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Grade: 10
Student Learning Objective: Students will understand how African American people were influenced by the end of the Civil War. Students will
read excerpts from the Jim Crow laws, as well as listen to primary accounts of African American peoples alive during that time. Students will
ultimately be able to describe the Jim Crow Laws, and how they influenced the lives of African Americans by constructing a four paragraph essay.
The essay will utilize information from the text; students must reference the reading materials.
Materials:
Reading materials:
o Examples of Jim Crow Laws. The Jackson Sun. The Jackson Sun, 2001. Web. 17 October 2015.
o Pilgrim, David. What was Jim Crow. Ferris State University: Imagine More. Jim Crow Museum, 2012. Web. 17 October 2015.
Videos: (The videos are located towards the right hand portion of the website, within the yellow column.)
o http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/jim-crow-laws/
Song:
o https://www.youtube.com/watch?v=dHAXKdlPrOk
o Song lyrics:
o http://genius.com/Lead-belly-jim-crow-blues-annotated
Graphic organizer/outline for the essay
o http://thedissertationwritingservicebro.com/images/lymurone.jpg
Vocabulary Knowledge Rating
o http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx
Separate sheet of paper for the essay itself
Separate sheets of paper for two column graphic organizer
Pencil
Projector
Board
PowerPoint
Preparation for the Activities: The teacher will begin by presenting the hook. During the day of the lesson the teacher will present a PowerPoint
2014Cherie Behrens
defining the term Jim Crow Laws. The teacher will then present two brief videos of two African American people recanting their experiences with
Jim Crow Laws. The students will then be presented with the reading materials.
Text Information:
1. Examples of Jim Crow Laws. The Jackson Sun. The Jackson Sun, 2001. Web. 17 October 2015.
2. Pilgrim, David. What was Jim Crow. Ferris State University: Imagine More. Jim Crow Museum, 2012. Web. 17 October 2015.
Link to Text:
1. http://www.ferris.edu/jimcrow/what.htm
2. http://www.ferris.edu/news/jimcrow/links/misclink/examples/homepage.htm
Flesh-Kincaid Readability Level:
1. 10.8
2. 10.4
Order of the Lesson:
1. Introduction: The teacher will play Lead Bellys Jim Crow Blues with lyrics on the screen. The teacher will then ask the students, based
off of the song, what they suspect Jim Crow was.
The teacher will then present a Vocabulary Knowledge Rating worksheet. The worksheet will have specific terms such as: racial
segregation, racism, inferior, and oppression located within the Vocabulary Words column. The students may be familiar with many of the
terms presented within the lesson, but may lack the ability to define these terms clearly. Terms such as racism or segregation may be
familiar to students, but terms such as impute or grandfather clause may be new to the student. Understanding that this terms will occur
within the reading, and that these terms must be understood in order to comprehend the assigned readings is pivotal for the success of this
lesson plan. The students will be able to gauge their level of familiarity with certain terms. Providing a student the ability to express they have
an insufficient understanding of a term, but have heard that term before allows the student to ask questions, or use the text to independtly seek
out answers.
The teacher will present the definition of Jim Crow Laws using PowerPoint. The teacher will then show two videos dealing with the accounts
of African Americans who have had first-hand experience with Jim Crow Laws. The teacher will then ask the students if they have any
comments or questions about the presented materials. After the students ask their questions, or relay their comments, they will be split into
group of three of four.
The teacher will also provide a list vocabulary words, with their respective definitions (for example, the terms racial segregation, racism,
inferior, oppression, etc.) It is important that the teacher clearly provide these definitions to the students because the text does not clearly
imply the definitions of some of these key phrases. For example, the students need to understand what the term impute or grandfather
2014Cherie Behrens
clause outwardly mean because the text does not provide sufficient context clues. The students will then copy the definitions into the colum
marked Definitions.
The students will then conduct silent reading.
2. Before Reading Strategy: Building Background Information After the teacher presents the song written and performed by Lead Belly, the
students will engage in class dissection. The students will then see a list of key vocabulary they will be introduced to during their reading, and
the watch two filmed accounts of African American experiences during Jim Crow. The students will then be able to pose questions and
comments about the video or vocabulary. The students will then be divided into their groups, and engage in reading the provided materials.
3. During Reading Strategy: A Combination of Note Taking While reading, students will implement note taking/highlighting skills. Students
will highlight key terms, as well as interesting or significant ideas. Perhaps they will highlight information they wish to include within the
text. The students will take a sheet of paper, and draw two columns. The first column will contain information from their reading assignments,
while the second column will contain questions, or comments about the readings. The students will then share that information with students
from their group.
4. After Reading Strategy: Team Review After students create their two column graphic organizer, they will share information within the
graphic organizer with other students.
