Tishna Mohiuddin

E Band: (3/11)beginning of day; C Band (3/11): end of day

Introducing Unit 6 - Jim Crow & Segregation OVERVIEW/ RATIONALE Today I am introducing the unit. I will provide an overview of the essential questions and give students a general sense of the time period we will be working with. Students will then independently research key terms that I have listed for this unit. Most of the class will be dedicated to this independent work. I have found that when I assign homework here, most of my students dont do it. I dont know if this is due to the relaxed work culture, the long commutes, or just a lack of maturity. Regardless, I let them do work on time. For my one class this is particularly important because I have a few students with particular learning needs. ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS Essential Questions What is the value of integration? What is the value of segregating oneself or ones group from the rest? What are the effects of segregation on a person or groups identity? Of integration?

GOALS/OBJECTIVES Students will reflect on the topic of segregation in the context of schooling and their experience as students. Students will be introduced to the essential questions we will be exploring this unit. Students will explore the multiple definition of segregation. Students will define assimilation and integration. Students will work on IDs. STANDARDS
CC.8.5.9-10.B CC.8.6.9-10.G

MATERIALS photographs [can be found in Power Point] Unit 6: Defining Key Terms worksheet [attached to this lesson plan]

PROCEDURES

OPENER

Warm-Up: Tracking: the process of separating students into classes based on academic ability (i.e. - advanced, average, below average.) Your ability is usually determined by your test scores. Do you think tracking is advantageous or disadvantageous? Explain. E Band Michael and Troy posted their warm-ups before class on Canvas. Note to Self: Time Warm-Ups so that they pop up three minutes before class. I dont want students doing the warm-up in other peoples class. I saw their responses and was really excited to see that they both had different opinions on this subject. I felt happy about the quality of this question, because I saw that it already generated disagreement. I felt that this would make for a richer discussion. Disadvantageous: 7 Advantageous: 16 Both: 5 Unclear Answer: 1 As I had anticipated, the majority of the students had a thoroughly reasoned opinion on this matter. I feel that this is the most engaging warm-up question Ive ever posed. MD copied his warm-up answer from another student. Note to Self: I need to have an official meeting with another teacher [MB would probably be best, because she contacted me about working with MD.] I worry about his language level. I do not have a clear sense of what he is or is not understanding in the class. I would be fine with speaking with him in Bangla, but at the same time, I dont think its best to do that before building a stronger teacher-student rapport. I do not want him to feel singled out. Based on my observations of how his demeanor has changed since he has made friends in the school, I think he really wants to feel like he fits in with everyone else. I did see Mark talk to him about takkas, the Bengali currency, which was heartening to see. C Band A lot of people volunteered to share their responses to this question: Jame, TaAysia, Justine, Maria (who differentiated with the labels smart people and dumb people), Jaidah. It was interesting that the stage side of the room was quiet during this discussion. I think they were just distracted at the time. Think-Pair-Share Both Bands I need to think about having more requirements than share. There is no way for me to know whether students are actually having a conversation about their views on the warm-up question. I generally do manage to get around to every table, but its possible that as I walk away, certain

students get back to chit-chatting. Transition: Will explain to students that I chose this warm-up as a lead into our next unit, because we will be talking about segregation and the Jim Crow era. E Band Students started spacing out at this point. I dont know if it was because it was early morning...or my tone...I dont know. There were a lot of glazed looks. C Band They were much more engaged than A Band, and I had them at the end of the day. I was really pleasantly surprised. Defining Segregation: I will present the following definition to the students (1) the separation of a race, class, or ethnic group by enforced or voluntary residence in a restricted area, by barriers to social intercourse, by separate educational facilities, or by other discriminatory means (2) the separation for special treatment or observation of individuals or items from a larger group

BODY OF THE LESSON Presenting Essential Questions: I will present the essential questions. E Band They were still glazed over. Troy perked up to comment on how cool one of the pictures on the PowerPoint was, but a lot of students were still tired in the face. C Band A beautiful moment of a few students (Jaidah, Brodie, TaAysia) all starting either to start answering the essential questions AND asking questions about segregation. My heart sang. It was wonderful. It made me feel that I actually created half-decent essential questions. Overview of Time Period with Images: I will give an overview of the Jim Crow era. C Band TaAysia - Its the same water. [ in response to the image of the segregated watering fountains] This told me two things - She is observant. She is interested in the subject. I think it was really beneficial to include so many images in the Power Point slides. Maria - Couldnt black people have certain jobs? Like...they could work in the kitchen but they couldnt be servers? Not really sure why she asked this. Honestly, her attitude makes me uncomfortable sometimes. Unit 6 Defining Key Terms: Students must define key terms that we will be exploring - some in depth, some briefly - over the course of the unit. Later, they will be quizzed on these terms. They must define the who-what-when-where-why of each term. In terms of research, they can look at the list of links that I have included in the assignment description on Canvas to obtain the information. They will have the rest of class to finish this. It will be worth 30 points. E Band Everyone worked in productive silence. Even Mark was relatively productive.

Were there a lot of intermittent side conversations? Yes. But relative to the pace of this schools work culture, they did a decent job. C Band Much more distracted than A Band. Indigo, Aaliyah, Dejah, Christiana were fighting amongst themselves about something. Aaliyah seems to be taking on a lot of the work when she and Dejah work together. I let this group work in groups on this assignment.

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Name: Date:

Unit 6: Defining Key Terms __________________________________________________________ _ Directions:

Define each term by identifying the who-what-when-where-why. Links to sources that contain information about each source are available in the Canvas assignment description. I want you to rephrase the information you find in your own words. Do not just copy and paste. You will be taking a short-answer quiz later in the unit on these terms.

Who?: Who was involved? Who was affected? Who is this person? What?: What is it about? What happened? What did he/she/they do? When?: When did it start? End? In what time period was he/she alive? Where?: Where did it take place? Where is he/she from? Where was it established? Why?: Why is he/she/they/it historically significant?
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1. Klu Klux Klan 2. lynching 3. poll tax 4. literacy tests 5. grandfather clause

6. sharecropping 7. Plessy v. Ferguson 8. Jim Crow laws 9. Ida B. Wells 10. Tuskegee Institute 11. Booker T. Washington 12. W.E.B. DuBois 13. NAACP