Race Relations & Reform - Eighth Grade Georgia Studies · Standards SS8H7 The student will evaluate...
59
Race Relations & Reform © 2014 Brain Wrinkles SS8H7bc
Transcript of Race Relations & Reform - Eighth Grade Georgia Studies · Standards SS8H7 The student will evaluate...
Race Relations & Reform
© 2014 Brain Wrinkles
SS8H7bc
Standards
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence. c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
© 2014 Brain Wrinkles
Teacher Info – Who’s & What’s
• Print off the Who’s & What’s handout for each student.
(Print front and back to save paper.)
• BEFORE the lesson, have students fill in the squares with
what they think each term means.
• AFTER the presentation, the students will write down new
(factual) information about each term.
• Check the answers as a class.© 2014 Brain Wrinkles
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
Jim C
row
law
sPle
ssy v. Fe
rgu
son
Dise
nfra
nc
hisem
ent
Rac
ial V
iole
nc
e
Boo
ker T. W
ashing
ton
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink h
appened:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
What I th
ink th
is m
eans:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
W.E.B. D
uBo
isW
ho I th
ink th
is is
:
Defin
ition:
©2
014
Bra
in W
rinkle
s Wh
o’s &
Wha
t’sD
ire
ctio
ns: B
EF
OR
E th
e le
sson, w
rite w
hat y
ou th
ink
each te
rm
means. A
FT
ER
the
pre
senta
tion, y
ou w
ill write
dow
n n
ew
info
rmatio
n a
bout e
ach te
rm
.
John
Ho
pe
Lug
en
iaBu
rns H
op
e
Alo
nzo
He
rnd
on
Who I th
ink th
is is
:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Who I th
ink th
is is
:
Defin
ition:
Teacher Directions – CLOZE Notes
• The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink.)
• Check the answers as a class after the presentation.
• *Please note – the slides in this presentation are content-heavy. Feel free to open the editable file if you’d like to delete anything. I’ve found that it’s better to have too much than not enough!
© 2014 Brain Wrinkles
Se
gre
gatio
n•
Dis
crim
inatio
n a
gain
st A
frican A
me
ricans c
ontin
ued in
the
S
outh
____________________________ .
•T
o _
___________________________ , G
eorg
ia a
nd m
any
oth
er s
outh
ern
sta
tes, p
asse
d
____________________________ .
•G
eorg
ia’s
first J
im C
row
law
req
uire
d w
hite
s a
nd b
lacks to
rid
e in
____________________________ .
Jim
Cro
w L
aw
s•
Jim
Cro
w la
ws _
___________________________ to
have
se
para
te d
rinkin
g fo
unta
ins, te
lephone b
ooth
s, re
stro
om
s,
hospita
ls, h
ote
ls, a
nd s
chools
.•
Afric
an A
me
ricans
_________________________________________ o
n tra
ins,
eat in
ce
rtain
resta
ura
nts
, or a
ttend c
erta
in th
eate
rs o
r park
s.
•T
he
se
law
s _
________________________________________
of A
frican A
me
ricans, b
ut it w
ould
be a
lmost 10
0 y
ears
b
efo
re th
ey w
ere
ab
andoned
.
Ple
ssy v
. Fe
rguson
•In
1892, L
ouis
iana h
ad a
law
sayin
g th
at b
lacks a
nd w
hite
s
_________________________________________ .
•A
man n
am
ed _
________________________________________
for s
itting in
the “W
hite
s O
nly
” sectio
n o
f the E
ast L
ouis
iana
Railro
ad.
•P
lessy w
as s
even-e
ighth
s w
hite
and
____________________________ .
•P
lessy to
ok h
is c
ase
to c
ourt, s
ayin
g th
at h
is rig
hts
unde
r th
e _
___________________________ h
ad b
ee
n v
iola
ted.
