Name: Ashley Gupton

Lesson Title: Unequal Treatment

Grade Level/Subject: 4
th
Social Studies Topic: Unequal treatment between white and black Americans.

NCES/CCSS Standard and
Objective (1)
3.01 Assess changes in ways of living over time and determine
whether the changes are primarily political, economic, or social.
4.H.1.3 Explain how people, events and developments brought
about changes to communities in various regions of N.C.
Revised Blooms level of
thinking/type of knowledge
(1)
Analysis- Compare and contrast how treatment of black
Americans have changed.
Evaluation- Judge and critique how people were treated.
Behavioral Objective (2) After reading Freedom Summer, students will do a page long
diary journal entry as John Henry from the book and will have to
include at least four reasons for why their life is hard/unfair.
Objective Rationale (1) They will be visiting the Levine Museum so this will prepare
them to know a little about the South before the Civil Rights Act
of 1964.
All but 4 students are black American, so this will be great
information for them to know about their cultures history.
Makes students think about how hurtful it is to treat people
unfairly because of something so minor. Bullying
Prerequisite Knowledge and
Skills (1)
How to write a journal entry as a diary.
Seen people treated unfairly because of something eve if not
color. (religion, intelligence, economics)
Key Terms and Vocabulary
(1)
South
Civil Rights Act of 1964
Freedom Summer
Content and Strategies Time
Focus/Review (prepares
students for the lesson) (2)
Gather students on the carpet.
Ask Have you ever seen someone treated
unfairly or picked on? How did it make
them feel?
Let them know that our lesson today is going
to be around a book that you will share.
3 mins
Objective as stated for
students (helps students set
their own goals for the lesson)
(1)
Today we will learn about how the South use to treat people and by the
end of the lesson you will be able to compare it to how people are
treated today
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)
Pre-reading strategies: Show students-book,
title and author. Do a quick picture walk and
ask students what they think the book might
be about. Introduce terms by reading A note
about the text. Ask them what was the Civil
Rights Act of 1964 was and what was
Freedom Summer.
During the reading strategies: Read the text
aloud. Stop only occasionally to check for
15 mins
understanding by asking questions such as;
What was life like for John Henry? What
was life like for the narrator? How do you
know?

Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)
Smartboard-draw T chart with John Henry on
one side and Narrator on the other side
Have students help you fill in the chart
comparing how they were treated.
Discuss as a class how they would be treated
in todays world.
10 mins
Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Have students write their journal entry from John Henrys
prospective
Have them provide at least four reasons for why his life is hard.
I will walk around and talk with students struggling or who need
help getting started.
Closure (provides a wrap-up
for the lesson) (1)
Have 3 students share their writing.
Evaluation (How will you
assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)
Informal:
Discussion during reading
Discussion while filling out the T chart
Summative
Independent practice- diary letter, must have 4 reasons for why
his life is hard/unfair
Plans for Individual
Differences (differentiations
needed for students) (1)
One student has a hard time focusing and sitting still. I will make
sure he is asked one of the stop and think questions and that
there is time for stop and talk with a partner.
EC student will have a copy of the T chart to look at while
writing his diary entry.
Materials used in the lesson;
Resources used in developing
the lesson (1)
Copy of Freedom Summer
Social Studies Journal
Smartboard-note program for T chart
Ms. Stallmanns Directions for the lesson
21
st
Century Skills (must be
in three lessons)
Interact Effectively with Others- Know when it is appropriate to
listen and when to speak (during direct and guided)
Productive and Accountable- Prioritize, plan and manage work
to achieve the intended result (during independent)