to complete this project in a variety of ways.
They can write a paper, create a presentation using any variety of
applications (powerpoint, prezi, etc) , or create a poster
○ Regardless of the format students will have to produce a bibliography with
their sources cited correctly. We will review how to cite sources before the
project is due.
Teaching Materials: You will include a list of ALL the materials you need
● Padlet
● Plickers
● Jim Crow Era posters
● Powerpoint presentation
● Introduction video
● pen/ pencil
● Papers for notes

Anticipatory Set
The hook for this lesson comes in the form of an essential question. This is something the class
will be used to because these inquiry questions have been explored throughout the unit. The
question will be “ What do you think about when you hear the words Jim Crow?” This allows
students to draw information from prior knowledge to answer the question. Activating this prior
knowledge will help students get into the right mindset for the lesson. If the student does not
have any prior knowledge it will give them some time to think about the idea and how it might
relate to the unit/lesson.
Procedures:

Date: April 30th

Opening:
● We will instruct students to take their seats when they enter the class and make sure to
take out their laptop/tablet. They will be emailed ahead of time to bring their device. If
they do not have a device we will provide them with one form the laptop cart.
● Once all students are ready and have entered class we will instruct them to follow the
padlet link that has been posted on blackboard for them.
● From their students will be instructed to answer the question What do you think of when
you hear the words “Jim Crow”?
● Students will get 2 minutes to jot down a brief response. Some responses may be… “inequality,
racism, unconstitutional law maker, American south following the civil war, etc.”
● As a class we will discuss some of the responses. I will have students share their response to the
class if they wish and their justification behind it.

Activity 1:
● Transition “Now that we have gone over some of the things we think of when we hear Jim Crow.
Here is a short intro video to provide some basic information about Jim Crow laws.” I will then
play the short introduction video. Students will be given the question “What are some of the
 factors that lead to the implementation of Jim Crow Laws?” This question will act as a formal
assessment and give students something to focus on while watching the video.
● After the video I will have students share their answers by raising their hands. Some answers
might be “Plessy vs. Ferguson court case that made segregation legal, Heavy influence
of KKK among southern lawmakers, end of the Civil War in 1865, Racism, etc”
● I will use probes to get students to deliver more in depth answers. An example could be
“Why do you think that was a factor that lead to Jim Crow laws? These probes will be
used to induce students think more critically.
● We will then transition students into a short instruction portion of the lesson “ Next, now that we
have a better idea of what Jim Crow laws were and what they did, let us look at some of the
impacts these laws had”

