day 1 - learning through...

US History- Ms. Johnson Name:______________________________Unit 7 Discrimination-Remembering LynchingWorksheet Packet

Remember MePicture Project ASSIGNMENT

Many victims of lynching have been immortalized in photographs. In a sense, the victims have been robbed of their individuality. We, as viewers, only remember the horrific way in which they died. We are not able to remember the victims as unique people with stories and personalities. The pictures have a powerful effect on our memory. While studying Post-Reconstruction lynching, you are going to create a personal memory board since you have the luxury of deciding how you would like to be remembered. Through this project, you will answer the question, “How do you want to be remembered?” Remember, although this is a very personal project, it is still a major assignment worth 100 points. This packet also contains all additional classroom assignments worth another 100 points.

PROJECT GUIDELINES DUE DATES Bring in one larger photograph of yourself that you like Tomorrow Attach photo to poster board provided by Ms. Johnson Tomorrow Answer 5 project questions listed on pages 3-4 See pages 3-4 (rough draft) Type answers to project questions ______________

(at least 5-10 sentences & 1 paragraph each) Assemble finished memory board ______________ (final draft)

(additional designs & decoration optional) Present your memory board to the class ______________

SAMPLE MEMORY BOARD

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Title

Q & A#1

Q & A#3

Q & A#2

Q & A#4

Q & A#5


Remember MePicture Project GRADING RUBRIC

Guidelines Points Your Score & CommentsPhotograph or Picture Included 15

Rough Draft Answers (shown to teacher)

15

Final 5 Answers Typed(5-10 sentences, 1 paragraph each, complete & thoughtful)

35

Spelling & Grammar 10

Presentation(eye contact, speak clearly, shows board to whole class)

15

Overall Quality(neatness, evidences thought & effort)

10

Late Points -5/dayTOTAL 100

Project Q & ARough Draft Check List Date Points

1. Describe Yourself Today _____________ _____/32. What story does your picture tell? _____________ _____/33. What minor/mega events have shaped your life? _____________ _____/34. What do you want to be remembered for doing? _____________ _____/35. What do you want to be remembered for believing? _____________ _____/3

Remembering LynchingClassroom Assignment GRADES

Participation in Discussion/Notes 25Lynching of Blacks Graph & Timeline

25

Primary Source Analysis 50TOTAL 100

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Remember MePicture Project QUESTIONS & Rough Draft of ANSWERS

1. Describe Yourself Today. What do you look like? Describe your personality. Use lots of adjectives to paint a full picture of you with words!

2. What story does your picture tell? When your picture was taken? Where was it taken? What actions does your picture help you remember? What emotions does it make you feel? Why was this picture taken?

3. What minor/mega events have shaped your life? What local or personal events (with friends, family, school, community) do you remember clearly? What national or global events have you lived through that you remember vividly? Why do you remember these events? What made them important to you?

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Remember MePicture Project QUESTIONS & Rough Draft of ANSWERS

4. What do you want to be remembered for doing? What have you done so far that you are proud of? What have you done so far that you want people to remember? What else do you hope to be remembered for doing eventually?

5. What do you want to be remembered for believing? What do you believe in today? Why do you believe what you believe? Who helped you figure out what you believe? Do you think your beliefs will change in the future? Why or why not?

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Remembering Lynching“Strange Fruit” Power Point QUESTIONS

Initial Writing Prompt: After seeing the images and hearing the song, think about and answer the following questions.

1. How did seeing these pictures make you feel?

2. What did you think when you saw them?

3. How did the song make you feel?

4. How did hearing the song at the same time as the pictures affect how you felt?

5. In your opinion, what is lynching?

6. What questions do you have?

Discussion Questions/Notes: The following questions will guide our discussion. Take notes on our discussion below. Write down the best answers. The best answers could be your own or something a classmate said.

7. What words would you use to describe the South between 1877 and 1955 based on the images?

8. What changed after Reconstruction ended? How was Reconstruction successful or unsuccessful and for who?

9. Is all lynching the same?

10. Who was lynched?

11. Why did people take pictures of lynching?

12. Why were people lynched?

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Discussion Points

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13. Who fought to end lynching?

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Remembering Lynching“Strange Fruit” Movie QUESTIONS

Directions: After viewing the clip from Ken Burns “Jazz; Swing: The Velocity of Celebration, 1937-1939,” participate in discussion. The following questions will guide our discussion. You may take notes if you want to.

1. Who wrote the song “Strange Fruit”?

2. When did Billie Holiday record the song?

3. What was life like for Billie Holiday in the 1930s?

4. What was life like for many Americans in the 1930s?

5. How do you think singing “Strange Fruit” affected Billie Holiday?

6. Questions You Have

Lynching of Blacks GRAPH & TIMELINE

Directions: Since we have now seen pictures of lynching from the 1890s to the 1950s and discussed the song “Strange Fruit” from 1939, we will now analyze how lynching changed over time. You may work alone or with a partner. If you work with a partner, you both still must write down your answers in your packet. You will be given two reference materials—a List of Lynching Statistics by Year and Race and a Reconstruction to Civil Rights Timeline of Events in American History. First, you will produce a graph and timeline. Second you will use your graph and timeline to answer questions on page 8 about lynching.

