Chris Andrews and Cheryl Turner

Dec 2020
U.S. History and/or A.P. Human Geography

DAY 1: LESSON AND ASSESSMENT PLAN

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
SSUSH21d: d. Investigate the growth, influence, and tactics of civil rights groups, Martin Luther King, Jr., the Letter
from Birmingham Jail, the I Have a Dream Speech, and Cesar Chavez.

SS5H6:Describe the importance of key people, events, and developments between 19501975. a. Analyze the effects
of Jim Crow laws and practices. b. Explain the key events and people of the Civil Rights movement: Brown v. Board of
Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil
rights activities of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks, and Martin Luther King, Jr.
ISTE Technology Standard
https://www.iste.org/standards/for-students
3: Knowledge Constructor
3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
3c. Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusion.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.

Mode of Instruction
Face to Face / Hybrid
Learning Objective/Goal(s)
Identify: Students will identify terms and topics of the legacy of segregation and Jim Crow in regards to education,
economics, and political policy.
Skills: Students will develop skills in identifying primary sources and will be able to use those documents to make
an argument regarding the existence policy in regards to segregation in real-estate.
Intellect: Students will become informed regarding tangible changes in regards to gentrification and segregation
within communities.
Criticality: Students will work to identify perspectives of gentrification and practices regarding segregation of
communities. They will be able to critically analyze who benefits and how from gentrification and who does not
benefit and how.
Assessment: Students will be assessed on terminology, advantages/disadvantages, and results of “white-flight”.
Formative & Summative Assessment
Identify: Vocabulary Quiz w/ terms
Skills: National Archives Historical Analysis of Primary Source Documents sheets
Intellect: Partner Project w/ neighborhood mapping presentation
Criticality: Infograph of statistics regarding white-flight and gentrification
Unit Assessment: DBQ Essay
Differentiation, Modification(s), & Accommodation(s)
Partner Projects of mapping: Students can utilize other forms of presentation w/out regard to technology

Graphic Organizers for notes regarding dividing topics into social, economic, and political so students can practice
what type of topics may blend between more than one heading

Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs

Introduction or Student Spark (_20___Number of minutes)

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 6 minute video: Housing Segregation and Redlining in America
10 minute discussion of local area neighborhoods
Body (_45___Number of minutes)
Students will have read a chapter out of White Flight by Kevin M. Kruse. The chapter will cover Urban Separatism
and Suburban Secession…notes taken. 10 minute discussion regarding chapter

Students will then view primary sources and use Historical Document Analysis sheets to answer questions of the
regarding the sources to help them better understand what is important in the document(s).

Closure (___90_Number of minutes)

Students will be assigned a partner and will work to map out the demographics of their neighborhoods* and create a
presentation of statistics regarding their neighborhood. The diversity of the students may help to show tangible
segregation in our local area in regards to real-estate. During the presentations, we will also discuss the statistics of
the other local high school in relation to the neighborhoods.

*Our school has the IB program so students live in all areas of the county.
Facilitation & Safety

Students will be instructed in the various ways to find out demographic information regarding their
neighborhoods.

Students will be instructed NOT to approach individual dwellings.

Students will be informed regarding discussion of the topic and being aware of perspective of thought and being
mindful of offensive language and statements.

Students will be allowed to have a voice regarding their experience. Debate may arise and will be monitored for
on-task comments and evidence.

Layered Texts and Other Materials

White Flight by Kevin M. Kruse

References
Douglas County Comprehensive Plan. 6. November. 2018.
“Green v. County School Board of New Kent County.” Oyez, www.oyez.org/cases/1967/695.
Kruse, Kevin M. (2005). White Flight: Atlanta and the Making of Modern Conservatism. Princeton,
New Jersey: Princeton University Press.
Marta Hoax website: http://martahoax.com/
Marta Guide: Explore Atlanta on Transit. https://martaguide.com/rail-station-map/
“Milliken v. Bradley.” Oyex, www.oyez.org/cases/1973/73-434
Odoms, Lawrencia. (2014). Washington D.C: Pulitzer Center. https://pulitzercenter.org/blog/dc-
high-choolers-share-their-everyday

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Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.

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