Corinne Pennock CI 401 Mr.

Hamilton Lesson Plan #3 Name: Native Son Unit Lesson (Day Two: Black Community in Chicago during the 1930s) Class/Subject: American History; 2nd & 4th period Date: 11/22/2011 Student Objectives/Student Outcomes: Students will be able to understand what the Black Belt was and how it influenced Chicago during the Depression in the 1930s. Students will have various activities to accomplish during class (i.e. watching a clip and writing a reflection, taking notes during a lecture, reading during class, discussion, and role playing). Content Standards: 5C. analyzes public policy issues from the perspectives of different groups, individuals, and government officials; 22B. understands that places and regions serve as cultural symbols for people; 22F. assesses the relationship between cultural change and the perception and use of places and regions; 24E. analyzes population trends, issues, and patterns; 24F. explains the causes of, and the spatial patterns that result from, cooperation and conflict among groups and societies; 28C. understands the impact of social customs, cultural values, and norms on behavior; 28D. understands the influence of social class on life decisions; 28E. understands sociological approaches to conformity and deviancy. Materials/Resources/Technology: YouTube video Richard Wright- Native Son (1951) (http://www.youtube.com/watch?v=ckBvNE0qc9Y ), Handouts of selected readings (see the cover page for page numbers) from Native Son, Computer, Projector. Teachers Goals: Students should be able to describe what the Black Belt was and interpret how it affected the people living in Chicago by not only their economic or housing situations but also emotionally. Time

Corinne Pennock CI 401 Mr. Hamilton Lesson Plan #3

8:25 am

Start of Class: Teacher will take attendance of the class and pass out the selected readings from Native Son. Introduction of Lesson: Teacher will play YouTube video Richard WrightNative Son (1951) for students and they will have 2 minutes to write things that stick out to them. Lesson Instruction: Teacher will lecture about the Black Belt in Chicago Why it was formed How it was maintained Conditions in the Black Belt Businesses Culture
Students will then read an excerpt from the selected readings aloud and then discuss how that reading reflects the actual Black Belt in Chicago.

8:30 am

8:40 am

9:15 am

9:35 am

Assessments/Checks for Understanding: Students will break into small groups and be given an assigned group. They will then have to act as the assigned group in which they were placed (i.e. upper & lower class whites and blacks that live in the black belt). The classroom will be divided into sections (i.e. segregated by a line taped on the floor symbolizing the black belt boundary). students will have to act through the scenarios they are given (i.e. some will have to find housing, find a job, or are accused of a crime they may or may not have committed). Closure/Wrap-Up/Review: Students will have the chance to express how they Felt during the exercise. This will be a way to make the lesson more real to Them and help them to understand how it felt to live in a society that was Constructed like this. Self-Assessment: N/A