Name:
Jake Simpson
WGU
Task Objective Number: 603.2.3-04,
603.2.3-08, etc.
|
GENERAL
INFORMATION |
Subject(s):
US
History
Topic
or Unit of Study: Cold
War – Homefront: The Little Rock Nine
Grade/Level:
9
Instructional
Setting:
A
diverse class of 28 students. All of the students are freshmen. The
class has 5 ESL students. The class has 1 autistic and resource
student. Students will be positioned in individual desks, 4 rows of 4
on one side and 4 rows of 3 on the other side. The SmartBoard is at
the front of the room.
|
STANDARDS AND
OBJECTIVES |
Your
State Core Curriculum/Student Achievement Standard(s):
CUS.19.AH.6
Investigate civil rights issues affecting the following groups:
- African Americans
- American Indians
- Asian Americans
- Hispanic Americans
- women
CUS.19.AH.8
Examine the cultural and technological changes in American society
that began in the 1950s using primary and secondary sources
Lesson
Objective(s):
Students
will be able to write a two point essay at an 80% success rate using
information on societal change during the 1950s to express what they
believe it would have been like in the 1950s for minorities after
reading a play on the Little Rock Nine.
|
MATERIALS AND
RESOURCES |
Instructional
Materials:
textbook
notes
pen/pencil
SmartBoard
play
scripts
Resources:
Ayers,
Edward L. (2009) American
Anthem.
Holt, Rinehart, & Winston: Austin.
Walch,
J. Weston. (1998) 20
Plays for US History Class.
The
Little Rock School Crisis.
|
INSTRUCTIONAL
PLAN |
Sequence
of Instructional Procedures/Activities/Events (provide description
and indicate approximate time for each):
- Identification of Student Prerequisite Skills Needed for Lesson:
Students
will have prior knowledge of race relations in the United States.
- Presentation of New Information or Modeling:
Introduction
of new terms and names:
Levittowns
white
flight
integration
segregation
Brown v.
Board of Education
suburbs
bomb
shelters
5 min
- Guided Practice:
Discuss
what the students think about race relations in the US during that
time. Assign the students a part in the play (some may have more than
one). Students will have a dramatic table read of the play.
30
min
- Independent Student Practice:
After
the students finish the play, have them partner off and answer the
following questions:
What
do you think it would be like to be African American in the 1950s?
Did
the US government go too far in forcing integration in Arkansas?
Can
you identify any racial strife today that might be similar to the
African Americans in 1950?
5
min
- Culminating or Closing Procedure/Activity/Event:
Have a
short review with the students over the questions they answered in
their partners.
10 min
Pedagogical
Strategy (or Strategies):
Direct
Instruction: Introduction of terms and names
Guided
Practice: discussion of race relations in 1950s America. Reading of
play. Review of discussion question answers.
Group
Work: Students answer discussion questions
Differentiated
Instruction:
ELL:
Give the student a smaller role to limit any reading problems or
possible embarrasment.
Gifted:
Write an essay about how you think being African American in the
19950s was like.
Student
Assessment/Rubrics:
Formative:
After the students finish the play, have them partner off and answer
the following questions:
What
do you think it would be like to be African American in the 1950s?
Did
the US government go too far in forcing integration in Arkansas?
Can
you identify any racial strife today that might be similar to the
African Americans in 1950?
Summative:
Students will be tested over 1950s social and cultural changes on the
Unit test
and
Semester test.
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