Lesson Plan #2: Collaboration

Grade: 5th
Social Studies Strand: History
Submitted By: Neo Sequeira
Partner: Bobbi Curry


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell

Lesson Plan #2 - History submitted by: Neo Sequeira

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan:
This lesson plan is for 5th grade students to experience how students were segregated
during the Civil Rights Movement era and how it is different or similar from today. This
lesson uses recent and out of date history textbooks and a short quiz for 2 large groups of
students.
C. Basic Information:
Grade Level: 5
th
grade (possible for 3
rd
-4
th
)
Time to Complete this Lesson: approximately 50 minutes
Groupings:
o Whole group: discussions after activity, after video and to share small group
discussion on segregation in their schools
o large group: 2 separate schools activity (2 groups- red and green)
o small group: discussion on segregation in their schools (4 groups total)
o independent: closure- ticket out the door
D. Materials:
Note cards: Green and red ones with a number (1-4) on the back
Computer access
Many Recent History textbooks
1 Out-of-date History textbook
E. Objectives:
o NV State Social Studies Standards
H3.5.1 Compare and/or contrast the daily lives of children throughout the
United States, both past and present.
(3
rd
grade- H3.3.4 Demonstrate respect for each other, the
community, and the world)
o Student-Friendly Standards
H3.3.1 I can compare and contrast the everyday lives of students in the
past and present.
(3
rd
grade- H3.3.4 I can demonstrate respect for others, the community,
and the world)
F. Vocabulary
Civil Rights Movement The national effort in the United States made by African
Americans in the 1960s to establish equal rights for all citizens.
Lesson Plan #2 - History submitted by: Neo Sequeira

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
Segregate: to separate from others and place in a group apart from others.
Compare: describe as similar.
Contrast: describe as different.
G. Procedure:
1. Hand out note cards. Each student will get one (either a green one or a red one).
2. The students that have a green card will go to the back of the room. The students that
have a red card will go to the front of the room.
3. Once the students are all seated the teacher will explain that this classroom now
represents two separate schools. One school is the green group and the other school is
the red group. The teacher will promise the students that the two schools will be
separate but equal.
4. The teacher will instruct the green group to give all of their textbooks to the red group.
The teacher will also let everyone know that the red group is the only group allowed
computer access because there is only enough computers for them. The green group
will get one out-of-date textbook to share amongst everyone.
5. The teacher will pass out the quiz and tell the students they have 10 minutes to
complete the quiz with the resources the school has for them (green group: one out-of-
date textbook; red group: newer textbooks, computer access). The students will
research and answer the questions on the Civil Rights Movement. The students will be
told that this quiz is going to be handed in for a grade (but since it wont actually be
fair it should not be graded). It is expected that the green group will protest because
of the inequalities, but the teacher is to treat it as nothing and treat both groups
equally.
6. Once the 10 minutes is up the teacher will ask the class if they would like to continue to
treat our classroom as separate schools. It should be expected that a majority of the
class will rule this treatment to be unfair. If there are students who believe this treatment
is fair, they will be asked why? and asked to explain. Then each group will have the
chance to share how they felt about the separate schools.
7. On the back of the cards the students were given are numbers 1-4. The teacher will
instruct the students to get into groups with the same number. There should be 4
groups.
8. In these groups, students will come up with ways students in their school may be
segregated or treated unfairly and how treatment is different or similar today than in
the past. In this section, I will encourage students to consider bullying in their schools
due to differences in their peers. They can also discuss ways to fix these problems, so
everyone is treated equally and fairly.
H. Assessment:
What will you use to measure student understanding?
The ticket out the door will be used to assess student understanding. Also, the teacher
can also pay attention to class discussions and check for student understanding.
Lesson Plan #2 - History submitted by: Neo Sequeira

