. «gl een Roe wha jae ie heer cates a RO Oo, 221 Cb tore ‘2, Explore how African Americans were stildsenfanchised despite the Reconstruction Amendments 4. OBIECTIVE/STANDARDS. 2. Following primary source exploration and a presentation on white Southerners’ violent reaction to ‘African American rights, TSWBAT evaluate a polital cartoon that demonstrates the repression of [African American rights in the South to 95% accuracy. Standards:8.39.A,839.8,83.9.D UL TEACHING PROCEDURES Anticipatory Set (4 minutes) Pass out outline 25 students come inf not previously passed out), 3 Display an image of cogrognted signs. Have students react to the image on their outine, |. callon students to share ater 3 minutes. Development 1(5 minutes) Students wilindvidually ead "Violence Against frcan Americans" inthe text. |. When using lagl means to repress African Americans from voting, whites turned to violence, Students wit note thatthe Ku Klux Klan was the mast infamous secret society to intimidate Aftcan Amerieane ‘rom participating in politica ie, Guided Practice 1 (16 minutes) ‘Asa class, read through an excerpt John Paterson Green's “Recallctions ofthe Inhabitants Localities, Supersttons, and Kukux Ourages ofthe Carolinas” . While reading, students wll answer the following questions: |. Inthe fst paragraph, what violence and intimidation factors di the KKK use onan African American? According to Green, what were two opinions ofthe KKK? 1, What were three goals or “objects” ofthe KKKin this passage? Iu. Besides Arican Americans and capetbaggers, who ele faced the wrath ofthe KKK? Inthe last paragraph, how does Green respond tothe question, “Why don the freedmen fight?" Development 2 (2 minutes) “Thre laws passed between 1870-1871 to help African Americans combat ths violence, known asthe Enforcement Acts |. egal prevent another person from voting by bribery, free, or sare tactics, Guided Practice 2 (2 minutes) 4. Many white southerners artested by Enforcement Acts, but they were rarely convicted. |. Why? (witnesses and jurors did not want to sk the KKK's revenge) Development 3 (8 minutes) {Around the beginning of the 1870s, most Northerners were tired of the struggles of Reconstruction, so they wanted to bring an end tot |. Introduction of the Amnesty Act of 1872 allowed most former Confederates to vote again (remind students that Military Reconstruction Act denied many former Confederates the right to vote) b. fects in legislature c |. Democrats able to regain control in most stat legislatures by 1876 Effet in education: 1 Cutspending on schools 1 Many schools clsed from lack offending 2 Open schools charged attendance fees‘Mr. Chevaler/th Grade US History/March 8 (G) and 9 (), 2021, 4.8 1880s, only about half of school-aged black children attended school in the South 4. Effects in voting iL Poll tax 1h teracy test i. Grandfather clause fects in segregation: i. Daring Reconstruction, segregation in pubic places outlawed |. _With Democrats bock in power, segregation returned Independent Practice 3 (20 minutes) ‘2. Have students take a portion of the 2864 Louisiana literacy test. {Give them 5 minutes and nate that one incoerect answer means 2 failed test 1, After S minutes, go over some answers (key tothe right) Have students react to taking the test. Development (6 minutes) ‘Introduce lim Crow Laws |. Replaced back codes Shaw video onJim Crow through nap culture. including blackface (16:45 21:00 in Disc Two, Part Two Jim Crow: back character in entertainment ac, Inspiration from the slave song “lump Jim Crow” i. Have students make inferences about the lim Crow character -why did the artist make Jim Crow this way? <. Examples of im Crow laws: segregated seating n public transportation, waiting rooms, dining, jry bows, (lim Crow Bibles) for black witnesses to Ks. ) ‘Guided Practice 4 (1 minute) '2.Askstudents how African Americans reacted to the enforcement of segregation by the im Crow Laws? i. Violated 14th Amendment's guarantee of equal protection of the law Development 5 (8 minutes) a. Introduce Pesyv. Ferguson Homer Plessy: 1/8th back from Lousiana, sat In the “white” ralway car (much nice, arrested, took case to ‘&_John Ferguson: Local judge in New Orleans, argued that as long as separate accommodations are equa, then theres no impediment on Plessy’s rights. Thus, Plessy’ argument is null and void 4, Cape taken to Supreme Court: 7-1 vote in favor of Ferguson established a "separate but equal” precedent i. Justice John John Marshall Harlan: only justice to rule againtthe “Separate but equal” decision 1. Former lave owner and opposed Emancpation Proclamation (switched opinion after seeing atrocities performed by KKK) Independent Practice 5 (2 minutes) ‘Have students work with a partner to think ofthe impact of the "separate but equal” decision |. Impact: the “separate but equal” precedent opened the door for further im Crow Laws (separate schools, parts, sections in theaters) blesra Gc ‘Me. Chevalier/th Grade US History/March 8 (6) and 9(C), 2023 Development 6 (6 mites) {3 Discuss how African Americans reacted to ths legal segregation b. Options: be Migrate 1. Area 2. North 3 West iL Selttelp| 1. Most African Americans remained inthe South 2. Started own businesses (2,000 upto 25,000 by 1900) {Closure (10 minutes) 2 Display Thomas Nast’ political cartoon of white resistance to the newl-found rights of African Americans. Have students analyze the cartoon and make inferences using their notes. Students wil old onto the outlines, tobe collected at end of unt 1 MareRtats Slideshow on Southern Repression, outline on Southern Repression, Reconstruction reading packet, excerpt John Patterson Green’ “Recollections of the Inhabitants, Localities, Superstitions, and Kuklox Outages of the Carolinas” 1864 Louisiana literacy tes. \V.__ADAPTATIONS/PLAN MODIFICATIONS 8, there isnot enough time, have students compete the politcal cartoon analysis for homework. . theres entra time, have students discuss the politcal cartoon analysis as a lass. VL-EVALUATION 23. Formative: Image analysis, primary source analysis, questioning, TPS, political cartoon analysis Summative: The culine wil be collected at the end ofthe unit fora grade, students will use outline to help with lend of unit assessment. i: REFLECTION 2. Students: i. Did students understand John Patterson Green's excerpt or was it too difcut? ii. Was the literacy test impactful for students? 5, Could students make connections between Southern Democrats returning to ofce and increased repression against Aftcan Americans? b. Teacher: i. Did! gointo enough detail inthe watershed Plessyw Ferguson case? li, Bid tgive students enough detail on Southern repression tobe abe to analyze the politcal cartoon? ii _Didthave enough time to complete this lezsoninits entirety? wIftperformed tis lesson again, what changes would | make to produce better sults?