Unit 3: We're Not Gonna Take It!
A Unit on the Progressive Era
A Unit on the Progressive Era
Lesson Module 18
AFRICAN AMERICANS
The Gilded Age & The Progressive Era
Focus Activity - Determining a Purpose for Reading
In this lesson we have three goals.
1. Apply what we know about the oppressed people of the Gilded Age to new readings and activities.
2. Analyze how African Americans were one of the oppressed groups of the Gilded Age.
3. Investigate what African Americans did in the Progressive Era to overcome the oppression of the Gilded Age.
1. Apply what we know about the oppressed people of the Gilded Age to new readings and activities.
2. Analyze how African Americans were one of the oppressed groups of the Gilded Age.
3. Investigate what African Americans did in the Progressive Era to overcome the oppression of the Gilded Age.
Lesson Outcomes
Outcomes are what you (the student) will be able to do after the lesson is over.
1. I can define and explain the items in the Lesson Module 16 Toolbox.
2. I can describe the problems faced by the African American people of the Gilded Age.
3. I can explain how Booker T. Washington and W.E.B. DuBois came to be African American leaders in the early Civil Rights Movement.
4. I can compare and contrast the actions and beliefs of Booker T. Washington and W.E.B. DuBois.
5. I can evaluate the effects of Booker T. Washington and W.E.B. DuBois efforts in achieving civil rights.
1. I can define and explain the items in the Lesson Module 16 Toolbox.
2. I can describe the problems faced by the African American people of the Gilded Age.
3. I can explain how Booker T. Washington and W.E.B. DuBois came to be African American leaders in the early Civil Rights Movement.
4. I can compare and contrast the actions and beliefs of Booker T. Washington and W.E.B. DuBois.
5. I can evaluate the effects of Booker T. Washington and W.E.B. DuBois efforts in achieving civil rights.
Lesson Mission
The lesson missions are the activities that you will complete to achieve the lesson outcomes. The missions for this lesson are:
Engagement Activity: Videoclip on the Rise and Fall of Jim Crow
Teaching Activity: Guided Reading and Notes - 25 Points
Small Group Activity: Discussion Question Survey - 25 Points
Pair Team Activity: Videoclips/Venn Diagram Compare & Contrast of Booker T. Washington & W.E.B. DuBois - 25 Points
Individual Activity: Pass Off Quiz for Lesson Module 16: African American Rights - 100 Points
Teaching Activity: Guided Reading and Notes - 25 Points
Small Group Activity: Discussion Question Survey - 25 Points
Pair Team Activity: Videoclips/Venn Diagram Compare & Contrast of Booker T. Washington & W.E.B. DuBois - 25 Points
Individual Activity: Pass Off Quiz for Lesson Module 16: African American Rights - 100 Points
Engagement Activity - Introduction Video
We watch the following video as a class. You may watch this on your own if you finish your work early or you may watch it at home. It might not be available using the school server. Sometimes videos even from Teacher Tube are blocked.
Teaching Activity - Guided Reading
African Americans in the Gilded Age and Progressive Era
All Is Not Well!
Many people believed that the end of the Civil War would bring great changes to the lives of slaves in the South. They were given freedom from slavery by the President of the United States. They were declared to be citizens of the United States. As citizens, they were guaranteed certain rights by the Constitution. All should have been well. But it wasn't.
To be honest, it wasn't just the southern states that had problems with equality. Many northern states also had segregation. Blacks and whites lived separately, worked separately, and ate separately. It was just their habit and no one thought much about it. The southern states believed in segregation and slavery. Blacks often worked closely with whites, but they were the property of the whites. They could be bought and sold. They had no say in who governed them. Jim Crow
The southern states believed in segregation and slavery. Blacks often worked closely with whites, but they were the property of the whites. They could be bought and sold. They had no say in who governed them.
After the Civil War, many whites intended to retain their hold on blacks through the use of laws that became known as Black Codes. These were special rules that blacks were held to. White people didn't have to follow these same rules. Eventually, these Black Codes became known as Jim Crow laws. Jim Crow was the name of a clown character found in minstrel shows. A white actor would blacken his face and perform like a fool. He would sing a song with the words "Wheel about, turn about, dance jest so- Every time I wheel about I shout Jim Crow." Jim Crow came to represent the African-Americans who laughed on the outside, accepting their lot in life. Yet, these same people were hurting on the inside because of the treatment they received. Separate But Not Equal!