•H
e s
ue
d a
ll the
way to
the S
upre
me
Court, w
he
re th
ey
____________________________ .
•T
he
Court ru
led th
at s
eg
reg
atio
n w
as c
onstitu
tional a
s lo
ng
as A
frican A
meric
an fa
cilitie
s a
re
____________________________ .
•T
he
case
uphe
ld J
im C
row
law
s a
nd e
sta
blis
he
d a
leg
al
doctrin
e k
now
n a
s “
____________________________ ”.
©2
014
Bra
in W
rinkle
s
Se
gre
gatio
n•
Dis
crim
inatio
n a
gain
st A
frican A
me
ricans c
ontin
ued in
the
S
outh
afte
r Reconstru
ctio
n.
•T
o e
nsure
se
gre
gatio
n, G
eorg
ia a
nd m
any o
the
r south
ern
sta
tes, p
asse
d J
im C
row
law
s.
•G
eorg
ia’s
first J
im C
row
law
req
uire
d w
hite
s a
nd b
lacks to
rid
e in
se
para
te ra
ilroad c
ars
.
Jim
Cro
w L
aw
s•
Jim
Cro
w la
ws m
ade it le
gal to
have
se
para
te d
rinkin
g
founta
ins, te
lephone b
ooth
s, re
stro
om
s, h
ospita
ls, h
ote
ls,
and s
chools
.•
Afric
an A
me
ricans c
ould
not s
it with
white
people
on
train
s, e
at in
ce
rtain
resta
ura
nts
, or a
ttend c
erta
in
the
ate
rs o
r park
s.
•T
he
se
law
s v
iola
ted th
e n
ew
ly w
on rig
hts
of A
frican
Am
eric
ans, b
ut it w
ould
be
alm
ost 10
0 y
ears
be
fore
the
y
we
re a
bandone
d.
Ple
ssy v
. Fe
rguson
•In
1892, L
ouis
iana h
ad a
law
sayin
g th
at b
lacks a
nd w
hite
s
could
not s
hare
the
sam
e ra
ilway c
ars
.•
A m
an n
am
ed H
om
er P
lessy w
as ja
iled fo
r sittin
g in
the
“W
hite
s O
nly
” se
ctio
n o
f the
East L
ouis
iana R
ailro
ad.
•P
lessy w
as s
even-e
ighth
s w
hite
and o
ne-e
ighth
bla
ck.
•P
lessy to
ok h
is c
ase
to c
ourt, s
ayin
g th
at h
is rig
hts
unde
r th
e 13
thand 14
thA
me
ndm
ents
had b
ee
n v
iola
ted.
•H
e s
ue
d a
ll the
way to
the S
upre
me
Court, w
he
re th
ey ru
led
ag
ain
st P
lessy.
•T
he
Court ru
led th
at s
eg
reg
atio
n w
as c
onstitu
tional a
s lo
ng
as A
frican A
me
rican fa
cilitie
s a
re e
qual to
white
s’ fa
cilitie
s.
•T
he
case
uphe
ld J
im C
row
law
s a
nd e
sta
blis
he
d a
leg
al
doctrin
e k
now
n a
s “s
epara
te b
ut e
qual”.
©2
014
Bra
in W
rinkle
s
Dis
enfra
nc
his
em
ent
•A
lthoug
h th
e F
iftee
nth
Am
endm
ent p
rote
cte
d b
lack m
en’s
rig
ht to
vote
, many s
outh
ern
white
s c
am
e u
p w
ith w
ays to
_________________________________________ .
•B
y 19
00, d
isenfra
nchis
em
ent, o
r _________________________________________ , w
as a
lmost
com
ple
te.
•S
om
e le
gis
latu
res p
asse
d a
poll ta
x, w
hic
h re
quire
d v
ote
rs
to _
___________________________ b
efo
re th
ey c
ould
vote
.•
Many A
frican-A
me
ricans w
ere
_________________________________________ a
nd c
ould
not
vote
.•
Lite
racy te
st la
ws re
quire
d v
ote
rs to
be
ab
le to
____________________________ b
efo
re v
otin
g.
•A
t the
time
, ab
out h
alf o
f Afric
an-A
me
ricans
____________________________ s
o th
ey c
ould
not v
ote
.
