As we have read To Kill a Mockingbird,
by Harper Lee, we have seen a social hierarchy that existed in the south
during the 1930’s. How did this social order come to be and why did people in
the South adhere to it so strongly?
After the Civil War ended, and all the
slaves were freed, the Nation began the process of rebuilding that is known as
Reconstruction. It was during this time that many people believed that the
government needed to create a way to integrate African Americans into society
while protecting their 14th Amendment rights. This was particularly
true for the South where many slaves were forced to labor on plantations. However, in the South laws and statues were
passed that limited the rights of African Americans. These were “The Jim Crow
Laws”. “ Jim Crow Laws were statutes and ordinances
established between 1874 and 1975 to separate the white and black races in the
American South” Though many states outside of the south came to adopt these
laws as well. “ In theory, it was to create ‘separate
but equal’ treatment, but in practice Jim Crow Laws condemened
black citizens to inferior treatment and facilities. Education was segregated
as were public facilities such as hotels and restaurants…” (ushistory.com
Jim Crow Laws).These laws became a code of conduct, delegating a social
order and a new way of life to which all African Americans would be forced to
adhere to.
Your task will be to create a PowerPoint
presentation on what the Jim Crow Laws were and how they affected African
Americans in the South as well as the following characters; Calpernia, Tom
Roberts, Jem and Scout, in To Kill a Mockingbird.
Working in groups of 4, you will research “Jim
Crow Laws” and the problems they were believed to be addressing after
Reconstruction. You will use the American History
Public Policy Analyst to help you guide you through this WebQuest.
You will need to:
- Complete
the four steps of the American History Public Policy Analyst:
For each
step there is a worksheet on the web-page that your group MUST complete!!
- Create
a PowerPoint Presentation: your
PowerPoint should illustrate the analysis of The Jim Crow Laws that you
completed using the worksheets and the research tools provided through
this WebQuest.
For
Your PowerPoint:
1.
A total of 8-10 slides
2.
1-2 slides of how Jim Crows
are present in To Kill a Mockingbird and how they affect specific
characters in the novel.
3.
Quotes from your research
4.
The 4 steps of the American
History Public Policy Analysis
5.
Every
group member must complete 2 slides!
Jim Crow Laws Ferris State
University provides an article that provides a list of several commonly adopted
“Jim Crow Laws” throughout the United States.
The
Rise and Fall of Jim Crow An interactive time-line
presented by PBS. Click on the tabs to learn about events and the lives
of African Americans from the Civil war to the Civil Rights Movement.
Interactive Map PBS
presents an interactive map of Jim Crow laws throughout the United States.
Click on any of the topic tabs to learn more about laws, codes, and
constitutional amendments in the different states. You may be surprised at how many states
enacted some of the Jim Crow or Jim Crow type laws after the civil war and
Reconstruction.
Jim Crow Stories
PBS provide primary resources of stories told of those who lived through “Jim
Crow” “Read and listen to these compelling first-hand accounts by
people who experienced, endured, and survived Jim Crow. None of the following
people is famous, but all are noteworthy in their unique abilities to face --
and, often, thrive under -- extremely difficult circumstances. These are their
stories.” (PBS)
Lynchings
Without Sanctuary features pictures of public lynchings
throughout the United States. Lynchings were commonly
used thought the United States that enforced Jim Crow through example and fear.
Viewer Discretion Is Advised as these images display graphic content.
You will be evaluated based on your
PowerPoint presentation. The School wide rubric (featured below) will be used
to assess your PowerPoint
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I.S.