Activity 2:
● Following the introduction video and the class discussion about it we will go over two factors that
lead to the implementation of these laws. This includes the end of the civil war and the Plessy vs.
Ferguson case. Both of these were instrumental factors in creating the jim crow laws.
● We will provide students with visuals on the slides to go along with the information we are
teaching.
● We will also touch on what it was like to be black and live through the Jim Crow Era. At this time
we will ask students if they know of any examples of what it was like to live through this era.
Students may bring up that Blacks could not go into some of the same stores that Whites were
allowed to use. Students may also say that Blacks were treated as second class citizens, etc.
Continuing to engage students through instruction will keep them more focused.
● Transition “ Students I want you to shift your attention to the poster on the screen or the copy of
the poster in front of you.”
Activity 3:
● After discussing the factors and impacts of the Jim Crow laws we will examine some propaganda
posters from the time. This will provide students with an idea of the kind of environment these
laws created.
● Students will be split into groups by table. Each table will examine a different poster. Once they
are assigned their poster they will 5 minutes to describe what you take away from this poster.
What is it showing?, What feelings does it convey?, What is it trying to do? Students will write or
type the findings the group comes up with . Each group will then share what they found with the
class.
● Up to this point students have worked as a class and independently. Working as a small group
will allow them to collaborate and share ideas. Small groups can be more engaging for students
than working as a class or independently because they can bounce ideas off one another.
● We will model a poster for the class so that they understand the activity. We will give them time
to ask any questions they may have about the activity as well.
● After each group shares their findings we will have a slide up with some things that we took away
from the poster. We will had on anything that the group found to the slides. This will allow
students to note only hear their explanations, but they will be able to see them as well.
 ● This especially applies to this class who seems to do better when they receive both auditory and
visual input.
● Transition “ As you can see from each group these posters were used to degrade African
Americans and portray them as “animalistic” and second class citizens. Could everyone stand up
for me. We are going to take part in a brief activity.”
Activity 4:
● We will call students one by one to ether go into the back of the room or the front. Students will
be indicated to go to one or another based on their shirt color. Primary colors will go to the front
while secondary colors will go to the back. Students will be unaware of why they were sent where
they were.
● Once students are in either the front or back they will be asked to take a piece of paper and
crumple it up into a ball. For the sake of time we will have 18 paper balls crumpled up for them.
Students will then shoot at the basket in the front of the room.
● The goal of this activity is to show students an example of inequality on a very small scale.
● Once students have completed the activity. I will say “ As you can see the students in the front
had a unfair advantage over the students in the back. Now imagine if the unfairness of this
activity reflected your everyday life.” This will put into perspective the hardships that african
americans had to suffer through during the jim crow era. This class likes to be up and moving.
This will provide a better way for students to understand the disparity of african americans during
this time period then just reading and observing it.
● I will have students take their seats and call their attention back to our slideshow. We will then
emphasize to students that while 2018 is MUCH better there is still a inequality gap among
Whites and Blacks.
● We will then provide some examples of inequalities experienced today. Some examples being
opportunity gap, lack of funding in schools, housing segregation, police brutality, and
incarceration rates.
● This will provide a good wrap up of the lesson to show that the Jim Crow laws affect more than
just the people of the past. They also affect people of today.
● Transition “ One last thing we are going to do today. I am going to hand each of you a Plicker
card for our exit ticket. If you don’t feel comfortable using the Plicker i can give it to you on
paper.”
Closure:
We will close out the lesson with a summative assessment to review what we covered today. We
will use plicker cards to engage students in an active review.
● Students will each be assigned a plicker card.
● Students will then answer 5 questions that will help them review the main
points of today’s lesson
● Students will be provided plicker card associated with their name.
● If they wish to not use the plicker cards they can write their answers on
paper and turn it in at the end of class.

Overview:
1) In what ways do these procedures account for equity issues?
These procedures account for equity issues because it takes into account the different ways
students learn. An example of this is that all instructions for activities will be given both verbally
and can be seen on the screen. This lesson gives options to students so they are not forced to do it
one way. An example is the Plicker summative assessment. They can ether use the Plickers or
complete the task on paper. Students in the procedures will be given a device if they do not have
one so that they can take notes or follow along with the slides in front of them.
2) In what ways do these procedures take into account digital citizenship?
One way these procedures account for digital citizenship is by giving students equal access to
technology. Another way these procedures account for digital citizenship is it sheds light on
inequalities faced by certain groups in this country.
3) At what LoTi level is the technology applied in this lesson?
The technology being applied to this lesson is google slides, Plickers, and youtube. The slides
will be used throughout the lesson. The Plickers will be used at the end of the lesson for a quick
summative assessment. Youtube will be used at the beginning for the introduction video
detailing Jim Crow Laws.

UDL Implementation (be sure to reference the UDL Educator’s Checklist for this section):
Provide specific examples of the components in this lesson plan that exemplify the following
(keep in mind, this section can be one-two full pages on its own):

· Multiple Means of Representation:

● Students will receive paper copies of the Jim Crow propaganda posters, as well as
visuals on the screen. (1.3)
● Students will receive information about Jim Crow laws via texts, visuals, and a
video. (1.3) (1.2)
● Students will receive clarification on vocabulary through the introduction video
and the drill question. (2.1)
● Students will infer meaning from propaganda posters. (2.3)

·
Multiple Means of Engagement:
● Students will be asked to participate in discussion (8.3)
● Students will use Plicker cards to respond to questions (9.3)
● Students will work in groups to form conclusions (8.2)
● Students will be asked to write and speak their responses (8.4)
 ● Students have the choice of whether they would like to take the plicker quiz or
complete the quiz on paper. (7.1)

· Multiple Means of Action and Expression:

● Students will work independently, as a class, and in small groups (5.3)
● Students will take part in an activity that gets them up and moving in the
classroom (4.1)
● Students will communicate through a padlet discussion (5.1)
● Students will get up out of their seats for an inequality activity. (4.1)