Segregation in 2017?

Activating and Connecting Background Knowledge

Name: Christine Nolan

Grade: 6

Type of Lesson: Continual

Unit: Black History Month

Time Allotted: 50 minutes

Lesson Topic: Segregation

Introduction
This lesson is based on my observations of a 6th grade social studies teacher at a Prince Georges
County Middle School. The four social studies classes that I observed consisted of approximately
22-28 students in each. Two of the classes were considered honors level classes while the
other two classes were on an average level. There was a co-teacher in one class however; the
lead teacher was clearly the main presenter of the material.The school reported demographics in
the National Center for Education Statistics indicates the entire middle school population is 905
students, comprised of 569 Black, 251 Hispanic, 33 Asian/pacific Islander, 42 White, 1 American
Indian/Alaskan and 21 with two or more races students. The four classes that I witnessed
accurately represent this diversity. The gender rate is almost equally dispersed. There were no
visible physically challenged students in any of the classes observed. The teacher reported that
over half the students in her classes are on IEPs for various reasons.
In keeping with the schools theme of celebrating Black History Month, the teacher had the
students complete a warm-up exercise consisting of answering a question in their daily journals
and then sharing their thoughts with the class. The question for the day was, What would
happen if segregation was imposed in 2017? The students were instructed to refer to the
categories of education, entertainment, sports and employment in their answers.
The class period also included time for review of previous Black History discussions, videos,
worksheets, and individual projects, but the bulk of the time was spent on this discussion. The
students were eager to discuss the topic and the majority of them were actively engaged in the
conversation. The teacher was stern, demanding raised hands but demonstrated a kind and warm
approach to each student individually which was equally reciprocated by the students. She subtly
prompted the students with this thought provoking question about segregation and then allowed
them to continue with their ideas. What struck me as interesting was that she didnt acknowledge
the answers with her own comments. She simply said OK or Interesting. She provided no
hint towards agreeing or disagreeing with the comments of the students. Nor did she build on a
students answer with her own thoughts. Instead, she allowed the student to finish his or her
thought and then moved to another student. The students obviously respected this teacher and felt
comfortable with the discussions.
While the rapport between the students and the teacher was at a high level, my style of teaching
would probably involve a review of what the students already knew about the topic based on
both prior background knowledge and recent learned knowledge. In adding to this lesson, I
would display key terms and vocabulary words relating to this topic via chalk or white board or

overhead projection as a review to ignite prior knowledge. Further, I would model this approach
through examples of my own background knowledge to spark participation. As a result of these
considerations, I would like to add to this lesson by applying the activating and connecting the
background knowledge strategy. Stephanie Harvey (1989) states, Students who have
background knowledge about a topic have a real advantage because they can connect the new
information they encounter to what they already know. Regardless of reviewing a text or a
discussion topic, this strategy will benefit the students comprehension, as I believe this strategy
will increase the depth of the discussions through their understanding of the content and enhance
their comprehension of the topic.
After starting with a list of key terms and vocabulary words, I would design a KWL I Do/We
Do/You Do Chart and display with added information before opening the class up for discussion
on the topic question of the day. K-W-L is a pre-reading strategy suggested by Donna Ogle
(1986). Students first identify what they know about a topic, and then decide that they want to
find out about it, and finally discuss what they have learned (Alvermann, 2015). I feel this
strategy will generate text-self and text-world applications, substituting text for discussion topic.
I would connect the key terms and vocabulary words with information on this chart to generate
high order questions and discussions. Further, I would begin completing this chart with my own
information in each category to model the premise of the chart.
Key Terms and Vocabulary: Segregation, Discrimination, and Civil Rights
I Do/We Do/You Chart
What I know
Teacher
Segregation was a form of
model
exclusion of a specific
comments
population
Teacher
model
comments
Whole class
Student
comments
Whole class
Student
comments
Small group
Student
comments
Small group
Student
comments
Individual

African Americans were

not considered equal US
citizens and looked down
upon as a lower class of
people.

What I want to know

How did segregation apply
to sports, entertainment,
education and employment?
How did segregation begin
and why did it continue
well after the Civil War
ended?

