Lesson Plan: Separate, but Certainly NOT Equal G 8

Written By: Nancy Wiebusch
Grade Level: Grade 8

Time Allotment

One 45 minute period (Introduction only to reading an autobiographical excerpt of Once Upon a Time When We Were Colored by Clifton Taulbert)

Overview

This lesson is designed to introduce or reintroduce students to actions that took place in the United States regarding the “Jim Crow” laws, thereby generating questions, discussion, and building prior knowledge before reading an autobiographical excerpt of Once Upon a Time When We Were Colored by Clifton Taulbert.

Lesson Plan -Separate,_but_Certainly_NOT_Equal.doc

Subject Matter

  • Origin of the “Jim Crow” laws
  • The 14th Amendment
  • Civil Rights Movement
  • Learning Objectives

    Students will be able to
  • Identify key component of the 14th Amendment
  • Understand the subsequent creation of “Jim Crow” laws
  • Recognize “Jim Crow” rules created by the white majority
  • Have a greater understanding and deeper appreciation of the adversities and road blocks black Americans encountered during that time period
  • Media Components - Video/Web

  • http://kidblog.org
  • http://prairiepublic.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenI/the-fourteenth-amendment-part-i/
  • http://prairiepublic.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenII/the-fourteenth-amendment-part-ii/
  • Materials

    Jim Crow Signs
    1. Rest Rooms
      http://nicolaus.com/mn/wp-content/uploads/2011/09/jimcrow1.jpg
    2. Water Fountains
      http://www.eastcountymagazine.org/sites/eastcountymagazine.org/files/JimCrowWaterFountains.jpg
    3. Laundry
      http://www.abhmuseum.org/wp-content/uploads/2012/10/WeWashForWhitePeople.jpg
    4. Passengers
      http://www.solcomhouse.com/images/JimCrow.jpg

    Teacher Preparation

    1. Above Hyperlinks
    2. Video cues:
      1. The 14th Amendment—Part I
        1. Watch for
          1. “language” and “broader interpretation”
          2. Implicit?
          3. Explicit?
      2. The 14th Amendment—Part II
        1. Watch for:
          1. 1875 Civil Rights Act
          2. Public Places
          3. Full and Equal Access Without Regards to Race
          4. Supreme court changes
      3. Jim Crow
        1. Watch for:
          1. Symbolisms
          2. Key word “apartheid”

    Introductory Activities

  • Pass out sticky note to each student.
  • Ask each student to write on sticky note what they KNOW about the Civil Rights Movement.
  • Ask each student to write on sticky note what they THINK they know to be true about the Civil Rights Movement.
  • Ask each student to write on sticky note questions they have regarding the Civil Rights Movement.
  • Ask students to pair/share with shoulder partners what they KNOW.
  • Share and discuss as a class.
  • Ask students to pair/share with shoulder partners what they THINK they know.
  • Share and discuss as a class.
  • Ask students to pair/share with shoulder partners questions they have and discuss those questions with shoulder partners.
  • Generate class discussion regarding questions students have generated.
  • Show The 14th Amendment—Part I video.
  • Ask students to share/discuss video cues.
  • Show The 14th Amendment—Part II video.
  • Ask students to share/discuss video cues.
  • Ask students what they think Jim Crow laws looked like during that time period.
  • Show students Jim Crow signs displayed during the 1950s and 1960s.
  • Ask students to pair/share what Jim Crow laws may have had to do with the subsequent Civil Rights Movement.
  • Learning Activities

    This entire lesson is designed to create prior knowledge before reading a short autobiographical excerpt in which the author experienced the Jim Crow laws.

    Culminating Activity

  • Ask students if these types of discriminatory practices exist today.
  • Homework assignment: Students will be required to find a newspaper/Internet article regarding some form of discrimination.
  • Students will share what they have found.
  • In small groups, students will create collages from the articles they have found.
  • Collages will be displayed in the team’s common area.
  • Cross-Curricular Activity

  • American History
  • Tolerance
  • Discrimination
  • Prejudice
  • Community Connections

    Upon completion of the autobiography, in class, students will create a blog by which they will share their thoughts and findings regarding discrimination and prejudice that exists today.

    STUDENT MATERIALS:
    Students will be asked to independently search for articles regarding discrimination and prejudice in today’s world.