Tishna Mohiuddin C Band Two 65 min classes - Monday (3/17) and Tuesday (3/18) Jim Crow Laws - Why

Segregate? Why Integrate? OVERVIEW/ RATIONALE This lesson is following a class in which students reviewed examples of Jim Crow legislation. In this class, I want students to get an understanding that racial segregation, although not legally imposed, still exists today and is particularly visible in the city. The class will begin; therefore, with contemporary sources to consider what the costs and benefits of living in a homogenous community are to the group as well as the individual. ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS Essential Questions What are the effects of segregation on a person or groups identity? Of integration? Of assimilation?

GOALS/OBJECTIVES

STANDARDS CC.8.6.9-10.C. CC.8.6.9-10.E CC.8.6.9-10.F

PROCEDURES OPENER Warm-Up: What qualities/interests is it important for your friends to have in common with you? (Examples of Possible Answers - sense of humor? taste in music/movies? being athletic? having compassion? family values? style of communication? same curfew? same level of intelligence? similar struggles? similar dislikes? etc.) (5 min) Think-Pair-Share: Share your answer with a partner. Listen carefully to one another, because you will be volunteering to share your partners response to the question, not your own. (5 min) Transition: A lot of these traits/hobbies are cultural - whether they are predominantly found in the culture of a certain socioeconomic group, a certain racial/ethnic group, a certain religious group, a certain gender, or a certain age, etc. (1 min) Keeping this in mind, today we are going to explore, not necessarily the reasons why people of various racial/ethnic backgrounds stay apart from one another, but why they people of various racial/ethnic backgrounds live in areas and

spend time in places where they are part of a majority. BODY OF THE LESSON Why Do We Self-Segregate Today?: Show statistic of self-segregation. About 40 percent of white Americans and about 25 percent of

non-white Americans are surrounded exclusively by friends of their own race, according to an ongoing Reuters/Ipsos poll. (10 min)

mini lesson on statistics

I will point out a key point of the article that creates a subset of people that are 30 and under and note that the results change when viewing this cross section of the sample size. Students will have access to this interactive chart on the responses of those surveyed. will give students a chance to explore the chart on their own and make observations (30 sec-1 min) briefly will show another article that provides another analysis of where and why self-segregation occurs Self-Segregation in Cities: This is probably not news to my students. They will have a few minutes to look over some dot maps that illustrate the racial demographics of various cities. They must each make at least one observation and one conclusion based on that observation. (1-2 min) Why?: Leaving aside negative factors, why do you think people of the same race/ethnicity might want to live in areas in which they are part of the majority? (5 min) Possible answers - access to specialized products (ingredients for cooking at home, specialized beauty parlors), similar community values Think of our school. We have consciously set aside a space where students and teachers who believe in the five core values or who can at least tolerate them can come together and create a learning space. The segregation of whites and blacks was legally imposed in the era in which we are currently studying, but we still shouldnt assume that the aim of every single African American was necessarily to live in an integrated society. What type of values emerged from living separately? Seeking to overcome this legacy of inhumanity, freed people and their posterity created and sustained fundamental relationships, building families and kinship networks, forming supportive communities, and organizing economic, educational, political and religious institutions. Self-help and mutual aid in the raising of children, caring for the sick, and in helping the destitute were crucial for the survival and advancement of individuals, families and communities. The spirit of responsibility quickened as African Americans were denied equal citizenship and were all but excluded from access to mainstream financial institutions. In the

face of oppression, they forged a moral economy, creatively fostering racial solidarity, progress, and equality. (Remembering Jim Crow, pg. 89) (3 min) Reviewing Primary Sources (15 min) Students will get to choose one of the following excerpts and must answer a set of questions on it. I will tell them to be ready to inform the rest of the class about what they read. If any excerpt is not picked, we will go over it as a class.

excerpts
David Matthews excerpt on

communal efforts to educate children (pg. 107, pg. 108 Paragraphs 2 & 3, pgs. 111-112) Georgia Sutton, pg. 125, Paragraph 3, pg. 128, pg. 128-129, pg. 129 Paragraph 3) Russell Evans Blunt, pg. 140-41) Merlin Jones pg. 141, pg. 147 Paragraph 2)

questions
Summarize - 1. What specific

information, details and/or perspectives does this source provide? 2. What is the subject and/or purpose of the source? 3. Who was the author of the source? Contextualize - 1. When and where was the source produced? 2. What was happening in the time period during which the source was produced? Infer - 1. What is suggested by the source? 2. What interpretations can be drawn? What additional questions do you have after reading the source? Must list at least one question.
CLOSURE Overview Class Discussion: What values emerged during this time of segregation

amongst the African American community? Do people of similar ethnicity/race bond together today for similar reasons? What then do you anticipate were the negative consequences of segregation?