Molloy College

Division of Education

Student: Samantha Valentine Professor: Rickey

Moroney
Course EDU 527-01 Date: August 1st, 2018
Grade: 8​th Topic: The Civil Rights Movement Content Area: Social Studies

INSTRUCTIONAL OBJECTIVES
After completing a digital interactive map assignment “Jim Crow in America”, students
will analyzing the impact of Jim Crow Segregation on African Americans in America as
well as complete a creative journal entry.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Key Concept: 8.1 RECONSTRUCTION: Regional tensions following the Civil War
complicated efforts to heal the nation and to redefine the status of African
Americans. (Standards: 1, 4, 5; Themes: MOV, SOC, CIV, ECO)
Key Idea: 8.1c Federal initiatives begun during Reconstruction were challenged on
many levels, leading to negative impacts on the lives of African Americans.
Indicator: ​This will be evident when students use digital interactive map on their
chromebooks.
Reading Standards for Literacy in History/Social Studies 8
RST 1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
Indicator: ​This will be evident when students use digital interactive map on their
chromebooks.
Social Studies Practices: Habit of Mind:
A. Gathering, Interpreting and Using Evidence
Indicator:​ ​This will be evident when students use digital interactive map on their
chromebooks.
ISTE Standards:
Standard 3: ​Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
Indicator:​ This will be evident when students complete the digital interactive map on a
chromebook.

INSTRUCTIONAL RESOURCES
Chromebooks with access to internet
SmartBoard
Index Cards
Pen
Paper

MOTIVATION
As students arrive to class, follow teacher will create a simulation to get the students
motivated for today.
1. Select two colors of card from the index and pull out enough that each student will
have one card.

2. Put a one on one color and a two on the other.

3. Designate one number the majority and the other the minority.

4. Give each student a card as they walk in the room or as class begins.

5. Tell the students who have the minority number to turn to one side.

6. While teaching class, ignore the students with the minority number. Threaten them
with ridiculous punishments for talking or bothering the majority group.

7. Treat the majority group preferentially. Offer them advantages, such as no or reduced
homework, etc.

8. Act this way for 5-10 minutes or until the students figure out what you are trying to do.

9. Discuss the activity with the students.

How did the students feel in the minority group?
How did students feel when they were the in the majority group?
How did each group fell toward the other?
What connections can be made between the activity and history?

DEVELOPMENTAL PROCEDURES
1. Students will participate in the Do Now simulation.
2. Students will take out their chromebooks and complete the Internet Research part
of the lesson.
3. Students will need to bring some paper and a writing utensil.
4. Direct the students to the following website Go to:
http://www.pbs.org/wnet/jimcrow/maps.html
5. Select: Interactive Maps
6. Click on: Go to Maps
7. Click on: Jim Crow Laws
8. Have students complete the worksheet that is attached.
9. After all the students have completed their treasure hunt, have them turn and talk
with a classmate close to them about what they just learned.

INSTRUCTIONAL STRATEGIES

Cooperative Learning
Turn and Talk
Indicator: ​This will be evident when students turn and talk to their partners after they
the complete the Digital Interactive Map assignment “Jim Crow in America”
Direct Instruction
Indicator: ​This will be evident when the teacher is instructing the Digital Interactive
Map assignment “Jim Crow in America”

ADAPTATIONS
● Students with ADHD will be sat in the front of the classroom and monitored
during the ​the Digital Interactive Map assignment.
● Student that is a English Language Learner will be given a packet that is in their
native language, as well as have access to technology to help translate words they
may find difficult.
 DIFFERENTIATION OF INSTRUCTION
● The visual learners will benefit from the pictures being shown during the
interactive maps.
● The auditory learners will benefit by be able to access headphones if needed for
their chromebooks.
● The interpersonal learners will benefit during the tour because students are going
to participate in a think pair share.
● The linguistic learners will benefit by having access to translate (on the
chromebook)
ASSESSMENT
● Teacher will assess students by writing down who participates during the lesson.
● Teacher will assess students by how engaged students are during the lesson
● Teacher will assess the completed “Jim Crow in America” worksheet.
● Teacher will assess students Journal Entry that they complete for independent
practice (follow rubric)

INDEPENDENT PRACTICE
● Students will be asked to complete a mock “journal entry” for their independent
practice.Here, students will write 3-5 sentences as a “acting” journalist during this
era, and can write creatively about what their experiences are.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
Direct Teacher Intervention
● Teacher will print out the powerpoint and go over the slides one by one with the
students.
● Teacher can go through interactive map together with students who struggled with
the assignment.
Academic Enrichment
 ● Students will create their own Kahoot for the class.
REFERENCES

New York State Education Department. (2017) ​New York State K-12 Social Studies

Framework.​ Retrieved from

http://www.p12.nysed.gov/ciai/socst/documents/ss-framework-k-8a2.pdf

New York State Education Department. (2017). ​New York State Next Generation English

Learning Standards​. Retrieved from

http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

Jim Crow Laws. (n.d.). Retrieved from

http://www.pbs.org/wgbh/americanexperience/features/freedom-riders-jim-crow-l

aws/

US History- Jim Crow Laws in America. (n.d.). Retrieved from

https://www.teacherspayteachers.com/Product/US-History-Jim-Crow-Laws-in-A

merica-454503