Lesson: Lesson 4 - Jim Crow Laws and Discrimination

7629 Views
135 Downloads
12 Favorites

Lesson Objective

By the end of the lesson, SWBAT explain how Reconstruction ended with the start of the Jim Crow Laws. By the end of the lesson, SWBAT to explain what the Jim Crow laws were, and how they hurt African Americans in the South.

Lesson Plan

 Key Points:

·       President Rutherford B. Hayes ended Reconstruction in 1877 by ordering the soldiers to leave the South.

·       Without protection of the army, the African American newly freed slaves lost their political power.

·       The South introduced new racist laws that earned the nickname – Jim Crow Laws.

·       The Jim Crow Laws separated and segregated the white people from the black people.

·       Segregation is the forced separation of races.

·       The Ku Klux Klan were mad that African Americans were taking part in government, and they wanted to stop the African Americans from getting power.

·       The Ku Klux Klan threatened African Americans with violence, and killed people to keep them from voting.


Essential Questions: How did life get worse for African Americans in the South after Reconstruction? How did the Jim Crow laws destroy the hopes of equality for many African Americans?  


Vocabulary: Reconstruction, President Rutherford B. Hayes, Segregation, Jim Crow Laws, Ku Klux Klan


Assessment: During the Independent Practice, Students will be an exit ticket with the following: “What does segregation mean?” “What were the Jim Crow Laws?”


Opening (15 minutes):

Teacher:

·       T will begin the day by splitting the class up into those people that have green shirts versus those people that have blue shirts. (fine arts integration – drama)

·       T will explain that those people that have blue shirts must sit on the ground, while the people with the green shirts can sit in the chairs.

·       T will then tell the class that they are going to have a pop quiz on astrophysics.

·       T will tell the Ss the importance of doing well on the quiz and T will say that those Ss that do not pass this test will be getting a call home at the end of the day.  T will also emphasize that those Ss that do get 100% will get a prize at the end of the day.

·       T will then hand the people wearing green shirts a cheat sheet that has all of the answers for the quiz on it.

·       T will then hand out the mock quiz.

·       T will be curt with the groans from the people wearing blue shirts, while being super sweet to those people wearing the green shirts.

·       T will the collect the quizzes and tell the class that they are going to elect a new class leader. This leader will has the power to give A’s to anyone that has the same color shirt as he or she has.

·       T will say that everyone has the chance to vote no matter the color of your shirt.

·       T will then ask all of the people in the class to write down a name quietly of who they would want to be class leader.

·       T will collect then slips from the people wearing green and tell the people wearing blue that if they hand the blue slip in, I am going to call your mom and give you an F for the day.

·       T will then make-up a winner – someone from the green side. T will tell that person that they have a choice – do you want to give all A’s to the people wearing green shirts, or the person wearing a blue shirt.

·       The class leader will pick the team that is wearing the green shirts.

·       T will listen to the groans from the blue shirt team, and stop the game and tell the Ss that this was just a game, but it had a purpose.

Students:

·       Ss will respectfully participate in the game


Introduction to New Material (15 minutes):

Teacher:

·       After the class segregation activity, T will put the following contrasting images on the board – a white school and an African American school, a white hospital versus a African American hospital, and T will ask the Ss to write down the differences they notice, and also write down which one they would rather attend or stay at if they were sick.

·       T will field some answers from the Ss

·       T will tell the Ss that today we are going to be discussing the end of Reconstruction.

·       T will have a student read the objective.

·       T will send everyone back to their seats and ask the following question: “What do you think the purpose of the game was?” “How does this game relate to our unit on Reconstruction?”

Students:

·       Ss will write down their observations.

·       Ss will share their observations.

·       Ss will ask questions about the objectives Ss will ask questions and answer the questions about the purpose of the game.


Guided Practice (25 minutes):

Teacher:

·       After the brief segregation game illustrating the harshness of the Jim Crow Laws – T will show a brief PowerPoint on the end of Reconstruction and the introduction of the Jim Crow Laws (technology).

·       T will emphasize the following key points:

·       President Rutherford B. Hayes ended Reconstruction in 1877 by ordering the soldiers to leave the South.

·       Without protection of the army, the African American newly freed slaves lost their political power.

·       The South based new laws that earned the nickname – Jim Crow Laws.

