Instructor: Ms.

Tamara Watson
Lesson Title: Exploring Jim Crow

Grade & Subject: 8th Grade

TAG Georgia Studies
Date: 3/2/15

Instructional Strategies & Learning Tasks that Support

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURES

Essential
How did the decision in Plessy v. Ferguson shape the identity of African
Americans in the south?
Question(s) /

Analyze
the means in which the disenfranchisement of African Americans in
Central Focus
the south were carried out.
Do you think it is possible for African Americans to sustain their identity
through the Klu Klux Klan and other violent radical groups
interdependence on violence and fear? (Why? Or Why not?)
To what degree are resource distribution, racism, and the Separate but
Equal doctrine in the southern states interdependent?
Was Separate but Equal really equal?
Learning
Students will be able to synthesize the impact of Plessy v. Ferguson
decision and racial segregation through the exploration of Jim Crow.
Objective(s)
Students will be able to analyze the lasting impact of Jim Crow on the
identity of African Americans in the south.
Students will be able draw conclusions from their exploration of Jim
Crow and its impact on the society of Blacks in the South, the Economic
opportunities of Blacks in the south, and the educational resources
available to blacks in the south.
CCGPS or GPS
The standard we are focusing on in this class period is SS8H7b. It states,
Standard(s)
The Students will evaluate key political, social, and economic changes that
occurred in Georgia between 1877 and 1918. Part B of the standard is the
specific section that we will be analyzing for this lesson which states,
Analyze how rights were denied to African-Americans through Jim Crows,
Plessy v. Ferguson, disenfranchisement, and racial violence.
Each lesson opens with a warm up. The warm up is devised to allow
students to tap into their schema for review and as a formative assessment
Introduction to for me to understand what I need to go back and reteach. The warm up is
Lesson
especially a warming up of the brain and getting the students minds
geared towards social studies. During this lesson after the students do their
warm up I begin the actual lesson by doing a mini-lesson on Plessy v.
Ferguson. I asked the students as a show of hands who has already heard
of Plessy v, Ferguson. Then asked one of the students to tell me what they
remember about the case. Then after the student explained the case I
corrected or supplemented their response to the class. The warm up and
mini- lesson on Plessy v. Ferguson should only take up the first ten minutes
of class and then we move into the body of the lesson.
Body of
This part of the lesson is what I usually refer to as the work period. Before
Lesson
the students enter into the classroom they were told to line up outside of the
door. There was a piece of tape which I measured to sit at approximately 55
(1/2) in height. If students surpassed this height they were placed in one
group and if student were under or right at the line they were placed in
another group this created anticipation because the students were not told
what their groups meant they were only told to move to the right side of the
classroom or the left. After the activating activity students were told that
they would be Exploring Jim Crow. On the right side of the classroom was
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Instructor: Ms. Tamara Watson

Diverse Student Needs

Lesson Title: Exploring Jim Crow

Closure

Learning Supports:
Differentiation,
Modification(s), and
Accommodation(s)

Grade & Subject: 8th Grade

TAG Georgia Studies
Date: 3/2/15

the iPad County they were told to all get up and get iPads. The students
on the left side of the classroom get something a little more unexpected. I
gave all the students the same graphic organizer to fill out and discover Jim
Crows impact on the society of Blacks in the south, the economic
opportunities on Blacks in the south, and the impact on educational
resources on Blacks in the south. The iPad county received iPads, they
were allowed to use their cellphones, and they got a printed version on the
directions as well as the electronic version that was made available to them
in the Symbaloo program. The other county, Textbook County received
dilapidated textbooks from the storage closet that were dusty and literally
duct-taped back together and falling apart. When the students would ask,
Why do all they get to use the iPads?? Is it because we are short?? I
reframed from answering this question until the end of the lesson. I simply
continued to bring attention to the differences and go around to the students
who may have been stuck or confused at a certain point. I would ask
questions such as, why do you think they got iPads and your group didnt?
Why do you think I made this distinction? The work period activity takes
about 25 -35 minutes.
The closing activity takes about 5-10 minutes depending on how much time
students spend on the work period and whether supplemental information
needed to be given. In the case of this particular period. The work period
took rough 35 minutes which left about 5 minutes at the end of class to
summarize the activity. I asked the Textbook County this question, So
after, this activity how do you feel? Based off of the students response it
determined what my next question would be. I asked the students, Now
that you have explored Jim Crow what did you discover? Was Separate but
Equal really equal? Students have the opportunity to apply the information
they have learned through the discussion. I asked the students, How did
Jim Crow shape the identity of African Americans in the South? At the end
of the lesson I asked the students the essential questions.
There are two students in this particular class period that have 504s. One
student has a 504 for severe ADHD. She has to be given direct instruction. I
monitored her progress throughout the period. She was given step-by-step
directions for the assignment. The other student has a 504 for the
Aspergers and has issues with organization. SO by giving step-by-step
instructions especially because this student fell into the iPad group he
needed to have his instruction directed. The iPad group must navigate
through the Symbaloo activity called Exploring Jim Crow. The student was
given monitored direct instruction as made explicit in his 504. The entire
class is taught as a TAG class. These students are all consider under the
special education umbrella and they are taught as gifted.
The lesson has also been modified for the two students in the classroom
who are not native English speakers. The vocabulary in the directions is
written at the 6th grade reading level so that everyone can understand.
These students were also given further explanation of the directions.
The Students in the iPad group work with a program called Symbaloo.
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Instructor: Ms. Tamara Watson

