|
Lynette Hayes Davis
and
Ruth G. Woodfork
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In this unit, students will explore primary documents that give them a
better understanding of the events that led to the modern-day Civil Rights
Movement. Pamphlets, speeches, essays and printed ephemera from 1880
- 1920, reflect attitudes about lynching. (This lesson is a
component of a broader oral history project that focuses on the Memphis
Sanitation Strike.) Students will further explore the threads and
patterns of sustained resistance that is evident throughout African American
history and culture.
After completing this unit students
will be able to:
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Use the American Memory collections
to identify the social, economic and political conditions and the status
of African Americans between 1880 and 1920.
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Analyze the significant events between
1880 and 1920 and recognize that lynching was a common occurrence in the
lives of African Americans.
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Use primary sources from the period
to show various perspectives on lynching.
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Use primary sources to connect the
struggle of Ida B. Wells and others of the earlier period to the Civil
Rights Movement of the 1960's and the Memphis Sanitation Strike of 1968.
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African American Literature: grade
11
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The estimated teaching time is six
weeks
This unit focuses on major areas of
study in African American Literature. Students' prior knowledge of
slavery, the reconstruction, and the Jim Crow era should provide a foundation
for this lesson.
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Divide students into groups prior to
assigned activities.
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As a class, students will complete
the "K" column of a K - W- L chart sheet focusing on their prior knowledge
of the act of lynching. Each group will compile a large chart of
prior knowledge of ideas to be discussed with the class.
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In their assigned groups, students
will use the time line to focus on those events occurring between the years
of the 1880's-1920's.
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Using American
Memory Timeline on African American History students will create their
own timeline interjecting significant Memphis events and other information.
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After examining several documents students
will write an essay on the life and status of African Americans.
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Students will use the Ida B. Wells
site and other internet resources for images that help tell the story.
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Students will read two speeches by
Ida B. Wells and write a poem expressing her sentiments.
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Using the congressional vote students
will discuss the implications associated with the results of the Dyer Anti-Lynching
Bill of 1922. Using Geographical Information Systems students will prepare
a graph depicting the results.
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Students will create a powerpoint presentation
using information gathered in the form of exhibition.
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Students will visit the Ida B. Wells
virtual home.
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Each student will must submit a reflective
piece.
A rubric will be used for evaluation
of the exhibition.
As an extension of this lesson,
based on prior knowledge, the students will read the letter of Eleanor
Roosevelt and write an essay.
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davislynette@hotmail.com
rwoodfolk@netscape.net
7-22-99