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Jim Crow Laws

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
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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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Listening and Speaking


CCSS.ELA-LITERACY.SL.910.4

K-12 CCSS
Anchor
Standards
with Link and
Standard
Written Out:

Cite strong and thorough textual


evidence to support analysis of
what the text says explicitly as
well as inferences drawn from the
text.

Write informative/explanatory texts to examine


and convey complex ideas, concepts, and
information clearly and accurately through the
effective selection, organization, and analysis of
content.

http://www.corestandards.org/EL
A-Literacy/RL/9-10/1/

http://www.corestandards.org/ELA-Literacy/W/910/2/

Present information, findings, and


supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and style
are appropriate to purpose,
audience, and task.
http://www.corestandards.org/EL
A-Literacy/SL/9-10/4/

Correspondin
g Before,
During and
After
Strategies

Before: Students will listen to a


song about the Jim Crow South,
see a list of key terms pulled from
their readings (along with
definitions), and then ask the
teacher questions based off of the
presented information. The
students will then watch a video
of firsthand accounts of those
who grew up within a Jim Crow
America. The students will then
address questions or comments to
the teacher. The teacher will then
provide the assigned text, and
model how to design the twocolumn graphic organizer.
During: During reading, students
will practice comprehension
skills. The teacher will display

2014Cherie Behrens

Before: Before the students write their four


paragraph essay, the students will organize
information using a graphic organizer. The only
portion of information missing within the
provided graphic organizer is the hook, and the
thesis statement. It would also be helpful for
students to understand how many sentences each
paragraph should contain (although this is
considered rudimentary assistance, it may be
necessary if students do not possess much writing
experience). The teacher will then explain the
components of an essay to the students
During: Students will use information from their
two column graphic organizer, and group
discussions to fill out their essay outline. One
they fill out their essay outline, they will begin
constructing their essay. Their essay will have a
strict, preplanned format, so the essay should not
be too challenging. If the students have issues

Before: During class discussions,


the students will be able to pose
questions and hypothesis about
the Jim Crow Laws. This
information will be based on the
teachers introduction to the
assignment.
During: During group
discussions, the students will base
information on the text. They will
express their ideas using their two
column graphic organizer. They
will be able to share ideas, as well
as absorb the ideas of their
classmates.

Evaluation
Using
Formative
Assessment

some scaffolding questions in


order to assist students with
comprehension. The questions
may include: What is Jim Crow?
Who did these laws affect? What
are some examples of Jim Crow
Laws? How did these influence
how African Americans lived, and
how African Americans were
viewed? While the students read,
they will create a two column
graphic organizer. The first
column will contain information
from the text, while the second
will contain the students original
question and comments.

starting their essay, they can collaborate within


their groups, or direct questions to the teacher.

After: After the students read the


text, and fill out their two column
worksheet, the students will then
share their questions, comments,
and pulled materials with the
group. (The column worksheet
will be collected, and used as a
separate grade.)

After: The teacher will then collect the essays


and check for an introduction, two body
paragraphs, and a conclusion. The essay should
use information from within the text to explain
ideas of the Jim Crow era.

Estimated Time: 90 minutes (two class periods)


English Learner Strategies:
If possible group the EL student with a bilingual student.
Highlight important text/key terms ahead of time.
Provide a graphic organizer/outline for essay for student, if possible partially filled out.
2014Cherie Behrens

After: The teacher will listen to


the conversation happening
within each group. The student
will make sure the students are on
task, and discussing relevant
information from the presentation
and assigned readings. The group
discussion will assist the students
in filling out their essay outline.

Provide a bilingual dictionary


(If beginner or intermediate, use sentence frames)
Allow incomplete sentences/grammatical errors, forgive some coherency issues.

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

The teacher will explain


that as the students read,
they must keep three
questions in mind: What
is Jim Crow? Who did
these laws affect? What
are some examples of Jim
Crow Laws? How did
these influence how
African Americans lived,
and how African
Americans were
viewed? These questions
will be written on the
board. The teacher will
then pull out a piece of
paper, and model the
construction of the two
column note taking
assignment. The teacher
will provide an example
of information that will
be provided in the lefthand column (as in
quotes, and summaries).
The teacher will also
explain the information
that will go into the righthand side of the column,
such as questions, and
comments. The teacher
will remind students that
2014Cherie Behrens

be able to call for the


teachers attention, or ask
students within their group
for assistance. The teacher
will provide a list of some
key terms, and their
definitions at the front of
the classroom. The
students will be able to call
upon assistance from the
teacher or their group
members if they are stuck.
You do it: the students
will independently read the
assigned text. They will
highlight important
information (concepts and
key terms). They will
create their own questions
and comments to be
included within the right
hand side of the two
column graphic organizer.

students two column


assignments, and look over
them that night. The teacher
will then gauge what the
students have concluded
independently or within
group interaction.
Ultimately, the teacher will
assign the next graphic
organizer: an essay outline.
The teacher will explain the
hook, and how to formulate
a thesis statement. The
teacher will fill out a graphic
organizer at the form of the
classroom. The teacher can
use a projector, or the board.
The teacher can define the
hook as an attention
grabbing sentence, it can be
a quote, or a creative
question. The thesis is the
main point of the essay, and
will include main ideas
contained within the
paragraph. The two boy
paragraphs should contain at
least four to five sentences
explain what the Jim Crow
Laws were, and how they
influenced the live of

they will use this two


column graphic organizer
to discuss the text with
their groups.
We do it: Before students
read through the assigned
text, they will create their
two column graphic
organizer. The teacher can
pull up the assigned
readings, and discuss the
title, the pictures, or
perhaps the first
paragraphs of the
assigned text. The
students can begin their
graphic organizer by
using that information.
You do it: The students
will then prepare to read
the text. They will
independently evaluate
what is within the text.
They can discuss this
within their groups.

Strategies and Links:


Before Reading:
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African Americans. The


teacher will explain that they
can use quotes, and
summaries. They can use
their two column assignment
to fill out their graphic
organizer outline. Finally,
the teacher will explain what
a conclusion is (the wrap
up, the final paragraph that
will solidify ideas.)
We do it: Students can
break into their original
groups, and discuss their
graphic organizing outlines.
They will use the text to
copy the model the teacher
presented.
You do it: The final essay
should be an independent
project, but one should not
discourage the exclusion of
peer input or peer review.
The students will use
graphic organizers to
construct their final, four
paragraph essay.

Building Background Information


o Link: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
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
Vocabulary Knowledge Rating
o http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

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

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