Name of Lesson Author: Dnae Monford

Unit: The Civil Rights Movement

Title of Lesson: The Impact Jim Crow Made on Civil Rights
Grade: 3rd grade
Subject: Social Studies

Integration of Learning Outcomes:

Students will be able to explain and talk about the laws that were put in place
to oppress African Americans in a small group and whole class discussion.
Students will be able to describe how conflict was involved during in Civil
Rights and how much it has impacted todays society.
Students will be able to identify and explain the reasonings behind the
protests.

Standards:
8.1.3.C Conduct teacher guided inquiry on assigned topics using specified historical
sources.
8.1.3.B Identify fact, opinion, multiple points of view, and primary sources as related
to historical events.
8.3.3.D Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of the U.S.
5.3.3.F Explain how an action may be just or unjust.
NCSS Themes
Culture- Compare ways in which people from different cultures think about and deal
with their physical environment and social conditions
Individuals, Groups, Institutions- Give examples of and explain group and
institutional influences such as religious beliefs, laws and peer pressure, on people,
events, and elements of culture

Production, Distribution & Consumption- Explain and demonstrate the role of money
in everyday life

Global Connections- Give examples of conflict, cooperation and interdependence

among individuals, groups and nations
Anticipatory Set
Teacher will discuss how protesting was a big part of the Civil Rights
movement. The teacher will read two guided questions on the dry-erase board that
deals with the topic and the video. The teacher will tell the class to keep these
questions in mind, play the short video of rioting that happened during the civil
rights movement, and have the students answer the question as a class.

Procedures
1. Teacher will discuss how protesting was a big part of the Civil Rights
movement. The teacher will present the two questions on the whiteboard that
deals with the video and topic of discussion.
a. Questions will be How do you think these people were feeling? and
Would you have done the same thing if you were those who were
rioting?
2. Teacher tells students to keep these questions in mind while watching the
video.
3. Teacher will play short video of riots that happened during civil rights
4. After the video finishes, the teacher will return to the questions on the board
and ask the students to answer them.
a. All of the student will give their input and explain their reasoning
behind it.
5. Teacher will briefly discuss the different events that were going on during the
civil rights movement that led to different protests and riots.
a. The teacher will briefly discuss the assassination of MLK, sit-in protests,
voter rights, and segregation.
b. In explaining the voter rights, sit-in protests, and segregation, the
teacher will discuss the laws the were put in place for oppression.
6. The teacher will split the children into small groups of 4 children.
a. Two who struggle with this subject, and two who are proficient in this
subject.
7. The teacher will give each group a folder with pictures and information of one
specific event during Civil Rights.
a. These events will include riots from the assassination of MLK, sit-in
protests, protests of voter rights, and segregation protests.
8. The teacher will pass out Cause and Effect charts for the students to
complete.
9. When the groups are done writing the cause and effect of the event, they will
switch with another group, until everyone has had each event that was
offered.
a. Teacher will monitor when all groups are finished so that everyone can
switch folders.
b. Students will be discussing among themselves the event that was
going on in the pictures.
 10.When every group has wrote about each topic, the teacher will bring the class
together in an open discussion about the different events and riots from each
group, and discuss how they would feel if they were in that situation.
a. Questions that the teacher would ask the class would be thought
provoking: Was it right for the police to treat these people this way?
Why do you think the people rioted when MLK was assassinated? Do
you think peoples wealth had anything to do with this and why? Would
you have participated in a sit-in if you were in the situation of those
who did? How would you feel if laws were made to keep you from
functioning as a citizen? Do you think everyone wanted to be
included?
11.Teacher will pass out journals for students to give a reflection of how they felt
about the days lesson and make connections to their own lives.
a. The teacher will ask the students to share with the class once they are
finished.

Differentiation

Auditory Learners will benefit from listening to the information from the video
and having discussions about the historical events.
Visual learners will benefit from watching the video as well as seeing the
photographs from the historical events.
Linguistic learners will benefit from the aspect of having to write in their
journals.
For those who are ELLs, they can write in their native language in their
journals.
For those who are struggling to get their points across verbally or in writing,
the teacher can talk with them one-on-on.

Closure:
Teacher will have students write a reflection of their thoughts of the lesson,
making connections to their own lives and how they felt about everything in their
journals. After the students get done writing, the teacher will ask the students if
they would like to share their responses to the class.

Formative / Summative Assessment

 Teachers will listen to the discussion and the input each child gave
individually.
Teachers will review their cause and effect charts to see if students made
connections with different events to riots. This will be graded
Teacher will assess the students based on their short journals to see if they
made connections from the lesson to their own lives and if they understood
and applied the main ideas from the lesson.
Materials / Equipment

Video clip of rioting (Appendix C)

Cause and effect chart (Appendix B)
Journal
Pencil/pen
Pictures of Riots (Appendix A)
List of teacher-guided questions
Dry-Erase Board

Technology

Video via smartboard

Appendix A

MLK Assasination

Sit-ins
March on Washington

Voter Rights
Appendix B
Appendix C
Video Clip of rioting:
https://www.youtube.com/watch?v=-0lD37bq8YI