Rac
ial V
iole
nce
•W
hen th
ese
law
s fa
iled to
dis
franchis
e A
frican A
me
ricans,
gro
ups lik
e th
e_________________________________________ , in
timid
atio
n,
and ly
nchin
gs to
ke
ep b
lacks fro
m e
xe
rcis
ing
the
ir 15th
Am
endm
ent rig
hts
.•
Kla
nsm
en o
ften s
urro
unde
d p
ollin
g p
lace
s, s
o m
any b
lack
vote
rs s
taye
d a
way fro
m th
e p
olls
for
_________________________________________ .
©2
014
Bra
in W
rinkle
s
Dis
enfra
nc
his
em
ent
•A
lthough th
e F
iftee
nth
Am
endm
ent p
rote
cte
d b
lack m
en’s
rig
ht to
vote
, many s
outh
ern
white
s c
am
e u
p w
ith w
ays to
ke
ep b
lacks fro
m v
otin
g.
•B
y 19
00, d
isenfra
nchis
em
ent, o
r blo
ckin
g th
e b
lack v
ote
, w
as a
lmost c
om
ple
te.
•S
om
e le
gis
latu
res p
asse
d a
poll ta
x, w
hic
h re
quire
d v
ote
rs
to p
ay m
oney b
efo
re th
ey c
ould
vote
.•
Many A
frican-A
me
ricans w
ere
too p
oor to
pay th
e ta
x a
nd
could
not v
ote
.•
Lite
racy te
st la
ws re
quire
d v
ote
rs to
be
ab
le to
read a
passag
e b
efo
re v
otin
g.
•A
t the
time
, ab
out h
alf o
f Afric
an-A
me
ricans c
ould
not re
ad
so th
ey c
ould
not v
ote
.
Rac
ial V
iole
nce
•W
hen th
ese
law
s fa
iled to
dis
franchis
e A
frican A
me
ricans,
gro
ups lik
e th
eK
u K
lux K
lan u
se
d v
iole
nce
, intim
idatio
n, a
nd
lynchin
gs to
ke
ep b
lacks fro
m e
xe
rcis
ing
the
ir 15th
Am
endm
ent rig
hts
.•
Kla
nsm
en o
ften s
urro
unde
d p
ollin
g p
lace
s, s
o m
any b
lack
vote
rs s
taye
d a
way fro
m th
e p
olls
for fe
ar o
f racia
l vio
lence.
©2
014
Bra
in W
rinkle
s
Bo
oker T
. Washin
gto
n•
Booker T
. Washin
gto
n w
as in
fluentia
l in th
e
_________________________________________
durin
g th
e la
te 18
00s.
•H
e w
as a
form
er s
lave w
ho b
elie
ved th
at b
lacks s
hould
focus o
n
_________________________________________ .
•W
ashin
gto
n fe
lt that b
y p
rovin
g th
em
selv
es in
diffe
rent fie
lds,
Afric
an A
meric
ans w
ould
eventu
ally
be
_________________________________________ .
•H
e a
ccepte
d s
ocia
l separa
tion a
nd fe
lt that A
frican A
meric
ans c
ould
advance fa
ste
r ___________________________________ th
an b
y
dem
andin
g e
qual rig
hts
.
W.E
.B. D
uB
ois
•W
.E.B
. DuB
ois
was a
noth
er in
fluentia
l Afric
an A
meric
an d
urin
g th
is
time p
erio
d; h
ow
ever, h
is v
iew
s o
n g
ain
ing e
qual rig
hts
_________________________________________ .
•H
e ta
ught a
t Atla
nta
Univ
ers
ity a
nd
_________________________________________
with
in th
e b
lack
com
munity
.•
He fe
lt that A
frican A
meric
ans s
hould
______________________________________________________________
and th
at c
olle
ge
-educate
d A
frican A
meric
ans s
hould
lead th
e fig
ht
again
st it.
•W
.E.B
. DuB
ois
was a
founder o
f the N
atio
nal A
ssocia
tion fo
r the
Advancem
ent o
f Colo
red P
eople
(____________________________ ),
an o
rganiz
atio
n th
at w
ork
s to
_________________________________________ fo
r Afric
an
Am
eric
ans.