Lesson Title: Exploring Jim Crow

Formal and Informal

Assessment

Grade & Subject: 8th Grade

TAG Georgia Studies
Date: 3/2/15

They are given an array of different resources such as video, articles, music
(with lyrics), and pictures to analyze and explore the impact of Jim Crow.
The other group (my textbook group) read through the chapters on Jim
Crow and read the printed lyrics from the songs to discover the impact of
Jim Crow.
. The students will be handing in their graphic organizers so that I may
assess the extent to which they have explored Jim Crows impact on African
Americans in the south. This graphic organizer will be handed in to be
graded. This is how I will assess their application of the knowledge. During
the lesson I consistently walk around to the groups and make sure they
headed in the right direction. For the two students that have 504s in the
classroom, I made sure to give them more direct instruction and to simplify
the essential questions. I had to decode the essential questions for those
students. For example, instead of using the word identity with them I used
who they are. Through the discussion at the end I was able to summarize
and answer any questions the students had. During the activity I have
provided them verbal feedback when I noticed that a student looked
confused or if they were dazing off. Body language is a great silent
formative assessment for me. Students communicate their understanding of
the lesson material through their body language. This is a way that I may
use as a formative assessment in which I need to go back and reteach
something or clarify something. My version of the assessment will be at the
end of the week when the students are playing a game called Kahoot it is
an interactive game that the students participate in individually or within
groups. The questions in the game were created by me and they were
pulled from their actual unit quiz that the students will be taking later at the
end of the unit. Students are given immediate feedback during the game.
Some of the things that students will be discovering in this activity are
questions that will be on their actual unit assessment.
Formal Assessment: The Formal assessment will be at the end of the unit
which we be on Monday, March 9th 2015. There is a review game that
students will be doing at the end of the week this is called Kahoot.
Informal Assessment: The informal assessment is the graphic organizer that
I have students working on while doing the work period activity. This
graphic organizer will help guide them through their exploration of the Jim
Crow ear and its effects on African Americans in the South.

2. RESOURCES

Instructor: Ms. Tamara Watson

Lesson Title: Exploring Jim Crow
Language
Functions

Academic Language

Vocabulary

Syntax or
Discourse

Materials

The standard language focus is the word explore. The students will use the
word explore to find the impact of Jim Crow on African Americans in the
South. The focus of their exploration will be on the societal, educational, and
economic impact. While the students are exploring the content they are also
experience segregation first-hand. By presenting the lesson this way students
will analyze the impact by Jim Crow through exploring and experience.
Specifically students will be working with the word, explore. I chose this word
because of its vagueness in relation to its counterpart explain. Through my
observations of the students they struggle when it comes directions that are
not straightforward my rationale in this word being my focus for this particular
lesson is in relation to a previous lesson that students participated in called,
The Mess of Reconstruction. In this previous lesson students were told to
explore the mess of the Reconstruction Era in the south. They were given
an array of mediums to choose from to explore and discover the
Reconstruction. Similarly, to this lesson students are also given an array of
mediums to explore and discover the impact of Jim Crow on African Americans
in the South. Also, there is a focus on the key concepts from our unit line of
inquiry those key concepts are connections, interdependence, causality,
identity, sustainability, and globalization. These key concepts are used
constantly in the way that we pose questions to students. In this particular
lesson the focus was on identity and causality.
Students will work with the language explore and analyze while working on
this activity. They will apply their analysis to the graphic organizer they have
been given, Also they will be able to communicate and share their ideas with
their specific county. By explaining or teaching their newly acquired
information with their group member they are applying their newly attained
knowledge.

Technology

Grade & Subject: 8th Grade

TAG Georgia Studies
Date: 3/2/15

Students will be using this link to Symbaloo:

http://www.symbaloo.com/home/mix/exploringjimcrow
Graphic Organizer for Jim Crow
Direction Sheets
Lyrics from the song Get Back by Big Bill Broonzy.
Powerpoint on The New South (slide on Plessy v. Ferguson)

The technology resources used during this lesson are the Promethean Active
Board for the warm-up activity and also the short mini-lesson on Plessy v.
Ferguson during the lesson opener the students are allowed to use their
cellphones to find the answers to the warm-up question if they are truly
stumped. During the work period, only the students in the iPad County are
allowed to utilize technology to assist them in their exploration of Jim Crow.
This technology includes the program Symbaloo (within this program the
students have access to Youtube videos, Blogs, music /audio files etc.),
Edmodo, PowerPoint notes, the iPads, cellphones, and headphones. I chose
to use the iPads because they are personal enough to where each student can
have their own device on which to work. I chose to use Symbaloo for the
activity because the program is easy to navigate and it can house a lot of other
program within it.
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Instructor: Ms. Tamara Watson

Lesson Title: Exploring Jim Crow

Grade & Subject: 8th Grade

TAG Georgia Studies
Date: 3/2/15