52 Informational |
Writing Rubric |
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Exceptional (4) |
Capable (3) |
Developing (2) |
Emerging (1) |
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Ideas: Shows understanding of unit specific task and
text X1 |
-Ideas
make clear connections beyond the task and text -Fulfills
all requirements of the task
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-Ideas
are clear, original and focused -Fulfills
most requirements of the task
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-Ideas
are reasonably clear -Fulfills
some requirements of the task and/or shows
some misunderstanding of the text or task
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-Ideas
are unclear or incomplete -Fulfills
few or no requirements of the task and/or lacks understanding of the text or
task
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Development Shows relationship between
ideas and evidence X2 |
-Supports
ideas with elaboration and thorough analysis -Provides
relevant and well chosen cited evidence that goes beyond the obvious -Cited
evidence is introduced and thoroughly explained using specific details -Explains
examples through paraphrase and/or summary leaving the reader with no
lingering questions
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- Supports ideas clearly and fully - Provides relevant and well chosen cited
evidence -Cited evidence is introduced and explained using
specific details -Explains examples through paraphrase and/or
summary
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-Develops ideas briefly -Provides
some cited evidence and/or examples that may be unrelated to topic or thesis -Cited
evidence is not introduced and/or explained using specific details -Examples
lack explanation and may include inaccurate details |
--Fails
to develop ideas -Provides
no cited evidence -Provides
almost no examples and details, and/or includes inaccurate or irrelevant
information. --Includes
invented evidence as though cited
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Organization: Shows
how the structure builds
direction and coherence X1 |
-Introduces
a topic clearly and originally, previewing what is to follow -Original
topic sentences establish a thoughtful focus for each body paragraph -Uses
a logical sequence through sophisticated and varied transition words, phrases
and clauses -Title
is creative and captures meaning -Provides
a conclusion that follows from and supports the evidence
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-
Introduces the topic clearly, previewing what is to follow -
Topic sentences clearly establish a focus for each body paragraph -
Uses a logical sequence through appropriate transition words, phrases and
clauses -
Title is interesting and makes sense -
Provides a conclusion that follows from the evidence
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-Attempts
to introduce the topic while suggesting what is to follow -Topic
sentences attempt to establish a focus for each body paragraph -Attempts
a logical sequence through transition words, phrases or clauses -Title
is simple and hints at meaning -Conclusion
shows little connection to evidence
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-Fails
to introduce the topic and/or preview what is to follow -Topic
sentences are not present and/or relevant -Fails
to establish a logical sequence -Transition
words are not present or are used incorrectly -Title
is missing -Conclusion
is missing or unrelated to content |
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Language use: Shows
awareness of language and purpose X1 |
-Is fluent and easy to read with a strong
sense of engagement or voice -Consistently
uses precise and above grade level vocabulary -Varies
structure and length of sentences to enhance meaning and hold reader interest -Is
sophisticated in style and tone
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-
Is fluent and easy to read with some sense of engagement or voice -Uses
precise and some above grade level vocabulary -
Varies structure and length of sentences to enhance meaning -
Maintains consistency in style and tone
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-Is
readable with little sense of engagement or voice -Uses
basic vocabulary -Exhibits
some attempt to vary sentence structure or length but with uneven success -Establishes
but fails to maintain style and tone
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-Is
difficult to read with little or no sense of engagement or voice -Uses
limited or repetitive vocabulary -Sentences
lack variety in structure or length -Fails
to establish style or tone -Uses
language that is inappropriate for audience or purpose |
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Mechanics:
Shows command of the conventions of Standard English X1 |
Shows
control with essentially no errors in: - Capitalization - Punctuation - Spelling - Grammar -Paragraphing even
when using above grade level language |
Shows control with occasional errors that do
not hinder comprehension when using errors in: - Capitalization - Punctuation - Spelling - Grammar -Paragraphing |
Shows some control with occasional
errors that hinder comprehension when using -
Capitalization - Punctuation - Spelling -Grammar -Paragraphing |
Shows
little control with errors that make comprehension difficult when using -
Capitalization - Punctuation - Spelling -Grammar -Paragraphing
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As illustrated in Harper Lee’s novel, To
Kill a Mockingbird. The “Jim Crow Laws” represents an era of American
History plagued with discrimination, prejudices and violence that lasted over
100 years. Through your research and PowerPoint presentations, I hope you have
gained some insight into this era in our history and the impact it had on
people of that time. It is hoped that you have a better appreciation of our
current civil liberties as well as a better understating of how government
policies of the time are a reflection of the way people thought and the
conditions that were present during that time.
Common
Core Standards:
Social
Studies Standards:
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or
information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
English
Language Arts standards:
8.W.9
Draw evidence from literary or informational texts to support analysis,
refection, and research
8.RIT.1
Cite textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.