Lesson Plan – Jim Crow
Subject: Eight Grade Georgia Studies
GPS: SS8H7 The student will evaluate key political, social, and economic changes that
occurred in Georgia between 1877 and 1918.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v.
Ferguson, disenfranchisement, and racial violence.
Learning Goal(s):
Students will examine photos of individuals in the civil rights era that were affected by Jim
Crow laws. Students will also read the “Plessy v. Ferguson case” using primary and
secondary documents. Afterwards, the students will role-play Plessy v. Ferguson using the
primary and secondary documents as their sources.
Students will understand disenfranchisement through video presentations of individuals
sharing their personal experiences during the Jim Crow era about how they were denied
their rights to vote.
Students will examine two sides of the racial violence argument. One, given by the KKK as
to why violence had to be perpetrated on black citizens and the other by blacks describing
the violence and why they thought it was unnecessary.
Students should know about how the United States evolved from the 1877-1918. Students
should understand how African-Americans rights were denied through violence and fear in
the time period.
Essential Question: What was the purpose of racial violence during the time
period between 1877 and 1918? How effective were these laws at suppressing
the African-American vote?
Activate Learning Activities:
KWL Chart
K-What do you know about the time period between 1877 and 1918?
W-What have you learned about this time period?
W-What do you think you will learn about this period?
L-What have you learned about this period?
Word Map
The topics for Word Map include: disenfranchisement, Jim Crow laws, Plessy v. Ferguson
Students are expected to write down five words that correspond to each topic.
Teaching Strategies:
(Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic Organizers,
Mnemonics, may include higher order thinking skills)
Reciprocal Teaching-Students will repeat after the teacher and repeat what the teacher has said to
a partner. Afterward, the student will seat down and write a 10 word summary of what they have
learned.
Collaborative grouping with 2 students, guided practice, role playing
Summarizing:
(Used as informal ‘assessment’—How will you know they learned what you wanted them to learn in
the lesson? Can they answer the EQ?)
Informal assessment of learning will include E.Q., GIST (Students will summarize what they
have learned in 20 words. A, I, and numbers do not count as words)
Reflective journaling
Authentic Culminating Assessment
EQ:
Enduring UnderstandingIn their collaborative groups, the students will create a photo story to represent the period
between 1877 and 1918. At the end of the photo story, the students will have the EQ with their
answer.
The Task/Activity:
Newspaper article explaining what happened when an African-American whet to the polls to vote
TASK - CONTINUED
Article: Half of the room will write an article explain the pro disenfranchisement side of the
argument; the other side will explain the opposite side of the argument.
Rubric will be included for this task.
Critical Thinking Skill(s) Included
Culminating Assessment Rubric
\
\
\ Scale
\
\
Criteria
\
\
1
2
3
4
Just
Beginning
Almost There
Meets the
Standard
WOW!