The Jim Crow Era

Lesson 1: How did Reconstruction Result in Segregation?
Time Estimated: 1 day
Objectives:

Students will:

  1. Recall and discuss what they have learned about the plight of the African Americans during Reconstruction.
  2. Examine a photo of Al Jolson dressed up as a black man and respond to its effect on them personally.
  3. Work individually or in pairs to explore two websites to answer specific questions regarding whom “Jim Crow” was and how the “Jim Crow Era” was defined.
  4. Discuss as a class what the findings were.
  5. Discuss specific images related to “Jim Crow” Era as scene on websites.
  6. Differentiate between the primary sources in the images and the secondary sources in the explanations.
Materials:
  • Flip Chart with Markers, Chalk Board, or overhead with transparency.
  • Worksheet with specific questions students will be asked to find.
  • Images related to the Jim Crow Era will be on questionnaires as well as available on line to look at and examine.
  • Worksheet for notes.
Strategies:
  1. Review: Using the Flip Cart, Board, or a Transparency, Make two headings -“Gains” and “Setbacks” – divided by a line.
  2. Have students recall any information they remember from their experience learning about Reconstruction and how it impacted the lives of the African Americans.
  3. Hook: Project the image of Al Jolson onto a screen using an overhead image or the computer, website http://www.ferris.edu/news/jimcrow/
    who/who_pages/055.htm
  4. Ask the students these questions regarding the image:
    a. Has anyone ever heard this name before?
    b. Do you think this man is an African American?
    c. How do you feel about a white man painting his face black and entertaining others by acting “black”?
    d. What do you think it says about the times (early 1900’s)? For more info on Al Jolson go to http://www.jolson.org/
  5. Assign students a partner, or have them work individually and give them each a copy of the questionnaire to fill out for class discussion. Two sets of questions will be available. The class will be divided, half exploring one site with questions, the other half exploring another site. (See questionnaires attached at the end of Day one.
  6. After completing the questionnaires, have students come back together to discuss results. Write the word “Jim Crow” on the board or on a flip chart and have the students to either write or tell you anything they learned related to the word. Try to keep each thought limited to three words.
  7. Pass out the Web for note taking. (See attached at the end of Day One) Have students fill in Web as you highlight the pertinent information from the Board.
  8. Have the students turn their note Web over. On the back they will find that it has been divided into two columns; one for Primary Sources and the other for secondary. Discuss the difference between the two. Write a brief definition of each followed by a list of examples under each.
  9. Briefly explain that this is one piece of a project that they will be doing at the end of the unit. Briefly describe the Culminating activity as a “60 Minute” video educating the public on what they learned. Be aware that each of the activities done within the unit will become a part of the show. If one part in particular interests them they should let the teacher know so that they may be assigned that segment when it comes time to prepare the video.
  10. Homework: Bring to class at least one favorite photograph they have personally taken of someone.
Differentiation:

This lesson can be easily modified to any level of student and accommodates several learning styles. It allows for a more challenging investigation by working individually, or working in pairs. It allows for whole class activities and a visually appealing note taking strategy.