Introduction: The teacher will provide activating materials. The materials will either spark student interest, or student knowledge. The teacher will
use music, as well as video in order to introduce students to the concept of Jim Crow. The teacher will then lead a class discussion that will allow for
students to ask questions, or share comments. Before the students read the assigned text, the teacher will model use for a two column graphic
organizer. The students will read the assigned text, and fill out the two column graphic organizer using the help of scaffolding questions. The students
will then collaborate and discus the text using the two column graphic organizer. Finally, the students will fill out an essay outline, and complete a
four paragph assignment.
CONTENT AREA STANDARD:
Discipline:
9 12 SS.912.A.2.5 Understand the causes, course, and consequences of the Civil War and Reconstruction and its effects on the American
people. (Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.)
(Social Studies:
American History) Link: http://www.cpalms.org/Public/PreviewStandard/Preview/3343
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS Anchor
Reading
Writing
Standard
CCSS.ELA-LITERACY.RI.9CCSS.ELA-LITERACY.W.9-10.2
Addressed:
10.1
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K-12 CCSS
Anchor
Standards
with Link and
Standard
Written Out:
http://www.corestandards.org/EL
A-Literacy/RL/9-10/1/
http://www.corestandards.org/ELA-Literacy/W/910/2/
Correspondin
g Before,
During and
After
Strategies
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Evaluation
Using
Formative
Assessment
Hess' Level of Cognitive Rigor Matrix: Understand: Students will paraphrase, translate, give examples, summarize, generalize, explain, compare
and contrast (by inference).
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will define Jim Crow Laws by including support from the
assigned text. They will summarize, use examples, and quote materials from the text. They will comprehend multiple perspectives during different
time periods within America. They will understand the significance of the vocabulary, and incorporate key vocabulary into (at least) their essay. (This
will draw upon elements within Webbs DOK levels one through four.)
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model: The gradual release model dictates how students and teachers should come to explain and understand information.
The I do it portion focuses on the teachers ability to relay information using direct instruction. The we do aspect incorporates guided instruction,
within this lesson plan; the we do will be supported by the teacher as well as classmates. Finally, the you do it independently will primarily focus
on the constructed of an essay that will be constructed independently. The you do it together aspect will be incorporated if one allows for students
to confide in one another in hopes of clarifying any confusion.
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading:
During Reading:
After Reading:
I do it: Before the
I do it: The teacher will
I do: Before the teacher
students read the assigned explain summarizing and
assigns the next activity (the
text, and participate in
quoting. The teacher will
essay) the students should
note taking, the teacher
model highlighting
check for understanding.
will instruct students on
important text.
This would be an ideal two
how to use the two
day lesson for this reason.
column graphic organizer. We do it: The students will The teacher can collect the
2014Cherie Behrens
During Reading:
A Combination of Note Taking
o Link: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx
Reading materials:
o Examples of Jim Crow Laws. The Jackson Sun. The Jackson Sun, 2001. Web. 17 October 2015.
o Pilgrim, David. What was Jim Crow. Ferris State University: Imagine More. Jim Crow Museum, 2012. Web. 17 October 2015.
o http://www.ferris.edu/jimcrow/what.htm
o http://www.ferris.edu/news/jimcrow/links/misclink/examples/homepage.htm
After Reading:
Team Review
Link: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx
Final evaluation:
o Graphic organizer/outline for the essay:
http://thedissertationwritingservicebro.com/images/lymurone.jpg
Reflection: The students will utilize multiple reading strategies in order to comprehend the assigned text. The building background strategy will
allow students to understand the context of the assigned readings. It would be unfair to expect students to comprehend the text, if this lesson were the
first to introduce them to Jim Crow. The students interest will be ignited by the technology integrated within the lesson, as well as the vocabulary
words provided by the teacher. The note taking strategy will allow for students to keep track of important information located within the text. The
students can directly quote and summarize information, while clarify that information in the right hand column of this two column graphic organizer.
The students will also be able to write questions within the right hand column; these questions will inspire the student to better understand the
concepts of the text. The team review will allow for students to collaborate ideas derived from the assigned text. The students will be able to pose
2014Cherie Behrens
questions to one another, as well as explain ideas. The students ability to communicate will be tested, and ultimately this will allow them to create
more clearly written essays. Essays are a mode of communication, and academic discussions allow for students to experiment with using academic
language as well as complicated topics.
Objectives Connection: The readings, two column graphic organizers, as well as essay outline will allow for students to deeply explore Americas
treatment of African Americans after, and well after the end f the Civil War. The students will be able to analyze text that directly explain Jim Crow
Laws, and how those laws define American views towards African Americans during a time period. The students will use their ability to write in
order to define the Jim Crow Laws, and support that definition using text from the assigned readings.
2014Cherie Behrens