Lesson Plan Template
Title A Force More Powerful:
Nashville
Date 05/21/14
Author Feyla McNamara
Subject Area Humanities ra!e "e#el $
th
an! %
th
&nit o' Stu!y Social Action
S(eci'ic )urriculum
Frame*or+s
a!!resse! in this
lesson
History: I can actively participate in collaboratively solving social problems by
analyzing injustices in our world.
,ntro!uction o' the lesson- .uil!in/ en/a/ement an!
settin/ (ur(ose
,nstructional Ste(s
Starter - (5 minutes)
Discuss or write independently your thoughts aout
this !uote:
To look is one thing,
Di''erentiation
Instructions written and read out loud- by student then
repeated by teacher
Students given the option to write independently or talk
with a partner about the quote
"earnin/ Tar/ets an! Assessments
"on/ Term Tar/ets
History: I can actively participate in
collaboratively solving social problems by
analyzing injustices in our world.
Assessments 0F "earnin/-
"reflective writing
"individual lists#notes from the movie with lael for the
social action spectrum
Assessments F01 learnin/-
"time line
To see what you look at is another,
To understand what you see is a third,
To learn from what you understand is still
something else:
To act on what you learn is all that matters.
Taoist saying
Sca''ol!in/ (lans 'or the bo!y o' the instruction
,nstructional Ste(s
!"#$
A Force More Powerful: Nashville
(27:38
http:!!vimeo"com!#$$373%7
%tudents take notes during the film they are
asked to make a numbered list of the actions and
steps activists took to desegregate the lunch
counters
&ollowing the movie, use popsicle sticks to have
students contribute to a master list of the order of
actions taken by the students:
'$ Training
"$ &irst sitin
($ %econd sitin with shifts of participants
)$ going to workhouses !jail$ rather than paying
*#+ fine !which would give money to the
oppressive government that they were
protesting$ instead costing that government
money by filling the workhouses past capacity,
e,tra food e,penses, and overtime to staff the
work houses.
#$ -icketing and boycotting the stores with
segregated lunch counters
.$ /ontacting the press, organizing silent march
to the mayor0s office following the bombing of
black lawyers home getting the mayor to make a
statement !through 1uestioning$ that he did not
support segregation
Di''erentiation
-use of technology integration allows for
visuals/break up in lesson- audio from other
sources
-prompting from the teacher reminds students to
make note when an action is taken, aids students
who are aural learners
-use of popsicle sticks ensures all voices will be
heard;
-developing a time line based on student
understanding allows me to see which students
may need additional assistance when writing the
prompt, and to fill in anything students may have
missed.
-time line visual engages visual learners,
logic/order based learners
2$ 3egotiations with businesses that wanted to
desegregate worked together to develop a plan
for this !gradual desegregation$
4$ 5epeat with other segregated establishment
Synthesis- Ho* *ill stu!ents synthesi2e their
un!erstan!in/3
6nce we have a list in the correct order with all
actions represented, students are asked to
classify the actions using their spectrum
community organizing basics activity:, and to
write a reflective response using the prompt:
7In your opinion, how were the actions taken by
the students protesting segregation effective8
9hat risks did they take by participating in these
actions8:
Di''erentiation
-students may use computers/electronics to write their
responses
-student may require a scribe or additional one on one
time to get started and maintain focus- individual work
allows for that fleibility to check in on the students that
may need etra scaffolding or accomodations.
!ount "olyoke #ollege / $peditionary %earning %esson &lan 'emplate ()*(
)onsi!erations in terms o' the lesson (lan as a *hole
Materials 1e4uire! 'or this lesson 5i!eo 6inclu!e!7
Social 8ustice 0rientation $ur students are deeply activated y what they have een
learning throughout this year% &n this unit students are 'ust
eginning to understand the process of social action and
how they could potentially e involved in something li(e
this) also learning aout how change happens% *e remind
them that 'ust y eing educated and informed) they are
eing social 'ustice activists%
Technolo/y ,nte/ration
5i!eos9 :rojector9 com(uters
Assessment o' ,nstruction 6Teacher;s De#elo(ment7
To *hat !e/ree *ere you success'ul3 +o e completed following lesson
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