LESSON 2: THE IMPACT OF JIM CROW LAWS

OVERVIEW
Objectives

K The students will know that Jim Crow Laws were implemented to keep
African Americans segregated from white Americans.
U The students will understand that Jim Crow Laws negatively impacted
African Americans.
D The students will be able to describe and list the effects of segregation and
discrimination on the lives of African Americans and White Americans.

SOLS
Communication
4.1 The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate
ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
Reading
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
a) Explain the authors purpose.
b) Describe how the choice of language, setting, characters, and information
contributes to the authors purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Describe the relationship between text and previously read materials.

g) Identify sensory words.

h) Draw conclusions/make inferences about text.
i) Make, confirm, or revise predictions.
j) Identify cause and effect relationships.
k) Use reading strategies throughout the reading process to monitor
comprehension.
l) Read with fluency and accuracy.
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
b) Formulate questions that might be answered in the selection.
c) Explain the authors purpose.
d) Identify the main idea.
e) Summarize supporting details.
f) Draw conclusions and make simple inferences using textual information as
support.
g) Distinguish between cause and effect.
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for
new learning.
j) Identify new information gained from reading.
k) Use reading strategies throughout the reading process to monitor
comprehension.
l) Read with fluency and accuracy.
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to
understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events.
VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following
the Civil War by
a) identifying the effects of Reconstruction on life in Virginia;
b) identifying the effects of segregation and Jim Crow on life in Virginia for
whites, African Americans, and American Indians;

c) describing the importance of railroads, new industries, and the growth of cities
to Virginias economic development.
Fine Arts
Grade K-4 Visual Arts Standard 2

Students know the differences among visual characteristics and purposes of art in
order to convey ideas

Students describe how different expressive features and organizational principles

cause different responses

Students use visual structures and functions of art to communicate ideas

Grade K-4 Visual Arts Standard 4

Students know that the visual arts have both a history and specific relationships to
various cultures

Students identify specific works of art as belonging to particular cultures, times,

and places

Students demonstrate how history, culture, and the visual arts can influence each
other in making and studying works of art
Grade K-4 Visual Arts Standard 5

Students understand there are various purposes for creating works of visual art

Students describe how people's experiences influence the development of specific

artworks

Students understand there are different responses to specific artworks

Materials

Book Child of the Civil Rights Movement

Chart Paper
Markers
Basket of different Civil Rights books written in different perspectives
Worksheet C
Sticky notes
Blank computer paper
Jim Crow posters

Technology
o Smart Board

PLANNED INSTRUCTIONAL STATEGIES

Hook

Display images of Jim Crow signs that advocated segregation on the front wall
Remind students that these photos are primary sources that were taken at the time
these laws were enforced
Lead a discussion with students by asking the following questions
o Who do you see in these pictures?
o What are the people doing?
o What items/ objects do you see?
o What do the signs say?
o How do the signs make you feel?
o Where else do you think these signs were posted?
o Who do you think posted these signs?
o Why were these signs posted?
o How do these photos help us understand this period in history?

Tasks/Methods/Strategies

To further expand their knowledge, do a read aloud with the book Child of the
Civil Rights Movement by Paula Young Shelton, illustrated by Raul Colon.
o This book is written from the point of view of a four-year-old girl living in
the midst of Jim Crow Laws and the civil rights leaders who will help
change the nation.
o Throughout the read aloud, ask what the students noticed, how they felt, or
if they had any connections.
As a class, brainstorm a list of the effects of segregation the students noticed in
the book.
Divide students up into their pre-assigned reading pairs to explore the civil rights
movement on their own
Provide a basket full of books on the civil rights era for students to choose from
Pass out Worksheet C as a guide during their paired reading (The worksheet has
the students searching up important people, places, dates, and key vocabulary
This will help the students find the main idea and supporting details.)
As the students are researching, pass out four sticky notes that each pair can write
one thing they learned from each category to share with the class.
After the time is up, have the students share what they wrote and place the sticky
notes on the chart made earlier in the lesson.
Have the students pick one word on the chart for them to write an acrostic poem
with it.
o Each letter should include some information that they learned during their
reading.

Closure

Provide an opportunity for the students to share their poems.

Pass out the Exit Ticket

ASSESSMENTS
Pre-Assessment

Having the students examine the pictures on the front wall and then answering
your questions will allow the teacher to see what they already know.

Formal and/or Informal Assessments

Answers to different leveled questions during the read aloud (student indicators)
Worksheet C to see what the students learned during their reading
Acrostic Poem to see what they retained and how they connected different events
and people together.
The Exit Ticket

MULTIPLE INTELLIGENCES

Visual
o The variety of books with different photographs and illustrations will
greatly help Visual learners.
Interpersonal
o Working in pairs as opposed to bigger groups will help these learners
bridge that gap between collaborating and working independently.
Intrapersonal
o Working in pairs allows these learners to interact with others.
Linguistic
o Making the acrostic poem will help these learners since they often think in
words. Reading books will also helpful.

DIFFRENTIATION
o Process Readiness: Pre-assigned reading groups according to reading level
o Content Readiness: Different leveled books
o Product Interest: Allowing students to pick one word or topic they wanted to
write their poem about.
o Process Learning Profile: Variety of books, groups and independent working,
making poems