•E
ven to
day, th
e N
AA
CP
rem
ain
s a
_________________________________________ fo
r the A
frican
Am
eric
an c
om
munity
.
Jo
hn H
ope
•John H
ope, a
long w
ith h
is w
ife L
ugenia
, ______________________________________________________________
and s
ocia
l activ
ism
to A
tlanta
’s A
frican A
meric
an c
om
munity
.•
Hope
was b
orn
to a
white
fath
er a
nd b
lack m
oth
er, a
nd w
as s
o lig
ht-
skin
ned th
at h
e c
ould
have ta
ken th
e e
asy ro
ad a
nd
_________________________________________ .
•H
e w
as _
_________________________________________________ a
nd
pre
sente
d h
imself a
s a
bla
ck m
an.
•John H
ope s
erv
ed a
s th
e firs
t Afric
an A
meric
an p
rofe
ssor a
t M
ore
house C
olle
ge a
nd b
ecam
e th
e
_________________________________________________________ .
•H
e a
lso h
elp
ed _
________________________________________ ,
housin
g, a
nd jo
b o
pportu
nitie
s fo
r Afric
an A
meric
ans d
urin
g th
is
time.
•D
urin
g W
orld
War I, th
e Y
MC
A a
ppoin
ted h
im a
s s
pecia
l secre
tary
to
impro
ve th
e
__________________________________________________________
serv
ing in
Fra
nce
.
©2
014
Bra
in W
rinkle
s
Booker T
. Washin
gto
n•
Booker T
. Washin
gto
n w
as in
fluentia
l in th
e s
trug
gle
for e
qual
rights
durin
g th
e la
te 18
00s.
•H
e w
as a
form
er s
lave
who b
elie
ved
that b
lacks s
hould
focus o
n
learn
ing a
trade
.•
Washin
gto
n fe
lt that b
y p
rovin
g th
em
selv
es in
diffe
rent fie
lds,
Afric
an A
meric
ans w
ould
eventu
ally
be tre
ate
d a
s e
qual
citiz
ens.
•H
e a
ccepte
d s
ocia
l separa
tion a
nd fe
lt that A
frican A
meric
ans
could
advance fa
ste
r thro
ugh h
ard
work
than b
y d
em
andin
g
equal rig
hts
.
W.E
.B. D
u B
ois
•W
.E.B
. Du B
ois
was a
noth
er in
fluentia
l Afric
an A
meric
an d
urin
g
this
time
perio
d; h
ow
ever, h
is v
iew
s o
n g
ain
ing e
qual rig
hts
diffe
red
from
Washin
gto
n’s
.•
He ta
ught a
t Atla
nta
Univ
ers
ity a
nd p
rom
ote
d c
olle
ge
ed
ucatio
n
with
in th
e b
lack c
om
munity
.•
He fe
lt that A
frican A
meric
ans s
hould
speak o
ut a
gain
st
dis
crim
inatio
n a
nd th
at c
olle
ge
-ed
ucate
d A
frican A
meric
ans
should
lead th
e fig
ht a
gain
st it.
•W
.E.B
. Du B
ois
was a
founder o
f the N
atio
nal A
ssocia
tion fo
r th
e A
dvancem
ent o
f Colo
red P
eople
(NA
AC
P), a
n o
rganiz
atio
n
that w
ork
s to
pro
tect e
qual rig
hts
for A
frican A
meric
ans.
•E
ven to
day, th
e N
AA
CP
rem
ain
s a
key p
olitic
al v
oic
e fo
r the
Afric
an A
meric
an c
om
munity
.
John H
ope
•John H
ope
, alo
ng w
ith h
is w
ife L
uge
nia
, pro
vid
ed
inte
llec
tual
leaders
hip
and s
ocia
l activ
ism
to A
tlanta
’s A
frican A
meric
an
com
munity
.•
Hope
was b
orn
to a
white
fath
er a
nd b
lack m
oth
er, a
nd w
as s
o
light-s
kin
ned
that h
e c
ould
have ta
ken th
e e
asy ro
ad a
nd p
assed
fo
r a w
hite
man.