The Fourteenth Amendment to the Constitution was offered on June 13, 1866. It stated that "No state shall deprive any person of life, liberty, or property without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws." Many states got around this amendment by creating their own laws. Whites still held the majority of seats in the state legislatures, so it was easy to pass laws to their benefit. Several states made marriage or even dating between races a crime. You could be put in prison for such a crime. Some vigilantes took the law into their own hands and hanged anyone they thought might be breaking this law. Vigilantes are people who try to enforce a law without the help of regular law enforcement. The hangings by these vigilantes were called lynchings. The Ku Klux Klan became infamous as a vigilante group.
Plessy vs. Ferguson
There were several types of Jim Crow laws enforced during this time. Louisiana had a law that made black passengers ride in separate railroad cars. A black man named Homer Plessy took the railroad to court saying this law was unconstitutional. In the famous court case, Plessy vs. Ferguson, the U.S. Supreme Court ruled that as long as the railroad cars used by the blacks were "separate but equal" to the cars used by whites, the law could be used.
The United States Congress passed a Fifteenth Amendment giving black males the right to vote. White politicians came up with a variety of Jim Crow laws to keep blacks from taking over local governments. In some places a poll tax was charged. Knowing that blacks had very little money to spare, they required voters to pay a special tax for voting when they reached the polls. Grandfather Clauses
Literacy tests were routinely given to black voters. If they could not read and/or explain certain complicated written passages, they could not vote. Former slaves who were denied education had no chance to pass these literacy tests.
Grandfather clauses were put into voting rules. If a person's grandfather had not voted, then that person was not allowed to vote. Since blacks had just been given the right to vote, none of their grandfathers had ever voted. The Emancipation Proclamation gave freedom to slaves. But white people all over the nation did their best to keep that freedom from giving blacks any kind of power. White legislators used the law to keep their hold on local governments. It took decades to knock down those laws. A Change is Coming
African - Americans did knock down these laws eventually, but it took time. It started with two great African American leaders: W.E.B. Du Bois and Booker T. Washington. Both of these black leaders were very well respected but they had very different ideas about how to best help the African - American people.
Booker T. Washington
Booker T. Washington was born a slave. He lived from 1856 - 1915 and was a teacher and the most influential black leader of his time. He believed in accommodation. Accommodation meant that black people would accept discrimination for a short time while they showed whites that they will willing to learn and work hard. He wanted whites to teach African - Americans how to live and work in a free society.
Many whites supported Washington’s plan and helped him start the Tuskegee Institute in Tuskegee, Alabama. At the Tuskegee Institute, African-Americans could learn about farming and industry. He also taught blacks about social skills like budgeting money. He hoped that by teaching these things, African - Americans would eventually gain the respect of whites and become respected members of society. W.E.B. DuBois
W.E.B. DuBois was born a free black man. He lived from 1868-1963. He got an education from Harvard University. Like Washington, he agreed that blacks needed an education and to learn about money. But, DuBois was outraged about unfair and unequal treatment of blacks. He disagreed strongly with Booker T. Washington about what black people should do.
He felt that by accepting discrimination, African - Americans would only suffer more oppression. DuBois believed in reform. Reform meant that he wanted to fight to change things for the better. He spoke publicly about racism. He called for political action. This meant that he protested so that people would know how he and other African Americans felt. If people understood then maybe together they could force lawmakers to do something about unfair and unequal treatment. He helped create the National Association for the Advancement of Colored People also known as the NAACP. He demanded that African Americans be given the right to vote, equal rights, and a better education. They Paved the Way
Booker T. Washington and W.E.B. DuBois differed in their ideas but not their goal. They both wanted to end Jim Crow Laws. They wanted to help African - Americans find a way to live as free men and to be accepted and respected by white people. They both wanted fair and equal treatment for African Americans. They might have disagreed on how to do these things, but it was because of both of them that African Americans felt united as a people. It was both of them that paved the way for the Civil Rights Movement.
Teaching Activity - Class Notes 25 PointsWe take notes so that you can get the knowledge you need to meet our lesson. You get points for taking notes because you are showing that you can pick out the main ideas and important details of what you have read.
Small Group Activity - Discussion Survey
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Tool Box
Remember, anything in the Tool Box could be on the Topic 2 test!
