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Jim Crow Laws Teacher Resources
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First graders analyze the role of the Jim Crow laws on race relations. As a class, they are segregated based on the color shirt they have or some other simple criteria and wear either a square or circle sticker representing the majority and minority. They read the story of an African-American who is the first to attend an all white school and write a response to end the lesson.
Students examine the constitutionality of Jim Crow Laws. For this civil rights lesson, students read excerpts of the U.S. Constitution as well as examples of Jim Crow Laws. Students select Jim Crow laws and then find out what portions of the laws are or are not supported by the Constitution.
Students examine the Civil Rights movement and use mapping as a reading to learn strategy. In this Jim Crow Laws lesson, students read material regarding the civil rights movement. Students explore reference materials to gather relevant information. Students discuss the term "Jim Crow" and write a paragraph about why they think the term is insulting to blacks.
Learners interpret historical evidence presented in primary and secondary resources. In this civil rights lesson, student determine the meaning and origination of Jim Crow laws. Students discuss the implications of the laws and compare and contrast them to other laws in the South.
Students research the impact of the Jim Crow laws on safe travel for African-Americans. In this civil rights lesson, students explore the dangers posed upon African-American traveling in the south. Students discover the extent of discrimination at that time. Assessments and rubric are provided.
Learners investigate equality by reading a historical fiction book in class. In this civil rights lesson, students read the story Roll of Thunder, Hear my Cry with their classmates and define the Jim Crow Laws that kept blacks imprisoned in the United States. Learners analyze Martin Luther King Jr. speeches
Students examine the experiences of Americans during the Jim Crow era, and listen to and discuss the book Dear Willie Rudd by Libba Moore Gray. They define discrimination and segregation, answer story comprehension questions, and write a reflection on their reactions to Jim Crow laws in a journal.
Fifth graders research the highlights of Martin Luther King Jr's life. They gain an understanding of the Jim Crow Laws and The Civil Rights Movement, as well as becoming familiar with Dr. King's "I Have A Dream" speech. Groups of learners create a time line of the ten most significant events in his life.
Students explore development of jazz music in the 1930s by forming imaginary jazz bands which tour several cities in Depression-era America. Jazz band members create imaginary identities for themselves, develop publicity for their tour, and keep diaries of their journey.
Eleventh graders examine the work of the Ku Klux Klan and the significance of Jim Crow Laws. In this American Civil Rights lesson, 11th graders examine propaganda materials from the Klan as well as Jim Crow Laws prior to writing about the need of organizing the American Civil Rights Movement.
Eighth graders study the effects that segregation and the Jim Crow laws had on life in Virginia after reviewing the Reconstruction period. They list the effects that the Jim Crow laws had on the lives of African Americans such as unfair polling taxes, separate schools and facilities, and difficulty voting. Using websites, they research the effects of segregation and write a paragraph on the topic.
Third graders create a poster of a travel route. In this discrimination lesson, 3rd graders read The Gold Cadillac and use it to discuss the problems African Americans faced while traveling south in the 1950's. Students compare three travel guides and discuss the differences. Students pretend they are moving from New York City to South Carolina and create a poster showing the route they will take.
Students examine the Jim Crow laws and how they impacted the lives of both African Americans and white Americans. They discuss the Civil Rights Movement and how their lives may have been different had it not occurred. Groups investigate a topic question and choose and activity to represent what they have discovered from their research.
Learners compare the cultural customs of people from European descent and African Americans between 1900 and 1940. Next students listen to interviews about life during the time of Jim Crow laws, and determine how life might be different without the civil rights movement, then research and present their findings.