Daily Lesson Plan- Primary Source Activity

Day:(Day 3)
Objectives: For students to understand the various perspectives in the Civil Rights Movement
and how each affected the movement.
Define: MSS Framework Mississippi Studies 4B: Identify and explain the significance of the
major actors, groups and events of the Civil Rights Movement in the mid 20th century in
Mississippi. (DOK 2)
MSS Framework Mississippi Studies. Compare and contrast de facto segregation and de jure
segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events
and actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi,
Sovereignty Commission, etc.), and their impact on Mississippi's history and contemporary
society. (DOK 2)
C3 Framework: D2.His. 1.6-8: Analyze connections among events and developments in broader
historical contexts.
NCSS Standard: guide learners in practicing skills of historical analysis and interpretation, such
as compare and contrast, differentiate between historical facts and interpretations, consider
multiple perspectives, analyze cause and effect relationships, compare competing historical
narratives, recognize the tentative nature of historical interpretations, and hypothesize the
influence of the past;
NCSS Standard: help learners to identify issues and problems in the past, recognize factors
contributing to such problems, identify and analyze alternative courses of action, formulate a
position or course of action, and evaluate the implementation of that decision.
CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Materials:
Citizen's Council Article
Rebel Underground Article
Ross Barnett Bumper Sticker
Internet Access
Freedom Summer Footage
Link to "I Love Mississippi" speech
Students need notebook paper for essay
Opening Set: Ask student's what or who they think played the largest role in shaping race
relations in Mississippi.
Learning Tasks (Procedures):
A. Explain to the students what a primary source is.
B. Explain why they are valuable in understanding history.
C. Play the "I Love Mississippi" video
D. Ask students if they think this affected the riot the following day.
E. Guide them in their answers.
F. Show students the Ross Barnett bumper sticker.
G. Ask their opinion on the sticker.
H. Pass out Rebel Underground article.
I. Ask students if this is "good journalism" or "hate print."
J. Pass out the "Citizen's Council" article
K. Have each student read along, as you read out loud.
L. Ask the students what they think of the article.
M. Give prompt questions like "What sort of people were in the Citizen's Council?" and
"What was their ultimate goal?" "Do you think this council influenced people of
Mississippi to act in violence?"
N. Click link to the footage of the Freedom Summer.
O. Ask the students what the goal of Freedom Summer was.
P. Ask if they thought it was an effective strategy to increase voting among the African
American community.
Q. Ask students what the key differences in perspectives were from native Mississippians
and the freedom summer volunteers.
R. Ask if the believed that this movement was influential in the larger scheme of Civil
Rights in Mississippi.
S. Instruct students to get out a blank sheet of paper.
T. Write the prompt on the board, " Compare the differences in two of the sources, and
discuss which you believe had the most impact. How could have Mississippi citizens
have stopped aggressions sooner? How do these documents compare to the world today?"
Ex: The hate speech in the sources, is a tactic used by both presidential candidate parties.
U. Give the students a rubric that describes what will meet the requirements.
V. Allow students to take this assignment home if necessary.
W. With 3 minutes remaining tell students to get out scrap piece of paper.
X. Give them their exit ticket assignment: "What is the most interesting thing you learned
today?"
Y. Take exit tickets as students are dismissed.

Closure: Exit Ticket

Differentiated Instruction:
Enrichment: Inform these students that they should go into more detail and explanation.
Intervention: Meet with these students one on one and discuss their answers.
Accommodation: Give these students an extended amount of time to finish the assignment. If
the student is still struggling sit down with them, and help discuss the information and formulate
answers. Then step by step check their answers with the rubric. (This will not occur during the
students break time.)
 Rubric for Primary Source Essay
Criteria Advanced Proficient Basic
Use of Primary Mentions more than 1 Mentions ONLY one Mentions no sources
Sources source in a well- essay in a well- and information is
planned essay planned essay. lacking.
Demonstrates Demonstrates Shows vague Shows no knowledge
Knowledge through writing that knowledge of the of the information
you understand the information. discussed.
information well.
Grammar, No errors Very few errors Numerous errors
punctuation, etc.
 Bibliography Sources

Barnett bumper sticker: Integration of the University of Mississippi. Retrieved October 27, 2016,
from http://clio.lib.olemiss.edu/cdm/singleitem/collection/integration/id/46/rec/15
CBSN (2014, July 18) From the Archives: "The Search in Mississippi"[video file].
https://youtube.com/watch?v=RkPWoFO7xRA
Citadel of the Citizens Council: Citizens Council Collection. (1961, November 12). Retrieved
October 25, 2016, from
http://clio.lib.olemiss.edu/cdm/compoundobject/collection/citizens/id/2098
Helmer Reenberg (2010, January 3) September 29, 1962- Ross Barnett , Governor of Mississippi,
giving his I love Mississippi speech[video file]. http://youtube.com/watch?v=ygVf3FxKxJU
Rebel Underground (12 January 1963). Integration of the University of Mississippi. (1963,
January 12) Retrieved October 25, 2016, from
http://clio.lib.olemiss.edu/cdm/compoundobject/collection/integration/id/152/rec/6

Bibliography for Rubric

Created By: Jenna Campbell October 25, 2016.