People To KnowW.E.B. Du Bois:
African - American leader during the Gilded Age that helped begin the NAACP and who believed in using reform and political action to end Jim Crow Laws and bring Civil Rights to African Americans. Ku Klux Klan: a vigilante group of white men in the South that terrorized African - Americans and those who tried to help them in order to keep African Americans from gaining any power in the government National Association for the Advancement of Colored People (NAACP): a group of people who work to make sure that all African Americans are treated fairly and equally Homer Plessy: the African American man from Louisiana who took a railroad company to court for making him sit in the back of the train, separated from white people vigilantes: people who try to enforce a law without the help of regular law enforcement Booker T. Washington: African - American leader during the Gilded Age that started the Tuskegee Institute for African Americans in Alabama and who believed in using accommodation and hard work to end Jim Crow Laws and bring Civil Rights to African Americans. Vocabulary To Knowaccommodation: Booker T. Washington's plan to end Jim Crow laws by which black people would accept discrimination for a short time while they showed whites that they will willing to learn and work hard
budgeting: a plan used to decide the amount of money that can be spent and how it will be spent complicated: hard to understand, explain, or deal with or having many parts or steps discrimination: the practice of unfairly treating a person or group of people differently from other people or groups of people due process: the rule that a legal case must be done in a way that protects the rights of all the people involved equality: getting equal or fair treatment governed: the citizens of a country who are under that country's government and laws infamous: well-known for being bad : known for evil acts or crimes jurisdiction: the power, right, or authority to interpret and apply the law in a certain area legislators: a person who makes laws : a member of a legislature liberty: the state of being free literacy: the ability to read and write lynchings: when African Americans were hung by vigilante groups minstrel: a member of a group of entertainers who performed black American songs and jokes usually with blackened faces oppression: unjust or cruel treatment or use of authority or power poll tax: a tax that each adult has to pay in order to vote in an election protested: an event at which people gather together to show strong disapproval about something racism: poor treatment of or violence against people because of their race or the belief that some races are better than others reform: to improve something by removing or correcting its faults or problems segregation: when blacks and whites were kept separate after the Civil War unconstitutional: not allowed by the constitution of a country or government Places To KnowAlabama
Louisiana
Tuskegee Institute - college started by Booker T. Washington in Tuskegee, Alabama to help African Americans learn farming and industry skills
Harvard University - University in Cambridge, MA in which W.E.B. DuBois attended college Events To Know1863 Emancipation
Proclamation:
1896 Plessy vs. Ferguson:
1898 Grandfather Clauses:
1954 - 1971: Civil Rights Movement:
Click on the icon below to go to the African American Civil Rights Timeline at PBS.
Other Things to KnowBlack Codes: special rules that blacks were held to that whites did not have to follow after the Civil War
Fourteenth Amendment: the Amendment to the Constitution that says, "No state shall deprive any person of life, liberty, or property without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."
Fifteenth Amendment: Amendment to the Constitution that gave African American men the right to vote. political action: any action that puts pressure on the governmental to persuade them to take action Jim Crow Laws: laws created in the South after the Civil War that allowed discrimination of African Americans Click on the icon below to go to the PBS interactive on the Rise and Fall of Jim Crow.
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Pair Team Activity - Compare and Contrasting Venn Diagram
We diagram and chart the text to make sure you can apply the main ideas and important details of the lesson. We do it in pairs so that you have a chance to bounce ideas off others. You get points for diagrams and charts because you are showing that you can apply the main ideas and important details of what you have read and you can build upon your knowledge and understanding from others.
You will now select a partner. Each one of you will watch one of the videos below. Then you will report things you learned to your partner. Using the reading and the videos you will work together to compare and contrast Booker T. Washington and W.E.B. DuBois. Each person will create a Venn Diagram showing how the two men were alike and different.
Remember, in a Venn Diagram, things that the two men share are written in the overlapped part of the two circles. Anything that the men disagreed on will go in the outer circles.
Remember, in a Venn Diagram, things that the two men share are written in the overlapped part of the two circles. Anything that the men disagreed on will go in the outer circles.
Individual Activity
Lesson Module 16: African American Rights Pass Off Quiz
We pass off so that you can prove what you learned from applying and analyzing the lesson. You get points for passing off because you are proving the level at which you can apply and analyze the lesson.
You only have one shot at the pass off quiz. Make sure to check your answers before submitting.
You only have one shot at the pass off quiz. Make sure to check your answers before submitting.
Reflection Checklist -
Did You Complete Lesson Module 16: African American Rights?
Activities for Topic 3 Lesson 16 Module: African American Rights
- Did you watch the intro video?
- Did you read the lesson?
- Did you take notes?
- Did you do the survey questions?
- Did you do watch the videos on Washington and DuBois?
- Did you do the Venn Diagram?
- Did you take the quiz?
No?Why Not? Don't Fail Lesson Module 16: African American Rights. Finish Your 16th Mission! Get It Done Today!
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Yes!Congratulations! Victory is yours! You have completed Lesson Module 16: African American Rights and have succeeded in your 16th Mission!
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