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Direct instruction

Subject: 8th Grade Social Studies

ortation, communication, technology, medical, entertainment, growth of suburbs) in the U.S. during the Post War

e ability to differentiate and examine the ways various minority groups of Americans lived in the 1950s/early 1960s (before LBJs presidenc
essed with a quiz.

ion and completion of jigsaw activity, students will be assessed by a vocabulary based quiz at the end of the lesson.

complex):

of different minority group Americans (Women, African Americans, Asian Americans, Native Americans and Mexican Americans) in the 19
e 1950s for their assigned minority
and differences of the minority groups as well as their relationship with mainstream USA.
documents and understand their importance in history/social studies
rganize their notes
group and explain to other students what they have learned

e, Racism, Sexism, Civil Rights, Specific terms related to each minority group

Materials/Technology Resources to be Used: Smartboard/W

Presentation)
Graphic Organizer- Web (1 Per Each Student)

Minority Experience Print-Out (About 6 for each minority

Group worksheet printout) (Vocabulary Based) (1 per eac

Quiz Print out (Short Answer/Fill In the Blank (1 Per each

Paper/pencils

ing, and make RELEVENT to real life)

prosperity and stability typically ascribed to the mainstream hegemony 1950s. Then follow that clip with a video that shows how the other
d, disparities in income for women and other groups. After that introduction, teacher will explain the objectives of the lesson to the class, and
tivity and overall lesson.

ntation to illustrate how the different groups of these minority Americans lived
roximately one slide per group.

Student Will: Listen and complete a graphic organizer (w

on: If needed, teacher will explain in more detail to students who appear to be struggling. Will answer questions as needed.

will go over the graphic organizer as a class.

ature of the activity- its a jigsaw activity.

Student Will: With this Jigsaw activity the students will fo

oups by numbering off (1, 2, 3, 4, 5). Five students per group, possibly more if

1. After all students are assigned a home and exp

groups.

ertain minority group to be examined by that student. (the expert)

2. Student will read their assigned minority expe

discuss the paper with their group.

Americans 3= Native Americans 4= African Americans 5= Women

, the teacher then explains to students to move to their expert groups, based on

3. After approximately 10-15 minutes, students

discuss their findings with each other.

into their expert groups, teacher will circulate the room, asking questions as
rn to their home groups.

4. The home group will be able to work on an in

prompted questions to gauge their understand

at most

es at most

35 Minutes Total

on/Check for Understanding: Teacher will elaborate on any questions as needed.

completion of worksheet will let the group move on to the individual assignment.

actual SPED class itself is very small; however, this is good, since teacher should be able to spend more time and attention on each group me
will complete the worksheet together.

le to do the activity quietly or focused enough, teacher will make the students read ALL five minority readings individually, then do workshe
fore assignment begins.

tage of the lesson, teacher will hand out the quiz and explain directions.

minutes; Remainder of class if needed.

Student Will: Take their quiz. If student completes quiz b

muddiest and clearest point exit ticket.

(Clearest Point: What student understood best or most clea

or most confused about)

on: Teacher will circulate room. As students will be ready for the quiz at different points, teacher will be vacillating between Independent an
cher needs to tell students not done with worksheet to wrap it up and move on to quiz.

, we will finally move on to the closing reflections and discussion.

n times of apparent prosperity, its important to consider how other, less obvious problems existed for different people. Compare it to our tim