•H
e w
as p
roud o
f his
Afric
an A
meric
an h
erita
ge
and p
resente
d
him
self a
s a
bla
ck m
an.
•John H
ope
serv
ed
as th
e firs
t Afric
an A
meric
an p
rofe
ssor a
t M
ore
house C
olle
ge
and b
ec
am
e th
e firs
t bla
ck p
resid
ent o
f A
tlanta
Univ
ers
ity.
•H
e a
lso h
elp
ed
impro
ve h
ealth
care
, housin
g, a
nd jo
b
opportu
nitie
s fo
r Afric
an A
meric
ans d
urin
g th
is tim
e.
•D
urin
g W
orld
War I, th
e Y
MC
A a
ppoin
ted h
im a
s s
pec
ial
sec
reta
ry to
impro
ve th
e w
elfa
re o
f Afric
an A
meric
an s
old
iers
serv
ing in
Fra
nc
e.
©2
014
Bra
in W
rinkle
s
Lu
ge
nia
Bu
rns H
ope
•John H
ope’s
wife
, Lug
enia
, was a
socia
l activ
ist a
nd
____________________________ .
•S
he
____________________________________________________ ,
a b
lack s
ocia
l org
aniz
atio
n in
Atla
nta
, whic
h in
clu
ded a
he
alth
clin
ic, c
lub
s fo
r boys a
nd g
irls, a
nd
_________________________________________ .
•S
he
als
o w
ork
ed w
ith th
e c
ity to
____________________________ , s
tree
ts, a
nd s
anita
ry
facilitie
s.
Alo
nzo
He
rndon
•A
lonzo H
ern
don w
as _
___________________________ a
nd
gre
w u
p to
be
com
e a
barb
er.
•B
y 19
07, h
e o
wned
_________________________________________ in
Atla
nta
th
at h
ad c
rysta
l chandelie
rs a
nd g
old
fixtu
res.
•H
ern
don u
se
d h
is w
ealth
to s
tart th
e
_________________________________________ , o
ne o
f the
fe
w c
om
panie
s th
at w
ould
_________________________________________ .
•H
ern
don g
ave la
rge
sum
s o
f _____________________________________________________
and b
ecam
e th
e la
rge
st d
onor to
Atla
nta
Univ
ers
ity, w
he
re
he
se
rve
d o
n th
e B
oard
of T
ruste
es.
•W
he
n h
e d
ied in
1927, h
e w
as th
e
____________________________________________________ .
©2
014
Bra
in W
rinkle
s
Lu
ge
nia
Bu
rns H
ope
•John H
ope’s
wife
, Lug
enia
, was a
socia
l activ
ist a
nd w
elfa
re
work
er.
•S
he
founde
d th
e N
eig
hb
orh
ood U
nio
n, a
bla
ck s
ocia
l org
aniz
atio
n in
Atla
nta
, whic
h in
clu
ded a
he
alth
clin
ic, c
lub
s
for b
oys a
nd g
irls, a
nd jo
b tra
inin
g c
lasse
s.
•S
he
als
o w
ork
ed w
ith th
e c
ity to
impro
ve s
chools
, stre
ets
, and s
anita
ry fa
cilitie
s.
Alo
nzo
He
rndon
•A
lonzo H
ern
don w
as b
orn
a s
lave
and g
rew
up to
be
com
e a
b
arb
er.
•B
y 19
07, h
e o
wned th
ree
barb
er s
hops in
Atla
nta
that h
ad
cry
sta
l chande
liers
and g
old
fixtu
res.
•H
ern
don u
se
d h
is w
ealth
to s
tart th
e A
tlanta
Life
Insura
nce
C
om
pany, o
ne o
f the
few
com
panie
s th
at w
ould
insure
A
frican A
me
ricans.