What I learned
The United States as a
whole suffered in
succeeding in all 4
areas.
Attitudes were tense
after slavery was
abolished out of
ignorance and fear.

Student
comments
Individual
Student
comments
As Plaut (2009) describes, Students learn best to craft strong arguments through inquiry, by
exploring compelling content, not by regurgitating the formulaic structure of a five-page
paragraph essay or having a teacher name the various parts of an argument. The connections
made to background knowledge and the journal question challenges the students to explore
interpretation of the past, present, and future world. Whole class discussion will encourage
students to activate their own background knowledge and share with the class. I feel this
approach would be applicable to both the honors and average level classes for this topic as well
as engage various types of learning styles and challenges.
Context for Learning:
By the time this lesson occurs, the students will already have completed a worksheet on a famous
African American during segregation and worksheet on the Harlem Renaissance. Further, they
have watched clips the 1997 Spike Lee movie Four Little Girls and the PBS video series The
African Americans. Many Rivers to Cross (PBS Video, 2016).
This class already established a review and understanding of the term segregation and the
different points of view on this topic were discussed in an earlier unit. These items were quickly
reviewed at the beginning of this lesson.
No students have technology in the classroom. There is one computer at a shared desk in the
back of the room to be used for research only with the teachers permission. The primary means
of written or spoke communication is through verbal discussions with the teacher or visual aids
such as overhead projections via her laptop and black board writing. The curriculum mandated
textbook was not use for this specific lesson on Black History. The students seem content with
the present situation.
The room is arranged with the desks in a U shape, with the opening of the U facing the teacher
and the projector screen/blackboard. The number of students per class range from 22 to 28.
Curriculum Standards Addressed

State of Maryland Curriculum Standard 6.0 Social Studies:

o Topic A. Indicator 1. Use appropriate strategies and opportunities to increase
understandings of social studies vocabulary. Indicator 2. Use strategies to
prepare for reading (before reading). 3. Use strategies to monitor understanding
and derive meaning from text and portions of text (during reading). 4. Use
strategies to demonstrate understanding of the text (after reading).
o Topic B. Indicator 1. Select and use informal writing strategies, such as
short/responses/essay/answers/brief constructive responses/journal writing, note

taking, and graphic organizers, to clarify, organize, remember, and/or express new
understandings.
o Topic G. Indicator 1. Describe how the country has changed over time and how
people have contributed to its change, drawing from maps, photographs,
newspapers, and other source. (School Improvement in Maryland).

Common Core English/Language Arts Standards, History/Social Studies Grade 6-8

o Key ideas and Details
CCSS.ELA-LITERACY.RH.6-8.2 - Determine the central ideas or
information of a primary or secondary source
o Craft and Structure
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
o Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
(Common Core Standards Initiative).
Objectives
By the end of the lesson, the students will

Through the technique of activating and connecting background knowledge, be able to

form connections based on their prior knowledge and associate this knowledge with the
elements presented in class.
Pull and activate new knowledge and understanding together with previously learned
information.
Actively participate in whole class and group discussions through the activation of this
knowledge with confidence and motivation.
Demonstrate high order thinking through questions and discussions from the connection
of prior knowledge to the newly presented material.

Materials
Students:

Journal, sticky notes, pen/pencil, highlighters

Teacher:

Laptop with internet connection and transferrable to overhead screen

Access to videos via You tube/History channel, etc.
Worksheets and graphic organizers

White board/markers and chalk board/chalk

I Do/We Do/You Do Chart with only the first two rows completed (see below).

