Name Tishna Mohiuddin

Date April 2, 2014

________ / 100 points

Unit Title: Jim Crow - A Critical Approach to Segregation Subject/Topic Areas: 9th Grade African American History Key words: segregation, integration, Jim Crow laws, lynching, poll tax, literacy tests, grandfather clause, sharecropping, Plessy vs. Ferguson, Ida B. Wells, Tuskegee Institute, Booker T. Washington, W.E.B. DuBois, NAACP Designed by: Tishna Mohiuddin Time Frame: 5 65 min. classes School: Science Leadership Academy at Beeber

Brief summary of Unit: The notion of integrated society is something that is taken for granted to be a positive in the development of individual and group identity. This unit, we will take a more critical stance on integration to examine whether they are in and of themselves social goods or whether more social or judicial measures are required to ensure that all benefit from integration equally. We will do so particularly by studying the social and economic conditions from the 1870s1950s - an era in which the Jim Crow laws were in effect in the South. We will study the positive accomplishments of the African American community at this time that they achieved in spite of living in a deeply segregated society. We will also study some of the legislation as well as economic systems that were in place at the time that had a clear cost on the African American community. Critical thinking and reading will be emphasized this unit. It comes on the heels of a unit in which we focused more explicitly on taking a clear stance,and supporting it with direct evidence. Students will build upon these writing skills through graded warm-ups and inclass written reflections; however, the emphasis will be more explicitly on reading critically - particularly, reading first-person accounts of life during the Jim Crow era. Lesson Plans: 1. Introducing Unit 6 - Jim Crow & Segregation 2. Fear & Violence 3. Jim Crow Legislation 4. Jim Crow Laws - Why Segregate? Why Integrate? 5. Economic Obstacles and Victories

Established Goals:

CC.8.5.9-10.A CC.8.5.9-10.A CC.8.5.9-10.A CC.8.5.9-10.A CC.8.5.9-10.G CC.8.6.9-10.A

Big Idea(s) for the Unit:

In modern day, we see a distinct racial divide in various neighborhoods, cities, and institutions. Racial segregation is no longer legally mandated, but we see instead, individuals and groups self-segregating. There are costs to living segregated from others of varying ability, sociocultural background, etc. However, there are also certain social comforts that people seek which lead them to seek people of similar backgrounds and interests. Ideally, if people of different backgrounds - racial, socioeconomic, cultural, etc. are able to relate with one another so that each person and groups dignity is left intact, living in an integrated society can be extremely enriching to all individuals and groups within that society.
Essential questions:

What is the value of integration? What is the value of segregating oneself or ones group from the rest? What are the effects of segregation on a person or groups identity? Of integration?

Key/essential knowledge and skills students will acquire as a result of the unit (20 points)
Students will know (content/concepts)

about the prevalence of lynching during this time period and its lasting impact on the African American psyche and culture about sharecropping and its cyclical impact on the African American community - forcing families into debt and subsequently forcing them to continue to work within the same inequitable circumstances the limiting nature of an agricultural economic system about Jim Crow Laws and the variety of social and public arenas

Students will be able to (skills, performance assessments)

write a paragraph that includes their observations and reflections on various photographs of postcards of lynchings that can be found in the collection Without Sanctuary practice critical reading skills by underlining key details and phrases in excerpts from Remembering Jim Crow (a book featuring a collection of first-hand account of life under segregation) in small groups compile a set of ten Jim Crow Laws which they find to

in which they mandated segregation be most interesting and outrageous how African American and include an analysis of each law communities developed a set of present their findings to the positive social values in spite of the class obstacles they faced submit answers to questions that development of schools and follow the SCIM approach whilst commitment to education reading excerpts from the importance of churches Remembering Jim Crow the support within the community to help everyone Later in the Unit: live within their means the popularity of baseball as underline and make notes on an a means of building excerpt of Washingtons Atlanta community and relaxing Compromise and an excerpt from public initiatives taken by DuBois The Souls of Black Folk + figures such as Ida B. Wells, completing a worksheet in which Booker T. Washington, they identify the key elements of W.E.B. DuBois Washingtons and DuBois arguments Later in the Unit: write a critical reflection on the Plessy vs Ferguson case in which differences in views on what the they must consider whether they African American community would consider Plessy as black or should do to overcome their white and consider what they would difficult circumstances do if they were in Plessy shoes Washingtons Cast down your write a list of the key elements of bucket and DuBois condemnation Chief Justice Brown and Chief of Washington Justice Harlans respective the significance of the ruling of arguments regarding the ruling of Plessy vs. Ferguson Plessy vs. Ferguson the significance of Plessy, a by the end of the unit - complete a man of mixed heritage, quiz in which they write IDs for being viewed and treated as some of the key terms of the unit black first part: short answer the significance of the ruling second part: matching and the way in which Chief by the end of the unit - complete a Justice Brown justifies the written reflection on whether the perspective of the majority Jim Crow laws were responsible for particularly the assertion the inequity between the black and that any inferior treatment of white communities or whether, with African Americans was not certain measures in place, it would due to the Separate Car Act have been possible for facilities to be separate and equal

Materials/equipment:

computer access for students and teacher projector excerpts from Remembering Jim Crow: African Americans Tell About Life in the Segregated South [William Henry Chafe, Raymond Gavins, Robert Korstad] from PBS website links providing information on key terms for unit map of Lynching by State and Race, 1882-1996 Unit 6 Defining Key Terms [worksheet] lyrics to Strange Fruit [online], audio of Billie Holidays rendition of Strange Fruit [online] list of Jim Crow laws [online] background on Plessy vs. Ferguson, excerpts of Chief Justice Brown and Chief Justice Harlans respective perspectives on Plessy vs. Ferguson [worksheets - packet] excerpt of Washingtons Atlanta Compromise + excerpt from DuBois The Souls of Black Folk
Summary of what you learned from teaching this unit

Warm-ups can be a way to energize students, peak their interest, and let them know that

their thoughts and views are a priority in the classroom. Its okay to spend fifteen to twenty minutes on a warm-up if students are engaged in deep conversation. If students feel heard on their terms at the beginning of class, they are more willing to follow my lead later in the classroom. Confirming what Brian Hussey introduced to us in his visit to our Methods class, philosophy can be a popular energizer because it allows students to bring in prior knowledge. It is better to have a tight-knit lesson plan that focus on a few things rather than a sprawling lesson plan which tries to cover too much at once. Most of my lesson plans tried to tackle too much at once. With time, it is possible to assign students their groups and have them work productively in that time. Reading aloud and dissecting text as a class is an effective strategy. Differentiation is important approach. Not only does it make learning accessible to a wider array of students, it also makes this more interesting for both the instructor and the students.