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EDU 613 Lesson Plan #2

Jamile Garraway
New York State Standards
 Standard One is met in this lesson as students will utilize
a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes,
developments, and turning points in the history of the US
and NY

 Key idea 3: Compare and contrast the experiences of

different groups in the US
 Studentts will be able to articulate feelings about
the post-Reconstruction discrimination practices
and the Civil Rights era during a post-activity
class discussion
 They should be ale to identify, orally, at least 4
of the 8 key events or key people, from previous
lessons and text readings, that were influential
to the Civil Rights Movement in the US.
Anticipatory Set
 As students enter the room, hand each one a card,
either red or blue.
 The cards will be used during the activity that will
demonstrate the discrimination felt by Native and
African Americans following the Reconstruction.
 This activity will loosely resemble the discriminatory
voter registration practices of the early 20th century.
 Students will be asked to take a “quiz” that will be
representative of the tests that minorities had to take
before registering to vote.
 Have all students with a blue card move to
the back of the room and create a barrier
between the blue and red students.
 Have various “votes”
 Instruct the students to take out a sheet of
paper for the quiz.
 Commence a quiz on the U.S.
 Blue students: Recite the 11th Amendment to the
Constitution as it was written by our forefathers
 Explain its significance
 Those students that answer correctly are allowed to
move up to the red section but still cannot vote.
 Interpret what the founding fathers intended with 13th
Amendment and to identify what it accomplished. (The
blue students should be able to answer this one)

 Ask the students to assess how they felt when
they were being discriminated against.
 Ask them to describe those feelings to the
class. Move from student to student (both red
and blue) asking them to articulate their feelings.
 Have students recommend ways to combat
discrimination and list them on the board.
 Have students identify key events and people
 Ie. Brown v. the Board of Education, the
Montgomery Bus Boycott, the Freedom Rides,
the sit-ins, or any other event.
 Possible key persons could include Martin
Luther King Jr. and Rosa Parks.
 Students are to discuss from prior class
knowledge what they know about the historical
significance of these people and events.
 Instruct students on other aspects of Civil
Disobedience, and Non-Violent
Demonstrations setting them up for the
next lesson on the Civil Rights Movement.
 Ask the students if they have ever been guilty of
discriminating against someone. Ask them to propose
ways to change this? Ask them to describe some other
ways that discrimination has affected the world?
(depending on answers, possible one page reflection
 Other possible activities could include a “timeline of
• Students’ participation, behaviour, and actions
throughout the activity will be monitored by
means of an anecdotal record.
• Answers given by students will also be placed
on the board by the teacher.
• Throughout the activity students will be
observed to see whether or not they have clued
in to the main idea of the lesson.
• Students will identify key events that took place during the Civil
Rights Movement, and name at least four of the eight important
figures and events that we have previously discussed who were
involved in and lead to the movement.
• Students should recognize these people and events from previous
lessons in this unit. Included could be the Montgomery Bus Boycott,
the Freedom Rides, Sit-ins, and the Brown v. B.O.E. court case,
Civil disobedience, Non-Violent Demonstrations, Martin Luther King
Jr., and Rosa Parks.
• If class is not sufficiently involved in the discussion, then they will be
assigned a one-page reflective paper that will be graded as per the
attached rubric.
Reflective Statements
 The lesson will offer a change from traditional lessons
that focus primarily linguistic intelligence.
 Intrapersonal learners will benefit from the class
discussion and question and answer periods.
 Interpersonal learners will be engaged by the self-
reflective nature of the activity.
 A mixture of lower-level and higher-level thinking
elements to engage learners of various capabilities.
 Exceptional learners will benefit from tasks that require
them to identify or name while higher achieving
students will be engaged by tasks that require them to
articulate, propose, and explain.
 Although some ESL learners or foreign students may not
be familiar with the terminology used, or the Civil Rights
Era, the more broad issue of discrimination can be
generalized to reflect the political histories of many
different countries.
 Nationalists being disfranchised on Taiwan after the
Maoist Revolution or Palestinians in present-day Israel,
West Bank and Gaza. Black Africans in South Africa or
Tamils in Sri Lanka are other examples of this.
 The key is to tie experiences of institutionalized
discrimination and disfranchisement to textbook info.
 This lesson relies heavily on class participation in
 As we have read in Vacca and Vacca, discussion is
primary means of increasing active student involvement
in the classroom.
 Students gain useful skills in clarifying goals, planning,
and being sensitive to others.
 Although a lot of class time may be spent maintaining
the group, discussion offers the opportunity for widening
student views and perceptions which is the primary aim
of this unit.
 Set clear expectations for student participation
in discussion sessions.
 Break the ice with informal talk outside of
 Control and use classroom space strategically.
 Use eye contact purposefully and strategically.
 Avoid open questions; call on individual