STEPS TO REMEMBER1. Use the List of Statistics to plot the number of lynchings of blacks each year . You will

mark a dot for each year on the blank graph on page 7 (the next page)2. Next, connect your dots in order, so you can really see how the number goes up and

down.3. Thirdly, use the Timeline of Events to try and understand your graph. Choose 5-10

events from the list that you think may have had something to do with lynching. Choose events that you think would make lynching increase or decrease.

4. Write the name of the event below the year it occurred on the bottom of you graph.5. Finally, turn to page 8 and answer the questions to analyze your graph.

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Discussion Points

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Remembering LynchingGraph & Timeline QUESTIONS

Ames, Jessie Daniel. “The Changing Character of Lynching.” 1942. <http://www.digitalhistory.uh.edu/learning_history/lynching/ames3.cfm>.“It is not the part of wisdom to accept the decreasing number of lynchings as indicative of

any degree of permanency . . . with the coming of peace [the end of World War II] these same people, perhaps more of them, will come back to a jobless, poverty-stricken existence. Unless there is productive work waiting to absorb their energies and to give them hope, the passions and hatreds which have characterized their lives in the past will again be aroused . . . Minority peoples who are physically marked as distinct from the majority may well become the target for the expression of frustration of an unemployed and angry majority....

The white South still believes in the inherent right of the white race to rule supreme over Negroes . . . that certain jobs are the exclusive prerogative of white people . . . [that] equal protection and adminstration of the law for all, and the free exercise of the ballot imperil white supremacy. . . .

If the South is saved from a post-war era of violence, bloodshed, lynching, and torture, it will be because sane white Southerners begin now to work for, as well as talk for, the principles of Democracy.”

--Jessie Daniel Ames was the founder and leader of the Association ofSouthern Women for the Prevention of Lynching in the 1930s

Read the quote above.1. a.) Who is the author of the quote? b.) When was it written?

a. ____________________________b. _____________

2. What does Ames say soldiers coming back from WWII will do if they do not have jobs?

3. What word does Ames use to describe white Southerners who will work for democracy and ending lynching?

Use your graph and timeline to answer the remaining questions.4. When does the most lynching occur? (In what years?)

5. Around what events or kinds of does the amount of lynching go up or down?

6. Why do you think lynching was so high in the late 1800s?

7. Why do you think lynching really decreased by the 1920s and 1930s and stayed low through the 1950s and 1960s?

8. Why might the statistics and your graph not be truly accurate?

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Questions Grade

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Remembering LynchingPrimary Source QUESTIONS

Directions (Today): You will read what real people thought and said about lynching from the late 19th century into the early 20th century. You want to try to understand the different voices and opinions about the practice of lynching. Today, you will be assigned one of three groups (#1 The Anti-Lynching Group, #2 Women Against Lynching Group, or #3 Political Response Group). Each group will be given a short set of documents. Each set of documents will have the same cover page to start with. In your group, read the cover page and your documents. Answer the cover page questions below and then answer your particular group’s questions on page 10, 11 or 12.

Directions (Tomorrow): We will reform new groups of three people. Each person will be from a different document group. You will report what you learned from your documents and write down answers to the questions about the other two document groups. Then we will have a full class discussion about what we learned.

Cover Page Questions#1 “The Dogwood Tree1. Where would you find this ad?2. When was this ad created?3. What is the message of this ad?

4. What is the purpose of this ad?

5. Whose perspective is told by this ad?

#2 Leon Litwack Quote6. What is the message of this story?

7. What time period does this story reflect?

8. What is the purpose of this story?

9. Whose perspective is told by this story?

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My Group

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Cover Page Grade

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Remembering Lynching#1 Anti-Lynching Group QUESTIONS

How did opponents of lynching structure their argument to end the practice? *Put a star next to the document which was the strongest argument against lynching.*

#1 “What is a Lynching?” by Baker (1905)1. What words does Baker use to describe the lynching?2. How does Baker feel about lynching? How do you know? What words or phrases helped you to figure it out?3. Is Baker white or black? Can you tell?4. What does Baker mean when he says “mob justice”?

#2 “A Red Record” by Wells (1895)1. According to Wells, what did whites do to blacks during slavery?2. What do whites do to blacks now that slavery has ended?3. What happens to blacks when they kill whites?4. What happens to whites when they kill blacks?

#3 “The White Man’s Problem” by Wells (1900)1. According to Wells, what is lynching?2. What legal right of blacks has been “absolutely suppressed?3. Why does Wells say that lynching is done by an “unwritten law”? What is the “unwritten law”?

#4 “The Shame of America” by NAACP (1922)1. According to the ad, what is lynching?2. Do you believe that “the US is the only land on Earth where human being are burned at the stake”?3. What reason given for lynching does the ad try to counteract?4. What does the ad promote as an appropriate response to lynching? Who must support this action?

