Lesson Cover Page

th
Lesson Topic: Segregation & Discrimination at the turn of the 20 Century
Length of Class Period: 45 min
Course: U.S. History
Grade Level: 11th

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):

Following a lesson on segregation and discrimination at the turn of the 20th Century, each student will be able to explain in at least two sentences if they
believe the United States Supreme Court decision in Plessy v. Ferguson correctly upheld the 14th Amendment using facts and details from the lesson.

CONTENT STANDARDS
State the set of standards you are using (national, state and/or district). Then, list the specific standards that will be taught and assessed during the lesson.
Copy and paste in the language of the standard(s).

Arizona Department of Education History & Social Studies Standards- High School:

 HS.H1.6- Analyze the relationship among different regional, social, ethnic, and racial groups and explain how these groups’
experiences have related to national identities.
 HS.H2.2- Analyze approaches to conflict management and resolution.
 HS.H2.3- Evaluate the short- and long- term impacts of conflicts and their resolutions.
 HS.H3.1- Analyze how societies, leaders, institutions, and organizations respond to societal needs and changes.
 HS.H3.2- Analyze how ideologies, religion, and belief systems have influenced economic, political, and social institutions over
time.
 HS.H3.4- Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.
 HS.H4.1- Examine how historically marginalized groups have affected change on political and social institutions.
 HS.H4.4- Examine how a diverse society can be a force for unity and/or disunity.

ELP STANDARDS AND ACCOMMODATIONS

List one or two language sub-standards(s) that align to the lesson (Use the Arizona ELP Standards: http://www.azed.gov/oelas/elps/ )

AZ ELP Standard 1: Receptive Communication- Listening and Reading- construct meaning from oral presentations and literary and
informational text through grade appropriate listening, reading, and viewing.
 I-1: Analyze central ideas or themes and justify how they are supported by using text evidence.
 PE/E- 3: identify key details and evidence
List the key Vocabulary in this lesson:
  14th Amendment
 Poll Tax
 Literacy Test
 Grandfather Clause
 Segregation
 Discrimination
 Jim Crow Laws
 Racial Etiquette
 Lynching
 Separate but Equal
 Majority ruling
 Dissenting ruling
 Civil Rights Act of 1875
 Un/Constitutional

List any ELL accommodations/literacy strategies you will use:

 Fill in the blank note-taker

 Simpler reading document
 Simpler reading questions

HOMEWORK
If there is homework following this lesson, list it here:

No homework, unless they don’t finish the reading questions in class.

RESOURCES/MATERIALS
List all resources, including technology, that you will need to teach this lesson:
 Google Slides- presentation
 Nearpod- presentation
 Google Docs- Note-taker & reading questions
 iCivics- Document on Plessy v. Ferguson
 Thirteen.org- Document on Plessy v. Ferguson

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)
TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(This is how you are breaking the topic (Inquiry, Cooperative Learning, Discussion, How are the students demonstrating their
down into sub-topics or steps) Problem Solving, Reflection, Laboratory, learning? (This is your check for understanding)
Practice/Drill, Lecture, Simulation/Role Play,
Research, Peer Editing, Field Study, Graphic
Organizer, Video viewing/response, Journal, etc. )

Discussion: Should businesses be allowed Poll: Yes or No response to question,

Bell Work
7 min to choose who they do business with? Class discussion: students will defend
Should they be able to deny service? their responses

Lecture:
10 Civil War Amendments  13th amendment matching activity: match the amendment
min  14th amendment with its definition
 15th amendment

Lecture:
Summarize: in their own words what the
7 min  Language of the Act
Civil Rights Act of 1875 Civil Rights Act of 1875 stated.
 What it attempted to accomplish

Lecture:
 Voter restrictions (poll taxes,
literacy tests, grandfather clause)
Legalized & Informal Collaborative Board- students will state
15  Segregation (Jim Crow Laws,
min
Discrimination/Segregation which form of discrimination/segregation
Supreme Court ruling Civil Rights
was the worst and why
Act unconstitutional)
 Racial Etiquette & Lynching as a
“consequence”
6 min Closure Question Exit Ticket Students will write and submit a
response: In at least two sentences,
explain why the Supreme Court ruled that
the Civil Rights Act of 1875 was
unconstitutional using information from
 today’s lesson
th
Inquiry: What does the 14 Amendment of Response in Classroom: Students will
3 min Bell Work
the U.S. Constitution protect? write their response in Google Classroom
Individual Work: Students will read a
Analysis Questions: Students will put in
document concerning the facts of the Plessy
12 their own words what the Louisiana Law
v. Ferguson case, and answer reading
min “Separate but Equal” of 1890 required, and what Homer Plessy’s
comprehension questions
argument was against the law

Poll: quick check who would say yes or no

Reflection: You are a Supreme Court
(raise hands)
Justice, based on the information you just
10 Discussion: why the students think the
Constitutionality read would you say the Louisiana Law of
min Louisiana Law was/wasn’t a violation of
1890 was a violation of the 14th
the 14th Amendment. Talk about the
Amendment, or not?
context in 2020
Analysis Questions: Students will put in
Individual Work: Students will read the
their own words what the majority and
remainder of the documents concerning the
15 dissenting opinions of the U.S. Supreme
Ruling Supreme Court rulings in Plessy v.
min Court were in Plessy V. Ferguson and the
Ferguson and answer reading
ruling’s impacts on segregation &
comprehension questions
discrimination until 1954

Students will write and turn in a

response: In at least two sentences,
explain if you believe the United States
Closure Question/ Terminal
5 min Exit Ticket Supreme Court decision in Plessy v.
Objective
Ferguson correctly upheld the 14th
Amendment using facts and details from
the lesson.