PBI Unit Project

TITLE OF THE LESSON: Jim Crow

AUTHOR: Calvin B. Bowers III

TECHNOLOGY LESSON (circle one): No

DATE OF LESSON: Thursday, Week one

LENGTH OF LESSON: 50 minutes

NAME OF COURSE: U. S. History

SOURCE OF THE LESSON: Mr. Bowers' notes, History text

TEKS ADDRESSED: 7A, 7B, 7C, 7D

CONCEPT STATEMENT: The nature, rationale and impact of Jim Crow Laws will be discussed. Empty outlines will be completed by the students to ensure not only that they learn the objectives, but it will also help the students understand the material and study for their test. The students will also write a paragraph reflection relating the Jim Crow laws to their lives and what their response would have been.

PERFORMANCE OBJECTIVES: Students will be able to

Describe Jim Crow Laws.
Identify the reasons behind Jim Crow Laws.
Describe their role in segregation and society.
Relate the effects of Jim Crow Laws as a driving force in the Civil Rights Movement.
Describe how the Jim Crow laws to their lives and what their response would have been.

RESOURCES: Class History text

SAFETY CONSIDERATIONS: N/A

SUPLEMENTARY MATERIALS, HANDOUTS: Empty Outlines

ENGAGEMENT		Time: _____5 minutes___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will give the students a warm-up to engage them in the lesson.	What are Jim Crow laws and what where their purpose?	Students should respond, a series of laws passed in the late 1800s to restrict the rights of African American citizens.

EXPLORATION		Time: _____5 minutes___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will try to get the students to relate the laws to them.	How would you react if the government enacted a set of laws that restricted you and your family?	The students will be able to relate to this, adolescents and teens constantly look for and want to fight injustices in society, which would, do, or might affect their life.
	Would you obey these laws, up against the same consequences?	They will probably respond that they would not obey the laws, which means I will need to elaborate on the consequences.

EXPLANATION		Time: _____20 minutes___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will fully explain the laws and their consequences.	What Jim Crow laws do you already know of, or have heard of?	Students will probably respond with separate water fountains or restaurants. It is possible that they might not understand the difference between Jim Crow and segregation.
The Empty Outlines will begin in this portion of the lesson.	We will discuss these laws, and their consequences, while following the empty outlines.

ELABORATION		Time: _____10 minutes___
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will explain why such atrocities as Jim Crow, were allowed to prevail, and even legalized.	Even though Jim Crow Laws are unconstitutional and violate the Bill of Rights, why was the enforcement of them allowed to continue?	The correct answer is the court case Plessy vs. Ferguson legalized Jim Crow at the turn of the century, setting a precedent for racial violence and injustice to carry into the 1900s.
		It is possible the students have never heard of the Plessy decision.

EVALUATION		Time: ____10 minutes____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
I will revisit exploration to fully evaluate what they have learned.	Know that we have fully discussed Jim Crow, and its consequences, in the event of, would you have obeyed the laws or not? If yes, why, or if no what would be you plan of protest?	Some of the students original response might change to just playing by the rules, but others might choose protest. The strategy of protest will be a mix MLK’s non violent and militant style, depending on the student.
	Write a paragraph reflection, using your empty outlines to explain yourself, and turn both in at the end of class.

The Civil Rights Movement