[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 actually lead a class discussion and attempt to create a narrative combining readings from their textbooks, primary and secondary sources. In addition, they will be asking 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 “High School” from Anne Moody’s book, Coming of Age in Mississippi
  • lead discussions about the following topics:
    • 1954: Brown v. Topeka Board of Education (Plessy v. Fergeson as well)
    • 1956: Emmett Till murdered (a full discussion of the relevance to the Trayvon Martin case will be put off until the end of the unit if possible). 
    • 1956: “Southern Manifesto”


[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 Shocking Story (Emmitt Till)

The Shocking Story of Approved Killing in Mississippi? By William Bradford Huie.docx

Download this file

The Southern Manifesto on Integration

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.]
  • Get out your homework assignments from yesterday and have a quick discussion with your group about your answers. Then discuss how that case was related to the Brown v. Board of Education case.    

New Material

Lesson #3: Anne Moody, Coming of Age in Mississippi, Section 2: “High School

  • Student led discussion about the life of Anne Moody. As the discussion progresses, we will look at other events that were occurring during that time:
    1. 1954: Brown v. Topeka Board of Education
    2. 1956: Emmett Till murdered (August)
    3. 1956: “Southern Manifesto”

Lesson #3: “High School” and Protest

After the Warm Up, a student will lead a discussion (following the pattern set yesterday) about the second section of Anne Moody’s Coming of Age in Mississippi, “High School” and discuss the notion of separate but equal as it related to her life. 

We will move from there into a discussion about Plessy v. Ferguson and the homework assignment, and that will lead into a discussion about Brown v. Topeka Board of Education. 

Referring back to Coming of Age in Mississippi, we will then watch a film clip about Emmett Till, and discuss the power of place in reference to where he found himself (Georgia) and its impact on what happened to him. 

Finally, we will review the “Southern Manifesto” in small groups, annotating and discussing it with the time remaining in class as I walk around working with each group.

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 basis for the majority opinion in the Plessy v. Fergeson case?
  • Does it hold water?
  • What about the minority opinion?
  • What role does government play today? Why do we accept that role?
  • After having viewed the film clip, what do you think was the reason young Mr. Till was murdered? 
  • Does it relate to anything we have seen recently?
  • How is it the same? How is it different?
  • Is there a more suitable example from the past to compare the Martin case to?


  • Complete the Southern Manifesto Work Sheet.
  • Read “The Shocking Story of Approved Killing in Mississippi” and the letters to the editor that followed. Choose the letter that had the most impact on you, and then jot down a paragraph in your notebook as to the reasons why it had the most impact on you. Then look at where the author lived. What does that tell you? Please write no more than one paragraph for each question.


[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:

  • lead discussions in small groups. 
  • lead class discussions and ask higher level questions
  • connect events from the past to the present
  • annotate, analyze, and discuss primary documents


[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.     

Students will hand in their worksheets to be graded

Students involvement in the class and group discussions will be noted.

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.]

Without question, we see where the fall of segregation is going to lead to. Violence. Tomorrow we will be looking at the reaction people had in various states, especially in Mississippi and Arkansas. Does anyone have any idea what I'm talking about? Yes, the Little Rock Nine. 

Most often we look at the South and assume that it is the epicenter of all things race related, but that simply isn't always the case. While that  place certainly seems to have more than its fair share of racial troubles, I would like you to look and see if you can find any issues with desegregation in a place other than the South in this country. Again, write it up, or actually type it up, include the websites you visited, and turn it in for extra credit.