•H
ern
don g
ave la
rge
sum
s o
f money to
many c
haritie
s a
nd
be
cam
e th
e la
rge
st d
onor to
Atla
nta
Univ
ers
ity, w
he
re h
e
se
rve
d o
n th
e B
oard
of T
ruste
es.
•W
he
n h
e d
ied in
1927, h
e w
as th
e w
ealth
iest A
frican
Am
eric
an in
Atla
nta
.
©2
014
Bra
in W
rinkle
s
Race Relations & Reform
© 2014 Brain Wrinkles
SS8H7bc
• Discrimination against African Americans continued in the South after Reconstruction.
• To ensure segregation, Georgia and many other southern states, passed Jim Crow laws.
• Georgia’s first Jim Crow law required whites and blacks to ride in separate railroad cars.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• Jim Crow laws made it legal to have separate drinking fountains, telephone booths, restrooms, hospitals, hotels, and schools.
• African Americans could not sit with white people on trains, eat in certain restaurants, or attend certain theaters or parks.
• These laws violated the newly won rights of African Americans, but it would be almost 100 years before they were abandoned.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• In 1892, Louisiana had a law saying that blacks and whites could not share the same railway cars.
• A man named Homer Plessy was jailed for sitting in the “Whites Only” section of the East Louisiana Railroad.
• Plessy was seven-eighths white and one-eighth black.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Homer Plessy
• Plessy took his case to court, saying that his rights under the 13th and 14th Amendments had been violated.• He sued all the way to the Supreme Court, where
they ruled against Plessy.
• The Court ruled that segregation was constitutional as long as African American facilities are equal to whites’ facilities.
• The case upheld Jim Crow laws and established a legal doctrine known as “separate but equal”.
© 2014 Brain Wrinkles
• Although the Fifteenth Amendment protected black men’s right to vote, many southern whites came up with ways to keep blacks from voting.
• By 1900, disenfranchisement, or blocking the black vote, was almost complete.
© 2014 Brain Wrinkles
• Some legislatures passed a poll tax, which required voters to pay money before they could vote.• Many African-Americans were too poor to
pay the tax and could not vote.
• Literacy test laws required voters to be able to read a passage before voting.• At the time, about half of African-Americans
could not read so they could not vote.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Poll Tax Receipt & Literacy Rate Test
• When these laws failed to disfranchise African Americans, groups like the Ku Klux Klan used violence, intimidation, and lynchings to keep blacks from exercising their 15th Amendment rights.
• Klansmen often surrounded polling places, so many black voters stayed away from the polls for fear of racial violence.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
• Booker T. Washington was influential in the struggle for equal rights during the late 1800s.
• He was a former slave who believed that blacks should focus on learning a trade.
• Washington felt that by proving themselves in different fields, African Americans would eventually be treated as equal citizens.
• He accepted social separation and felt that African Americans could advance faster through hard work than by demanding equal rights.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Booker T. Washington
• W.E.B. DuBois was another influential African American during this time period; however, his views on gaining equal rights differed from Washington’s.
• He taught at Atlanta University and promoted college education within the black community.
• He felt that African Americans should speak out against discrimination and that college-educated African Americans should lead the fight against it.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
W.E.B. DuBois
• W.E.B. DuBois was a founder of the National Association for the Advancement of Colored People (NAACP), an organization that works to protect equal rights for African Americans.
• Even today, the NAACP remains a key political voice for the African American community.
© 2014 Brain Wrinkles
• John Hope, along with his wife Lugenia, provided intellectual leadership and social activism to Atlanta’s African American community.
• Hope was born to a white father and black mother, and was so light-skinned that he could have taken the easy road and passed for a white man.
• He was proud of his African American heritage and presented himself as a black man.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
John Hope
• John Hope served as the first African American professor at Morehouse College and became the first black president of Atlanta University.
• He also helped improve health care, housing, and job opportunities for African Americans during this time.
• During World War I, the YMCA appointed him as special secretary to improve the welfare of African American soldiers serving in France.
© 2014 Brain Wrinkles
• John Hope’s wife, Lugenia, was a social activist and welfare worker.
