Introduce students to Separate but Equal mentality
Students will be handed a primary source picture from the Library of Congress. The source is an excerpt of the Plessy v Ferguson
Students will have five minutes investigate and contextualize the sources by asking questions like:
What do you notice about this story?
Is there anything that surprised you?
Is Separate but equal really equal?
Students will answer the discussion questions and make a list of things the students noticed about the source
Write the list on whiteboard or poster for all students to see.
After small groups discuss the source, the teacher will signal to the class to come together as a whole group to discuss the questions
Write discussion questions on the board for all student to see, will help with keeping students on task
Read questions out loud before kids do small group discussion to help with students that struggle with reading.
For this lesson, the topic of slavery in America and the Civil war must have already transpired.
Once the questions have been answered/discussed, the teacher will then talk about how segregation took a different form after the end of the Civil War, and many African American left to pursue a better life.
The teacher will introduce the student o different concepts that they may not have heard of, terms such as Jim Crow Laws, Segregation, Black Code Laws.
The term oppressed and should be covered in lessons before this when talking about slavery in America.
If students struggle with the term, the teacher can take a small moment to reflect on what the definition of oppression is.
Students will be instructed to find partners in preferable groups of 4. This allows the student to select one of the four roles for their groups when they conduct research.
Each student will be assigned a role in the research to promote thinking like Historians, the roles are as follows:
They will then grab an electronic device, their Historian Research Journals, and a spot in the room where a group can work comfortably
If no electric device is available for use, the teacher can hand out printed materials. These can vary on the readiness and interests of the students. But documents such as court cases summaries about segregation, an advertisement about better opportunities up North, or simple YouTube/PowerPoint Presentation could be beneficial in compensating for lack of electronic devices.
Once roles are assigned students will now conduct research with selected partners to research why African Americans left the South to live in the North in the 19thcentury
Students will be using specific, kid-friendly websites, and two primary sources to do this research:
These website will allow students to read different short articles describing Reconstruction after the Civil War, Civil Rights, and the start of the separate but equal.
Students will answer questions based on their selected role.
What changes allowed the African American people to leave the South?
What has changed or stayed the same over time?
Why would African Americans move or leave the South?
How would you describe the people that live in the Southern States in the 19th-century?
What problems are the African American people facing?
Are the people being treated fairly? Why or Why not?
How do jobs impact people to go north?
How do African American people meet the need for a better lifestyle?
Students will down these questions in their Historian Research Journal and answer them to the best of their abilities
Allowing students to work together will instill collaboration for the students that learn socially, as well as get the shyer student to engage with their
If there is a limited number of students, advance readiness students can have the option to work alone or work with students and do two roles.
Duckers is a good introductory website where students can research different topics of American history. This source is always helpful, as there is an option on the page to have someone read the passage to the students. Great for a student who had disability reading, or is vision impaired.
Students will watch a two-minute video that recaps and summarizes some of the major factors/reasons why African American migrated North.
The video is from the national History channel and gives one or two examples from each of the four roles to help summarize the main points.
If time allows the teacher can ask if the video mentioned the students did not find in their research, or if the video did not talk about a factor that they thought was important.