Proactive Behavior Management

The students have been in this class for at least a month and are well aware of the routine and
procedures for entering and departing the classroom as well as the expectations of them during
class. I would not change the system set up by the teacher that I observed regarding this, as it
appears to allow for a controlled and secure class environment. The students would be greeted at
the door (while I am monitoring the hallway activity) and instructed to have a seat at their
assigned desks. They are aware that they should get settled quickly and look on the board for the
warm-up question for their journals. They are aware that this is a 5-8 minutes task to be
conducted quietly while attendance is being taken. I would follow the effective lead of my
observation teacher and used the 5-4-3-2-1 approach should the noise increase in the classroom.
The students are aware that I will not hesitate to send someone out of the classroom to get
themselves together with a one time warning before sending them to the office as per school
policy, should it be necessary a second time. They understand that missing classroom time will
adversely affect their ability to learn and obtain crucial information.
The pace and tone of this lesson is respect and open. Students will know that I value and
appreciate their input by my responses to their comments. I will verbally demonstrate
appreciation for their appropriate attempts and comments and commend those who are following
the rules and actively participate in discussions as examples of appropriate behavior. I will offer
encouragement and redirection of options to assist one should a response be incorrect or
completely off track from lack of understanding.
Provisions for Student Grouping
On occasion, the students will be placed in pre-assigned groups of 3 or 4 students depending on
size of the class. I will attempt to group them by evenly distributing the ability levels. Further
consideration will be made to assigning specific students who demonstrate patience and
understanding to those with learning challenges and special needs.
As previously mentioned, the desks are in a U form with two rows of three desks across the
middle of the U. This set up allows for the facilitation of the whole class discussions as well as
allows all students to view the screen and blackboard. During the group work, the students will
know to keep the desks in these positions and instead get up and move themselves around one or
two desks to facilitate a whisper and low level discussion atmosphere. Special considerations
will be made to any students with physical challenges. Further, I want to eliminate delays in time
and distractions that would occur should the students physically move desks around the room.
Procedures

Warm-up/Opening (5-8 minutes)

Get settled in assigned seats and take out journals, a pen/pencil, previously completed
worksheets (homework) and graphic organizers

Follow directions on board for submitting homework (in assigned basket) and see warmup question on board: What would happen if segregation was imposed in 2017? Please
consider the categories of education, entertainment, sports and employment in your
answers.
Teacher will read the question out aloud and address a few questions if necessary.
Teacher will hand out an I Do/We Do/You Do Chart with only the first two rows
completed (see below).

Opening/Connect and Engage (5-8 minutes)

Review Prior Knowledge/background builder: Teacher briefly refers back to the segregation
atmosphere the 1960s and discusses African Americans from that era.
Teacher reviews vocabulary words by listing them on the chalk or white board and asks for
raised hands from students who can offer thoughts or a definition. Teacher writes the students
responses on the board and states that they will reflect on these definitions as the words come up
in discussion. Changes, additions or simple adjustments will be made if necessary:
Segregation
Discrimination
Civil rights

Next, I would discuss the premise of the I Do/We Do/You Do chart below and fill in the
first 2 rows demonstrating modeling in an effort to initiate thinking.

I Do/We Do/You Do Chart

What I know
Teacher
Segregation was a form of
model
exclusion of a specific
comments
population
Teacher
African Americans were
model
not considered equal US
comments
citizens and looked down
upon as a lower class of
people.
Whole class
Student
comments
Whole class
Student
comments
Small group
Student
comments

What I want to know

How did segregation apply
to sports, entertainment,
education and employment?
How did segregation begin
and why did it continue
well after the Civil War
ended?

What I learned
The United States as a
whole suffered in
many categories.
People were ignorant
and fearful of change
and challenge.

Small group
Student
comments
Individual
Student
comments
Individual
Student
comments
Direct Instruction/I do (10 -15 minutes):

Teacher models activating and connecting background knowledge by discussing what she
knows, what she wants to know and what she learned. Teacher reads out loud the
questions that she posts on the chart. Teacher explains that the students can refer to
previously completed worksheets on the Harlem Renaissance and graphic organizers as
reference.
Teacher asks the students to verbally (raised hands) provide answers to fill in the next two
lines of this chart. A whole class discussion ensues and teacher selects responses to type
on laptop and add to the chart that is displayed on an overhead screen.
Teacher explains that previous knowledge pulled into new knowledge creates high order
thinking and thought provoking discussions.
Teacher explains to students that the goal by the end of the lesson is that not only should
they understand the history and affects of segregation in the United States, but that they
will also be able to use this background knowledge to generate high order discussions and
understanding about the topic. They will be able to apply this connection from their
previously learned knowledge to present and future day scenarios in hopes that they
themselves will recognize the previous mistakes of the United States and become
advocates for peace and unity in the future. This will meet the content objective and
standards through which the students demonstrate knowledge of vocabulary terms and
the application of these terms in various texts. They will begin expressing new ideas that
demonstrate understanding from various sources such as videos, worksheets, and graphic
organizers. Finally, they will demonstrate achieving the content goal of comprehending
the term segregation and its affects on the history of the United States as well as its role
in the students future.