·       The Jim Crow Laws separated and segregated the white people from the black people.

·       Segregation is the forced separation of races

·       The Klu Klux Klan were mad that African Americans were taking part in government and they wanted to stop the African Americans from getting power.

·       The Klu Klux Klan threatened African Americans with violence, and killed people to keep them from voting. 

·       T will hand the Ss a graphic organizer to fill out as T presents the PowerPoint.

·       T will stop to relate the experiences that they just felt in the segregation game to how the African Americans were treated in the South during the Jim Crow Laws era.

·       T will make sure to emphasize that the Jim Crow Laws along with Sharecropping hurt the African American community. Although African Americans were no longer in slavery, the way they were treated, and the way the government in the South worked against them, made their lives incredibly hard, and not fair at all.

Students:

·       Ss will complete their graphic organizers.

·       Ss will ask questions respectfully.


Independent Practice (35 minutes):

Teacher:

·       T will tell the Ss that they are going to watch a short movie clip on the Ku Klux Klan and their attempt to stop an African American from registering others to vote.

·       T will explain that this incident took place way after Reconstruction, but it has to to do with the Ku Klux Klan.

·       T will tell the Ss that as they watch the video clip they are going to take notes on their graphic organizers (enrichment – open ended differentiation).

·       T will tell the Ss to watch out for segregation, and intimidation by the Ku Klux Klan that made it hard for African Americans to live equal lives to those white people in the South. 

·       T will pull those students aside that did not understand the lesson and read the portion out of the book with them that discusses Jim Crow Laws. (remediation)

·       T will then point the students to the writing prompt at the end of their graphic organizers.

·       T will go over the prompt with them, and then have a discussion on the grading rubric found after the writing template.

·       T will ask that the early finishers do an opened ended research on discrimination today in America or around the world.

Students:

·       Ss will watch the video and fill out their graphic organizer

·       Ss will complete take notes.

·       Ss will take the exit ticket.


Closing (10 minutes):

Teacher:

·       T will then hand the Ss a short exit ticket that will assess the key points of the lesson. The questions will be as follows: “What does segregation mean?” “What were the Jim Crow Laws?” “What are some examples of Jim Crow Laws?”

·       As a closing, T will recap the major points of the lesson.

·       T will also hand the Ss a study guide on Reconstruction and prepare them for the exam that will be in two classes.

Student:

·       Students will listen to the T talk about the next lesson.

·       Ss will ask any last minute questions.

·       Ss will write down their homework assignment and take the Study guide.


Materials: Fake Quiz, Graphic Organizer, LCD, Exit Ticket


Teacher’s Reflection:

If done correctly, I found this lesson to be very powerful because of the role-playing at the beginning of class. At first, the students didn’t believe I was serious when I starting giving incentives and advantages to one group of the class over another, but after a while when I was not relenting, they started to believe I was serious. At that point, without fail, at least one student in each period would start to cry and feel personally attacked. Of course, when things get really bad, that was a great time to end the scenario. I also found that it is especially useful to take a good amount of time after the role-playing to discuss how people from both sides felt in their positions. In a way, it was almost more interesting hearing the comments from the students that had the advantages because some started admitting they started to feel that they were better than the other kids in the class merely because of their shirt color.

 

 

 

Lesson Resources

Reconstruction Unit - Lesson 4 - Jim Crow Laws - Lesson Plan   Lesson Plan
2,443
Ku Klux Klan Movie Clip   Other
1,170
Reconstruction Unit - Lesson 4 - Jim Crow Laws - PowerPoint   Smart Board
2,017
Reconstruction Unit- Lesson 4- Jim Crow Laws - Key Note (Mac)   Smart Board
445
Reconstruction Unit - Lesson 4 - Reconstruction Study Guide   Notes
1,090
Reconstruction Unit - Lesson 4 - Jim Crow Laws - Fake Quiz and Answers   Activity
1,259
Reconstruction Unit - Lesson 4 - Jim Crow Laws - Graphic Organizer and Writing Prompt   Notes
1,618
Reconstruction Unit - Lesson 4 - Jim Crow Laws - Exit Ticket   Assessment
1,062

Comments


Cancel
No comments at this time.
Add Comment

Close

Something went wrong. See details for more info
Nothing to upload
details
close