Education lesson plans

Day #1 Lesson Topic/Name: Plessy V Ferguson

 

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Specific Lesson Objective(s):

  • Students will be able to describe the events that led to the ruling
  • Students will be able to point out the outcomes and consequences
  • Students will be able to explain the case that impacted the ruling

 

Florida Sunshine State Standard(s):

 

Materials and Equipment:

  • History Book
  • Pencil
  • Paper
  • https://study.com/academy/lesson/plessy-v-ferguson-impact-summary-quiz.html

Vocabulary

  • Jim crow laws
  • Segregation

Identifies Students’ Prior Knowledge:

  • “What do you know about the civil rights movement for African Americans ?”
  • “Anyone know what happened after the abolishment of slavery?”

 

Introduction:

  • Bell ringer: Why do you think Abraham Lincoln abolished slavery?

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

  • I will put on a video that explains Plessy v. Ferguson impact and summary
  • Throughout the video I will pause it and give the students questions to answer based on the part we have just watched
  • After the video is complete the students will read a article with facts about the case to build upon their knowledge
  • Students will then write a diary entry about a day in their life if they lived in a world where Plessy V Ferguson was not overturned and separate but equal was still the law. Student will include how school, free time, work and traveling would be if it was not overturned.
  • As a follow up activity each student will be required to bring in a case name from the civil rights movement

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

  • Students will watch a video about Plessy v. Ferguson and the impact it had.
  • Students will answer these questions based on the video: Who is Homer Plessy? What is his case about? How did the supreme court rule in Plessy v. Ferguson? What was the supreme courts justification for their ruling? What were Jim crow laws? Who is Oliver brown? Why did brown sue the school system? what was the outcome of brown v board of education? What impact did Brown v Board of education have on Plessy v Ferguson?

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

  • Have students write simple sentences
  • Speak slowly and clearly
  • Break often for students to reflect on material

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

  • Students will write a diary entry about a day in their life if they lived in a world where Plessy V Ferguson was not overturned and separate but equal was still the law. Students will include how school, free time, work and traveling would be if it was not overturned.
  • Based on what the students write I will assess if they truly understand the topic

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

  • As a follow up activity each student will be required to bring in a case name from the civil rights movement and a little synopsis about the case which they will share with the class.

 

 

 

Day #2 Lesson Topic/Name: Jackie Robinson major leaque baseball debut

 

Specific Lesson Objective(s):

  • Students will be able to describe contributions made by Jackie Robinson
  • Students will be able to demonstrate an understanding of the racial discrimination which occurred during the time period that Jackie Robinson lived
  • Students will be able to explain Jackie Robinsons role in the civil rights movement

 

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

  • Segregated
  • Racial discrimination
  • Jackie Robinson

 

Identifies Students’ Prior Knowledge: Who knows who Jackie Robinson is? What do you know about him? Do you think he was important to the civil rights movement?

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

  • Students will watch a video of Jackie Robinson playing baseball and write down their reactions on a sheet of paper.
  • After I will then ask a few students to speak on Jackie Robinson based on the clip
  • Once this is done I will proceed into the lesson explaining how Jackie Robinson is not only a gifted athlete he is also a turning point in civil rights

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

  • Students will read the first section of the article and answer these following questions: What do you think “break the color barrier mean? Where did African Americans play baseball before 1947? Why weren’t African Americans allowed to play in the major league?
  • Students will read the second section of the article and answer these following questions: Why did Jackie leave college? Why was he discharged from the army?
  • Students will read the third section and answer these following questions: Is it true Jackie was only good at baseball? If not what other sports? Who wanted Jackie to play for the dodgers?
  • Students will read the forth section and answer the following questions: What day was his major league debut? Was it easy for Jackie to play in the major league? If not what happened? Who supported Jackie?

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

  • Have students write simple sentences
  • Speak slowly and clearly

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

  • Students will then do a exit slip where they will answer these five questions: How did Robinsons life prepare him for what he went on to do? Who did Robinson initially play baseball for and why? How was Robinson a civil rights activist off the baseball field? What type of laws and restrictions do we still have that limit people the ways Robinson was limited? Do you think Robinson was courageous? Explain.

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

  • Students will write a paragraph in their journals answering this question: How do you think you would handle racism as a professional athlete?
  • Students will then bring the journal back to class and a few students will share their answers

 

 

 

 

Day #3 Lesson Topic/Name: Lynching

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

  • Students will be able to explain how racial violence was used against African Americans during the Jim Crow era
  • Students will be able to analyze statistical and textual information for the evidence of racial violence
  • Students will be able to interpret the response of the African American community to racial violence

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

  • What is lynching? Why do you think lynching happened ?

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

  • Students will watch the video about Ida B. wells and as a bell ringer write down some key points from the video that relates back to lynching

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

  • First I will let students know the definition that the NAACP used for determining lynching. Which is: There must be evidence that someone was killed

The killing must have occurred illegally

Three or more persons must have taken part in the killing

The killers must have claimed to be serving justice or tradition

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

Day #4 Lesson Topic/Name: Executive committee of the national negro business

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

 

 

 

Day #5 Lesson Topic/Name: The labor movement

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

Day #6 Lesson Topic/Name: Jim crow laws

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

  • Students will be able to distinguish the relationship between Jim crow laws and the economic conditions of African Americans
  • Students will be able to describe the relationship between economic power and political power

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day #7 Lesson Topic/Name: Little rock Nine

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day #8 Lesson Topic/Name: Civil rights act of 1964

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day #9 Lesson Topic/Name: Freedom riders

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day #10 Lesson Topic/Name: Voting rights act of 1965

 

Specific Lesson Objective(s):(Must include Bloom’s Taxonomy verbs; sheet attached below).

 

Florida Sunshine State Standard(s): (Found on CPalms. Write out standard and its text)

 

Materials and Equipment: (List all materials and equipment needed for both teacher & student)

 

Vocabulary (List all words students will be learning. Definitions are not mandatory)

 

Identifies Students’ Prior Knowledge: (Could be a question such as “What do you already know about…?)

 

Introduction: (Lesson initiating activity, opening, attention-getter, bell work, etc.)

 

Procedure: (Thoroughly explain exactly what content you will teach & how you will present it; must show that you researched the topic)

 

Core Activity: (Thoroughly explain the activity students will engage in. What will students do and how will they do it?)

 

ESOL/ELL: (List and explain the strategy or strategies you will use to meet the needs of English Speakers of Other Languages, also known as English Language Learners)

 

Assessment/Evaluation: (Identify the technique(s) you will use to determine if students have attained the instructional objective. May be informal assessment such as teacher observing students during an activity or discussion, an exit slip, a quiz, a journal/paragraph/essay writing, etc.)

 

Follow-up Activity/Extension: (Indicate how teacher will reinforce and extend lesson. This could be a homework assignment such as writing a paragraph in their social studies journal, a future project such as conducting research during a library visit or creating a mosaic poster that will be due the following week, or a future activity such as taking a field trip, inviting a guest speaker, etc., after the lesson is over. Students will NOT be doing this part during the daytime lesson).

 

 

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