ࡱ> ] 0bjbjzqzq ./\/\q( ` ` 8$DhtHr^::::0H2H2H2H2H2H2H$#KMVHVH::kHe!e!e!v::0He!0He!e!D0G:@LE"HH0HEBgNgND0GgN0GH]e!GVHVH HgN` > : Lesson Plan 1: What was Jim Crow? Lesson AuthorFirst and Last Name Jonathan BrinkerhoffAuthor's E-mail Address  HYPERLINK "mailto:jbrink@unm.edu" jbrink@unm.edu  Lesson OverviewLesson Plan TitleWhat was Jim Crow?Essential or Open QuestionThe Declaration of Independence says all men are equal in the United States? Do you agree? Why or why not?Guiding Question(s)What limits were imposed by Jim Crow? Do you feel discrimination exists today? In what ways? Do you feel theres discrimination at our school? Why? What has your experience with discrimination been? How has it made you feel?Lesson SummaryThis lesson will introduce a unit on the Civil Rights Movement. Many students will not have heard the term Jim Crow or know of the legally imposed limitations on African Americans in the past. In this lesson, students will investigate the term and its meaning before comparing what they discover to their own experience.Subject Area(s)Social StudiesGrade LevelxStudent Objectives Students will: define the term Jim Crow as the name of the racial caste system which segregated blacks from whites, primarily in the southern and border states, between 1877 and the mid-1960s. list legally imposed limitations under Jim Crow including: the right to vote different traffic laws for blacks and whites separate hospitals for blacks and whites separate prisons separate public and private schools separate churches separate cemeteries separate public restrooms, and separate public accommodations. separate beer and wine laws etiquette laws for blacks to follow regarding their behavior towards whites describe forms of discrimination today including: gender race SES physical appearance intelligence describe an experience they have had with discrimination express their feelings about racism / discrimination in a 6 word sentenceStandards and Benchmarks NM Social Studies Standards: Grades 9-12 Benchmark I-BUnited States: Analyze and evaluate the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction. 6. Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include: intent and impact of the 13th, 14th, and 15th Amendments to the Constitution segregation as enforced by Jim Crow laws following Reconstruction ELA (English Language Arts) Common Core State Standards: Grade 6-12 Anchor Standards Key Ideas and Details Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Integration of Knowledge and Ideas Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.  AssessmentStudent AssessmentComplete an essay to be graded by a checklist see below. ProcedureStep-by-step Procedure (Includes facilitation questions throughout the lesson and all resources)Say: Jim Crow its not a persons name. Just what is it and how does it relate to all of us today? Lets see if we can find out. Im going to play you a song listen to the lyrics and be ready to tell me the things the singer isnt happy about. Play Black, Brown and White by Big Bill Broonzy  HYPERLINK "http://www.youtube.com/watch?v=k0c1c0ZsTLA" http://www.youtube.com/watch?v=k0c1c0ZsTLA Ask students: What were the singers concerns about? Employment Wage discrimination Not being served in a bar Not being recognized for helping build the country or serving in the war What words do you know that might describe how the singer was treated? Racism Discrimination What term did the singer use in the last verse? Jim Crow What do you think the term Jim Crow means? Accept student answers Project the Jim Crow website in front of the class and model navigating through it. Tell students they will be reviewing the site. After exploring it, they should be ready to define the term Jim Crow and give specific examples. Model going to the extra images and advise students to be sure to look at them.  HYPERLINK "http://www.ferris.edu/jimcrow/what.htm" http://www.ferris.edu/jimcrow/what.htm Ask students: Whats your understanding of the meaning of Jim Crow? What examples can you give from your reading? Whats your reaction to what you found? Was there a specific image you found compelling? Why? Expand the discussion to include more or all students with follow-up questions such as: Show me thumbs up if you agree with Freds answer or thumbs down if you dont. Explain your thinking. Raise your hand if you agree and explain your thinking. Project the Jim Crow audio files website in front of the class and model navigating through it. Tell students they will be reviewing the web site of audio files where people tell of their experiences with Jim Crow. After exploring it, they should be ready to summarize the story they listened to.  HYPERLINK "http://www.pbs.org/wnet/jimcrow/stories_narratives.html" http://www.pbs.org/wnet/jimcrow/stories_narratives.html Ask students such questions as: What story did you listen to? What struck you about the story? Could something like that happen today? Why do you think so? What would be an example? Is this question easy or hard to answer? Why? Has anything like that happened to you? Can you tell the class about it? How did that make you feel? Expand / extend student thinking and the discussion with follow-up questions such as: So let me see if I understand what youre thinking. Youre saying. Do you agree or disagree and why? (Could be asked of the entire class as a form of whole-class engagement using a show of hands or thumbs up/down.) Would someone like to add to that? Can you say more about that? What makes you say that? What evidence helped you arrive at your answer? Can you repeat what she just said in your own words? Thumbs up if you agree, thumbs down if you dont explain your thinking. Say: Jim Crow laws have all been struck down in the courts and the practices have been made illegal. Do you feel that discrimination has ended as a result? What forms of discrimination are there today? What evidence do you have to support your viewpoint? Have students Google the following before discussing how discrimination might or might not have played a part in each persons story: James Byrd Jasper Texas (1999 dragging murder) Shaquanda Cotton Paris Texas (2007: 14 yr. old with no arrest record sentenced to seven years in juvenile detention for shoving a teachers aid, when, about the same time, a white student who admitted to arson received probation.) Brandon McClelland Paris Texas (2009: hit and run over by a drunken white friend after an argument) Do you feel discrimination exists at our school? What forms does that discrimination take? Sometimes discrimination is obvious, or overt, and other times its subtle. Can you think of some subtle forms of discrimination at our school? Who are the recipients of these subtle forms of discrimination? What do you see as the effects of discrimination at our school? Race Gender Socio-economic status Appearance Intelligence Other Again, expand / extend student thinking and the discussion with follow-up questions such as: So let me see if I understand what youre thinking. Youre saying. Do you agree or disagree and why? Would someone like to add to that? Can you say more about that? What makes you say that? What evidence helped you arrive at your answer? Can you repeat what she just said in your own words? Tell students they will discuss the questions based on the lesson in small groups as a precursor to writing a group response. Tell students their answers during the discussion and in the group paper must be supported with direct references to the sources used in the lesson. Hand out the grading checklist and ask students to identify the criteria their group work will be evaluated on. Break students into small groups (group membership is assigned by the teacher to include a mix of stronger and weaker students) and direct them to discuss the following questions: What is your groups understanding of the term Jim Crow? Include specific examples. The Declaration of Independence says all men are equal in the United States? Does your group agree? Why or why not? What questions did todays class raise in your groups mind? Have students hand in group writing. Then project  HYPERLINK "http://theracecardproject.com/" The Race Card Project website in front of the class, model navigating through the site, and discuss the projects challenge to write a 6 word submission about race. Share and discuss the following 6 word submissions: Change on counter, not in hand. My great great grandfather owned slaves. I see the scared in you. A terrible, unnecessary barrier against love. Im only Asian when its convenient. To black for black mens love. Passing. No one knows Im native. Discussion questions: What do you see as the meaning of ______ submission? What do think gives these their power? How can you relate to the authors submission? Have students explore the site and other submissions before creating their own 6 word statement about race as homework. Tell students their submission should NOT include their name and that the submissions will be posted anonymously on the class website or The Race Card Project site according to the students wishes. Prerequisite Skills NeededNone.CreditsNone. 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