[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

Students will be working on developing the skills to create a narrative combining readings from their textbooks, primary sources, and other secondary sources. In addition, they need to be able to ask questions that will lead to deeper understandings as to how all these things relate to the events in the past and future. 

By the end of this lesson, student will:

  • have led a discussion about the section “Childhood” from Anne Moody’s book, Coming of Age in Mississippi (the discussion will be modeled by the instructor)
  • discussed the importance of the place she grew up in regards to people’s lives. 
  • annotate and discuss the Chapter 28 introduction See Handout
  • discuss A.Philip Randolph, the Brotherhood of Sleeping Car Porters, and the march on Washington.
  • review the document issued by President Roosevelt, the Fair Employment Practices Commission: June 1941
  • connect the article they read last night (“Race Remixed Blurring the Color Lines”) to the idea of place and Anne Moody’s book.
  • take a brief look at the effect of the Double V Campaign 


[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

The Double V Campaign

Download this file

Majority Decision: Plessy v. Fergeson

Download this file

Minority Decision: Plessy v. Fergeson

Download this file

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]
  • Turn to another student and discuss how the article you read last night (“In Climbing Income Ladder, Location Matters”) applies in Anne Moody’s life and what has changed (or hasn’t).   

New Material

Lesson #2: “Childhood” and Protest

Students will begin by discussing the relationship between the past and today with a study-buddy. After roughly five (5) minutes, the class will continue the discussion as a group with a student taking the lead. 

The instructor will then model the fashion in which new material will be presented over the course of the year. In this case, A. Philip Randolph, head of the Brotherhood of Sleeping Car Porters, and the March on Washington. 

Students will be required to research the subject (using both print and internet sources) and come to class with pertinent questions to prompt discussion. For example:

  • What was the March on Washington about?
  • What were Jim Crow laws?
  • Why would Mr. Randolph threaten to march in Washington, DC?
  • What about the city makes a march there such a powerful statement?
  • What symbols of the American ideal exist and how would they translate to both the marchers and those watching the event?
  • What was going on in the world at that time in the world, especially Europe and the Far East?
  • How did President Roosevelt react? Why?
  • What “concessions” did Mr. Randolph wrest from the President?

Student will then read the document, “Fair Employment Practices Commission,” aloud and decide if the protest had been successful and to what extent it was successful. 

  • Why would Mr. Randolph threaten to march in Washington, DC?

Students will then work with the instructor on sourcing a political cartoon and a poster relating to the March on Washington and Jim Crow.

To close the class, there will be a short lecture dealing with CORE, Jackie Robinson, the Menendez v. Westminster School District Supreme Court Case, and finally, the rise of the Dixiecrats. Students will take notes and be prepared to ask appropriate questions (In fact, students will be encouraged to ask questions as part of the process of learning how to be involved in class).


  • Skim through the Double-V handout and answer the following question in your notebook: Did the Double-V movement end because Blacks were concerned about “rocking the boat”? Was its ending justified or should it have continued? Keep your answer short, no more than a paragraph or two.
  • Complete the Plessy v Fergeson worksheets and be prepared to discuss their impact on race policies in the United States.


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will be learning how to:

  • Annotate documents
  • Present a lesson to the class
  • Source documents and political cartoons 


[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will be assigned events and asked to research and lead discussions.

Students will be required to find outside sources to add to the class discussions (primary source documents including political cartoons, photographs, letters, bills, newspaper articles, etc.) for future classes.  

I will be checking their notebooks and worksheets.

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

Today we saw the impact that a relatively simple event, Mr. Plessy's attempt to board an all White train car, can have on the future. In fact, that case led to many, many problems as we have seen. Do you think that the same thing might have happened if a similar case had occurred in, say, Washington, DC?

Someone go home and look up Sojourner Truth and give a report to the class tomorrow, OK? If you write it up and hand it in, I will even give you extra credit. Mind you, it has to be turned in with a url or a citation from a printed text to get credit. Typed. 

I have assigned tomorrow's assignments to a number of you. Remember, you need to connect the dots leading up to the event that I have asked you to prepare, and jot down a few discussion questions as well. I want you to write down the url's of any website you go to. You needn't print up the entire piece, but you certainly need to let me know where you got your extra info.

Check your emails for the homework and any extra stuff I throw in, OK? Tomorrow we begin your active participation in class. Be ready. You never know if I am going to call on you and if you aren't prepared, you may be embaressed. And remember our slogan for this year. Failure is NOT an option!