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Notes #1 Grade

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My Group Grade

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Remembering Lynching#2 Women Against Lynching Group QUESTIONS

How did women use their gender to form arguments against lynching?*Put a star next to the document which hbest explained the role of women in this debate.*

#1 Jane Addams (1901)1. What excuse does Addams say the killers use to lynch a black man?2. Who does Addams think should speak up to stop lynching?3. According to Addams, what cannot stop “lust”?

4. Does Addams ever say that black men do not rape white women? YES or NO

#2 Jessie Daniel Ames to Charlotte Hawkins Brown1. Why does Ames say she works to organize white women?2. What is the job of white women in the South?

#3 Jessie Daniel Ames (1934)1. According to Ames, what kind of community practices lynching?

2. According to Ames, how are blacks treated in the South?

#4 Charlotte Brown Hawkins (1920)1. Who is Hawkins disappointed in?2. What does Hawkins expect white women to do to protect blacks?3. According to Hawkins, what criminal act that black men are accused of do black women not support?4. How does Hawkins compare the insults of black men on white women to white men on black women?

#5 Ida B. Wells-Barnett (1900)1. According to Wells, how many lynching victims were actually charged with rape?2. When black women accuse someone of rape, do they expect “capital punishment” for the rapist? YES or NO3. According to Wells, who must protect the reputation of the black race?

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Notes #2 Grade

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My Group Grade

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Remembering Lynching#3 Political Response Group QUESTIONS

How was the legislative response to lynching shaped by popular culture?*Put a star next to the document which was the strongest explanation of lynching.*

#1 President Harding Letter to Johnson (1921)1. In his speech, what did Harding say Congress should do about lynching?2. What is the difficult situation with the population of some states?3. What does Harding propose creating to study race?4. Does Harding actually say he supports a national law to end lynching? YES or NO

#2 Senator Wadsworth Letter to Johnson (1922)1. What state is Wadsworth from? Is this in the North or the South? /2. Does Wadsworth support the Dyer Anti-Lynching Bill? YES/NO3. What power does Wadsworth say the federal government does not have?4. What does Wadsworth mean when he says “the Supreme Court may come to the rescue”? What does he think the court will do if the bill becomes law?

#3 President Harding Letter to Johnson (1922)1. Who does Harding’s secretary say blacks will blame for the failure of the Dyer Anti-Lynching Bill?2. Does the letter, in your opinion, express any remorse, regret or sympathy? Why or why not?3. Does the letter make you think President Harding is going to try to promote another anti-lynching bill?4. How does Hawkins compare the insults of black men on white women to white men on black women?

#4 Dyer Bill Cartoon (1926)1. What does the cartoon show? What is the message of the cartoon?

2. What does the cartoon imply Americans should expect in the future?

#5 Costigan-Wagner Bill Cartoon (1935)1. What does the cartoon show? What is the message of the cartoon?

2. According to the cartoon, what are “too many” blacks saying to each other or hoping?

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Notes #3 Grade

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My Group Grade

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Remembering LynchingPrimary Source Discussion QUESTIONS

Directions: You have now spent quite a bit of time thinking about lynching and specifically reading about and listening to different historical perspectives about lynching. Once you have finished sharing your answer, you should participate in a group discussion about what you learned from these primary voices. Below are questions that will guide our discussion. You do not have to write down answers, but you may wish to take notes on your thoughts or your classmates comments to help you speak up.1. What arguments were made against lynching?2. Who made the arguments?3. Who was asked to respond with action? 4. What did the authors say was the appropriate response to lynching?5. How were the authors limited in what they could do to end lynching?6. What was the strongest argument against lynching?7. Who opposed anti-lynch laws? 8. Why did they oppose anti-lynch laws? Or how did they explain their opposition to anti-lynch

laws?9. What time period were bills against lynching being proposed?10. What factors influenced a person’s response or opinion about lynching or law?11. How were people limited in what they could do to stop lynching? 12. What dangers did opponents of lynching face?13. Why did lynching go on so long?14. What do you think was the most effective response to lynching?15. Does lynching happen today?

Senate Apology Discussion QUESTIONSDirections: First, read the two articles, “Deep South’s response to a lynching apology” and “Why an Apology From the Senate Can’t Make Amends,” about the recent Senate apology with the class. Then, take a few minutes to respond to the following questions. Finally, get your last unit participation points by contributing to discussion of these two articles.

1. What did the Senate officially do on Monday, June 13, 2005?

2. Was the apology an appropriate gesture? Why or why not?

3. Should the apology change how blacks feel? Why or why not?

4. Should modern people or institutions apologize for actions they themselves did not take but their ancestors or institutions did in the past?

5. Why do some people, including one of the authors, think the apology is not enough?

6. How should we remember lynching? What is the best way to remember both the victims and the perpetrators?

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Discussion Points

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Discussion Points

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