GROUP PROJECT, HISTORY 202, FALL 2012 Prompt, Directions, and Schedule of deadlines Dr.

Wood

This document is intended to help you and the other members of your group to produce a 6-10 page paper that responds to the following prompt: Jim Crow refers to the racial system of segregation and white supremacy that was imposed between 1877 and the early 1960s by fact and by law across the American South and in some other regions of the country as well. It was more than a system of social organization; it was a way of life predicated on the belief that whites were superior in every way to African Americans. This superiority was used to justify treatment of blacks by whites ranging from condescension to economic exploitation to denial of civil rights to murder by lynching. Using the texts and lectures from this class and the readings contained in this packet, explain HOW the Jim Crow system became established in the United States. What kind of resistance opposed the establishment of Jim Crow? Speculate on WHY it became established. Also speculate on WHAT FUNCTION the Jim Crow system served in the United States from 1877-1920. Though you are speculating on some aspects of this paper, be sure to support your speculations with solid evidence. Be sure to establish your point of view in the form of a thesis in the first paragraph of your paper. Also be sure to CONTEXTUALIZE the evolution of Jim Crow in terms of the other major events of American History during this period. You may do additional research, but all sources besides the lectures and materials assigned for this class must be approved by Dr. Wood in advance, and you may only use these sources sparingly.

HOW BUILDING THE PAPER WILL WORK All must read the Chapter in the Readings folder from C. Vann Woodwards The Strange Career of Jim Crow. Two of each group of four will be assigned by Dr. Wood to read Plessy v. Ferguson the syllabus, decision, and Justice Harlans dissent. The other two of each group of four will be assigned by Dr. Wood to read Booker T. Washingtons speech known as The Atlanta Compromise and W. E. B. DuBoiss response contained in Chapter III of his book The Souls of Black Folks. As with our other readings, you will teach each other about what you have read. Each member of the group will compose a 250-300 word narrative that will describe the historical context of 1877-1920 in terms of race, gender, economics, and politics. That is, one member will write a narrative about race, another member will write about gender, another will write about economics, and another will write about politics. There will be some content overlap. These narratives will be circulated and read by all the members of the group. As a group, in class, you will hammer out a thesis and introductory paragraph. Members who read Washington and Dubois will be paired with members who read Plessy. Each pair will write a draft of the paper minus a concluding paragraph - using the group-composed introductory paragraph, their own knowledge of the course materials, and the contextualizing narratives. In class you will have the opportunity to reconcile the two drafts and hammer out a concluding paragraph together. You will meet as a group to finalize your paper and create a gorgeous presentation. You will turn in the project as a portfolio containing a cover sheet with the names of all group members, the form below describing what each member did, the contextualization narratives, the two first drafts, and your final draft. Your project will be complete when you have filled in an evaluation form that will ask you to evaluate each of your fellow group members, yourself, and to reflect on your individual and group process. BE CAREFUL TO AVOID PLAGIARISM. If one student plagiarizes on a group element of the project, all students in the group will be held accountable. HOW GRADING WILL WORK 1st Evaluation & reflection after first teaching (individual credit) 5% Contextualization narrative (individual credit) 15% 2nd Evaluation & reflection after group writing of intro (individual credit) 5% First draft (pair credit) 15% Final draft (group credit) 40% Final reflection and evaluation (individual credit) 10% Evaluation of you by your fellow students 10% STUDY GUIDES AND WRITING TIPS WILL BE POSTED ON BLACKBOARD BY OCTOBER 24.

SCHEDULE FOR THE PROJECT (use this page as a checklist) 1. October 17, Project Introduction in Class 2. October 17-22. All students begin reading chapter from The Strange Career of Jim Crow posted on Blackboard. 3. October 19, Group assignments available on Blackboard 4. October 22, meet group members, exchange full names, phone numbers, e-mail addresses, etc. 5. October 22-28 complete your assigned reading from the materials posted on Blackboard. Meet on your own with the other student in your group who read what you read to prepare teaching presentation to the other pair of students. 6. October 29, in class, teach what you read. 7. October 29-November 7 complete first evaluation and reflection online. 8. October 29-November 6, complete contextualization narrative and e-mail to your group and Dr. Wood. (Suggested method for writing these narratives: review the course materials and write down each event you find pertinent to your topic then condense and revise your list into narrative prose). Read other group members narratives BEFORE you arrive in class on November 7. 9. November 7, in class, review contextualization narratives together and hammer out a thesis and introductory paragraph. 10. November 7-13, assigned pairs meet to write a first draft based on your groupcreated thesis and introductory paragraph. Do not write a concluding paragraph. E-mail drafts to your group members for review BEFORE you come to class. 11. November 14, in class, reconcile the two drafts and hammer out a concluding paragraph. 12. November 14-21, complete second evaluation and reflection online. 13. November 14-21, meet with your group on your own. Polish the draft being sure that your paper starts with a strong thesis that each paragraph supports. Make sure your paper is well organized and that your thoughts flow logically and with good transitions from one point to the next. Meticulously check spelling, grammar, and style. If you get done early enough, perhaps you can consult with the Writing Center for a proof read. 14. Upload the final draft of your group paper to the Turnitin link on Blackboard. 15. Assemble your paper, along with your rough drafts, contextualization narratives, and a cover sheet that identifies your project, gives the name of each member of the group, and identifies what each member did (what they read and which contextualizing narrative they wrote). Arrange it all into a gorgeous package. 16. November 19-21, turn in portfolio. You have two options for turning in the portfolio: 1) hand it to me in class or 2) turn it in at the History Office between 9AM-12PM or 1PM-5PM where there will be a box for collecting them. NOTE: If you turn the portfolio into the box and I do not find it there for whatever reason, your portfolio will not count as having been turned in. I ABSOLUTELY WILL NOT ACCEPT ELECTRONIC SUBMISSIONS. 17. By November 28, complete the online evaluation and reflection form. The link to this form will not appear until November 21.