Partial independent Practice/Small Group/We Do: (10 -15 minutes)

Teacher instructs the students to get into their small groups and confer and decide on two
more additions to the chart. The students will fill in their own charts with this
information. Timer on laptop overhead screen will expire in 10 minutes.
Teacher will ask students to return to their assigned seats.
Teacher will randomly ask one person from each group to share their answers. Teacher
will select two responses to add to her chart that is on the overhead for all to see.

Independent practice/You Do: (10 minutes)

Teacher asks students to silently complete two more rows in the chart with their
information.
Teacher reminds students to think about what they know and activate their prior
knowledge and connect it with newly learned information.

Closure/Assessment

Formative: Teacher will consider participation in both whole class discussions and small
group work cooperation and contribution (teacher will walk around the room and observe
this activity). Teacher will also mentally note which students may not be participating in
the exercises and attempt to ascertain why and consider adjustments for the next class.
Summative: Teacher will review the students responses on the handed in charts, both for
completion and participation in the whole class and small group sections, and especially
in the individual comments rows. Teacher is assessing for application of the reading
strategy, i.e. activating and connecting prior knowledge to their answers, as well as
deeper meanings and discussion points to demonstrate an understanding of segregation
and its effects on the United States.

Summary/Closure
Teacher will ask students what steps (strategy) they used to arrive at their comments/answers on
the chart. Teacher will explain how this strategy can be utilized in any class content and is a
valuable tool to gain understanding and comprehension of a topic. Lastly, teacher will ask if
anyone can provide an example of how this strategy can be used in another content (to assess
understanding of the strategy).
Adaptions
Students will be in assigned seats and groups with emphasis on accommodating any physical or
academic challenges. If so required, students may use an assigned electronic device to review
prior worksheets and graphic organizer and to fill in the chart a copy will previously be
uploaded to the device. Specific co-teacher suggestions will be implemented to meet the needs of
those requiring adaptions. For example, the journal topic will be presented the day before to
allow those students who may need extra time pre-reading the question and forming a response.
Generalization/Extension Activity
Students will be provided vocabulary words for the next lesson.
Review/Reinforcement (Homework)
Students will be provided with a blank copy of an I Do/We Do/You Do chart and, based on the
new vocabulary words from this new lesson, they will be instructed to fill in the first two rows

(Teacher model comments) as if they were the teacher to demonstrate their understanding of the
strategy as well as their background knowledge.
References:
Alvermann, D., Gillis, V.R., & Phelps, S.F. (2013). Content area reading and literacy:
Succeeding in todays diverse classroom (7th ed.). Boston, MA: Allyn and Bacon.
Common Core Standards Initiative. (2015). English Language Arts Standards, History/Social
Studies, Grade 6-8. Retrieved from http://www.corestandards.org/ELA-Literacy/RH/6-8/
Harvey, S., Goudvis, A.(2007). Strategies That Work-Teaching Comprehension for
Understanding and Engagement. Maine: Stenhouse Publishers.
Maryland State Department of Education (2006, June 20). Using the State Curriculum: Social
Studies, Grade 6. Retrieved from
http://mdk12.msde.maryland.gov/assessments/vsc/social_studies/bygrade/grade6.html
National Center for Education Statistics, (2014-2015). Common Core Data. Retrieved from
http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?
Search=1&InstName=Eisenhower+middle+school&City=Laurel&SchoolType=1&Schoo
lType=2&SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrade=1&LoGrade=-1&HiGrade=-1&ID=240051001024
Plaut, S. (Ed.). (2009). The right to literacy in secondary schools: Creating a culture of thinking.
New York, NY: Teachers College, Columbia University.