Sarah A. Huett U.S. History Lesson Plan T.I.S.D.

TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

Teacher: Sarah A. Huett Subject/Course: U.S. History
Grade(s): Grade 11 Time frame: 45 minutes

Lesson Plan Number: 55

Topic/Process: Segregation and Discrimination

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch. 8, sec. 3, pgs 286-289

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US2 C, US7 A, US17 A, US18 B, US21 A-C, US24 A-C & F, US25 A- B & D

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(C)analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

(7)History. The student understands the impact of the American civil rights movement. The student is expected to:

(A)trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(17)Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:

(A)analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke, and Reynolds v. Sims;

(18)Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

(B)evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and

(21)Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:

(A)explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;

(B)explain efforts of the Americanization movement to assimilate immigrants into American culture;

(C)analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity; and

(24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C)explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(F)identify bias in written, oral, and visual material;

(25)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)use social studies terminology correctly;

(B)use standard grammar, spelling, sentence structure, and punctuation;

(D)create written, oral, and visual presentations of social studies information.

TAKS: US1 A-B, US2 C, US7 A, US17 A, US18 B, US21 A, US24 A-C & F

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(C)analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

(7)History. The student understands the impact of the American civil rights movement. The student is expected to:

(A)trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

(17)Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:

(A)analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke, and Reynolds v. Sims;

(18)Citizenship. The student understands efforts to expand the democratic process. The student is expected to:

(B)evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and

(21)Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:

(A)explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;

(24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C)explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(F)identify bias in written, oral, and visual material;

Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict / Differences between people can create conflict. Social, economic and political oppression often leads to conflict. Conflict often leads to change or reform.
Rights / Rights may have limits.
Equality / Desire for equality may lead to conflict or change. True equality often does not exist.

Sequence of Activities (Instructional Strategies):

1. Focus: Have students describe how each of the following measures keep African-

Americans from attaining full civil rights: poll tax, Jim Crow laws, grandfather

clause and Plessy vs. Ferguson. After students have finished taking their notes,

discuss each of the measures with the class to ensure understanding.

2. Case Study of Plessy vs. Ferguson: Have students read or discuss with students

a brief synopsis of the Plessy Case. Then have students break down the elements of the case: issues, facts presented to the court, the court’s decision, rationale for the decision, and effect of the decision. Then pose the following questions to the students (they can answer these individually or as groups): Compare the arguments of Justices Brown and Harlan. With which did you agree? What do you think that Harlan meant when he said that Americans

would find it difficult to boast about being the freest people on earth? Do you

think this is still true today? What do you think about “separate but equal”? If

you are “separate” can you ever really be “equal”

Questions to Consider in Lesson:

1)  How did African-Americans fight discrimination?

2) How did conditions for African-Americans differ in the North and the South?

Assessment of Activities:

Classroom Observation

Classroom Discussion

Case Study

Prerequisite Skills:

1. Interpretation of Primary Sources

Key Vocabulary:

Poll tax. Grandfather clause, segregation, Jim Crow laws, Plessy vs. Ferguson

Materials/Resources Needed:

Textbook, pens, paper, copies of Justices Harlan and Brown’s statements, Plessy

synopsis

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP. Paired reading.

Differentiated Instruction: Instead of doing the Plessy vs. Ferguson case study, set up a mock trial of the case and have students be the jury. After the students have reached their verdict, share the actual outcome of the case with them. Have students compare the two verdicts.

Teacher Notes:

Sample Test Questions:

1. Jim Crow laws were laws that

A. separated the races

B. denied citizenship to Asian immigrants

C. taxed voters

D. promoted discrimination against women

2. In the case of Plessy v. Ferguson, the Supreme Court ruled that

A. lynching was a federal crime

B. school segregation was unconstitutional

C. voting rights could not be tied to any form of tax

D. racial segregation in public facilities was legal

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.