Date: Week 1/Monday
Period/Class Title: US History
Name: Alicia Vosberg
# of students: 30
OBJECTIVE:
To assess prior knowledge of students and provide foundational, historical background for unit on the media’s role in the social justice campaign of the African American Civil Rights Movement. Students will examine the origins and effects of Jim Crow laws and how specific legislation supported segregation.
MATERIALS: Overhead projector, transparencies, lecture notes
NOTES:
Make sure to call on as many students as possible to properly assess what knowledge class already has, or what misconceptions they hold. They may choose their own groups. Bring two extra copies of lecture notes for learning disabled students.
STEPS:
Anticipatory set: 5 minutes - Students will free write in their interactive notebooks expressing prior knowledge about the effects of slavery and Reconstruction on African Americans in the segregated South.
1. 10 minutes – In small groups students will create lists of what life was like for blacks in the South under Jim Crow
2. 15 minutes – As a class, students will be asked to share their prior knowledge about the effects of slavery and Reconstruction in the South, referencing both their free writes and the lists they created in small groups.
3. 30 minutes – lecture with overhead transparencies on origins of Jim Crow laws and specific legislation supporting segregation and how this affected African Americans in the South after Reconstruction.
FOLLOW-UP ACTIVITY:
Homework: Students need to go to Hip Hop Circuit website at http://online.sfsu.edu/~jcooks/hiphopcircuit/frontup.html to familiarize themselves with the site in general. As well students need to go to Resources section and inventory the writing, research, and study skill resources available to them. They need to bring in at least two links tomorrow that have information on writing, researching, and study tools (e.g. encyclopedias, dictionaries, thesaurus, technology, etc) to share with the class.
ASSESSMENT/EVALUATION:
Teacher will be able to quickly assess the prior knowledge of the students regarding the status of African Americans after Reconstruction as students share their ideas from free writes and compiled lists. Students will be evaluated on participation in the discussion, which is an important component of class participation grade. Class participation accounts for 20% of overall grade. Also, free writes are important components of the interactive notebook the students work on and turn in at the end of each unit. Notebooks are graded on completeness, creativity, and neatness. Notebooks are worth 20% of overall grade.
LITERACY ASPECT:
Students will engage in a free write activity, and the creation of lists, thus will employ writing and critical thinking skills. Students will also gain oral literacy skills as they engage in class discussion.
REFLECTION/RESPONSE:
Potential problems could arise if class has a lot of prior knowledge. The lecture may bore them if they already know the material. However, it is important to provide a foundational starting point for the lesson. Conversely, students may have extremely limited knowledge and the short lecture may not suffice. In this case teacher will assign extra readings to fill in the gaps.