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Explain how you will know students understand the concepts from the lesson.
Students must compare and contrast the daily lives of students throughout the United
States, both past and present. By writing about the treatment of African Americans
and how it was similar to the treatment of the green group and how it is different or
similar to the treatments of all students now, students will show they can compare and
contrast the lives of students in the past and the present.
I. Closure:
Students will have a ticket out the door card and they will be asked how the
treatment of the green group was similar to the treatment of African Americans before
everyone had equal rights and how the treatment in the past is different or similar from
the way students are treated now.
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think the easiest part of the lesson to teach will be the beginning. I will only have to
instruct students to do research using the resources given to the based on the
schools they belong to. I will only have to walk around and make sure students
are on task and check the time so they finish in 10 minutes.
2. Which part will be most challenging for you to teach?
The most challenging part for me will be the debate the students will have when
they present the pros and cons of the actions of Martin Luther King Jr and Rosa
Parks. I will have to make sure no students feel uncomfortable and none are being
disrespectful. I will have to make sure they do not go over the time allotted and talk
out of turn.
3. How will you follow up or extend this lesson?
A way to extend the discussion in the closure is to have students share a story about
someone either in their class or in the school that has stood up to any inequalities or
bullying towards them or another, the way Martin Luther King Jr. and Rosa Parks did.
They could even write a short thank you or good job note to that student.
4. What can you do for students who dont grasp the concepts?
For students who dont grasp the concepts, a list of books or websites on the
subject that will explain more in depth can be given. Also, asking the student(s)
what they did not understand will help know what the next step is.
5. Which part of the lesson, if any, do you think might need to change?
The parts that might need to be changed are the Prezi presentation and the quiz. In
order to gain access to the Prezi presentation, teachers have to create a paid
Lesson Plan #2 - History submitted by: Neo Sequeira

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5
account. The quiz will have to be changed too depending on the textbooks the
students have and the information the teacher wants them to learn.
6. When you were writing this lesson plan, what was the most difficult part?
The most difficult part was trying to find a third grade history lesson. There were
many meaningless or boring lessons and some werent long enough. I finally was
able to find this one. I liked it because it wasnt just pure lecture, but students will be
able to experience some injustice, we just changed a few things around.
7. Describe your experience collaborating on this lesson plan.
I have no personal complaints against my partner, she was really helpful and we
both had our parts in completing the lesson, but personally I would rather work alone
than with a partner. I like getting things done at my own pace and having to work with
a partner also means getting in touch outside of the classroom. I have a lot of personal
reasons why I cannot meet up with a person or group outside of class, so
communicating online and by phone is preferable, but it is very impersonal and you
have to wait awhile for a reply, wasting time. I also do not like depending on others to
get my work done. I have had bad experience where my partner(s) have me do all
the work or do not complete their part.

Source of activity:
http://teachers.net/lessons/posts/4556.html













Lesson Plan #2 - History submitted by: Neo Sequeira

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 6
Quiz
1. On August 28, 1963, Dr. Martin Luther King, Jr. delivered his "I Have a Dream" speech from the steps of
what Washington, D.C. location?
a) The White House
b) The Lincoln Memorial
c) The U.S. Capitol
d) The U.S. Supreme Court building
2. Rosa Parks' arrest after her refusal to move to the back of a bus caused a citywide boycott of what city's
bus system?
a) Atlanta, Georgia
b) Charleston, South Carolina
c) Memphis, Tennessee
d) Montgomery, Alabama
3. The Civil Rights Act of 1964 was supported and signed by which president?
a) John F. Kennedy
b) Lyndon Johnson
c) Richard Nixon
d) George Washington
4. The most popular leader of the nonviolent civil rights movement in America was
a) Rosa Parks
b) Martin Luther King Jr.
c) John F. Kennedy
d) Malcolm X
5. The Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas, that
a) Affirmative action constituted reverse discrimination
b) Poll tax requirements for voting in federal elections were illegal
c) Segregated public facilities were unconstitutional
d) Companies could not use intelligence tests to screen potential employees