• She founded the Neighborhood Union, a black social organization in Atlanta, which included a health clinic, clubs for boys and girls, and job training classes.
• She also worked with the city to improve schools, streets, and sanitary facilities.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Lugenia Burns Hope
© 2014 Brain Wrinkles
• Alonzo Herndon was born a slave and grew up to become a barber.
• By 1907, he owned three barber shops in Atlanta that had crystal chandeliers and gold fixtures.
• Herndon used his wealth to start the Atlanta Life Insurance Company, one of the few companies that would insure African Americans.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Alonzo Herndon
© 2014 Brain Wrinkles
• Herndon gave large sums of money to many charities and became the largest donor to Atlanta University, where he served on the Board of Trustees.
• When he died in 1927, he was the wealthiest African American in Atlanta.
© 2014 Brain Wrinkles
Teacher Info – Comprehension Questions
• Students should answer the questions after
discussing the presentation. Afterwards, check and
share answers as a class.
• *You can also use this as a quiz!
© 2014 Brain Wrinkles
1. What w
ere
the
law
s c
alle
d th
at p
reve
nte
d w
hite
me
n a
nd
bla
ck m
en fro
m s
itting to
ge
the
r on a
train
?
2. W
hat w
as th
e o
utc
om
e o
f Ple
ssy v
. Fe
rguson?
3. W
hat d
oes “d
isenfra
nchis
em
ent” m
ean?
4. W
hat w
ere
poll ta
xes a
nd lite
racy te
sts
inte
nded to
do?
5. W
hic
h g
roup u
se
d ra
cia
l vio
lence
to k
ee
p A
frican
Am
eric
ans fro
m v
otin
g?
6. H
ow
did
Booke
r T. W
ashin
gto
n th
ink th
at A
frican
Am
eric
ans c
ould
gain
eq
ual rig
hts
?
7. W
hic
h A
frican A
me
rican le
ader b
elie
ve
d th
at b
lacks s
hould
striv
e to
be
inte
llectu
als
and h
elp
ed fo
und th
e N
AA
CP
?
8. W
ho w
as th
e firs
t Afric
an A
me
rican p
resid
ent o
f Atla
nta
U
niv
ers
ity?
9. W
ho e
sta
blis
he
d th
e N
eig
hb
orh
ood U
nio
n a
nd h
elp
ed
Afric
an A
me
rican c
itize
ns in
Atla
nta
?
10. A
lonzo H
ern
don fo
unde
d w
hic
h c
om
pany?
©2
014
Bra
in W
rinkle
s
1. What w
ere
the la
ws c
alle
d th
at p
revente
d w
hite
men a
nd
bla
ck m
en
from
sittin
g to
geth
er o
n a
train
?Jim
Cro
w la
ws
2. W
hat w
as th
e o
utc
om
e o
f Ple
ssy v
. Ferg
uson?
The S
upre
me C
ourt ru
led th
at s
epara
te fa
cilitie
s fo
r bla
cks a
nd
white
s
were
legal a
s lo
ng a
s th
ey w
ere
eq
ual.
3. W
hat d
oes “d
isenfra
nchis
em
ent” m
ean?
To ta
ke a
way th
e rig
ht to
vote
4. W
hat w
ere
poll ta
xes a
nd lite
racy te
sts
inte
nded to
do?
Dis
franchis
e b
lacks
5. W
hic
h g
roup u
sed ra
cia
l vio
lence to
keep A
frican A
meric
ans fro
m
votin
g?
Ku K
lux K
lan
6. H
ow
did
Booker T
. Washin
gto
n th
ink th
at A
frican A
meric
ans c
ould
gain
eq
ual rig
hts
?T
hro
ugh h
ard
work
and d
evelo
pin
g a
trade
7. W
hic
h A
frican A
meric
an le
ader b
elie
ved th
at b
lacks s
hould
striv
e to
b
e in
telle
ctu
als
and h
elp
ed fo
und th
e N
AA
CP
?W
.E.B
. DuB
ois
8. W
ho w
as th
e firs
t Afric
an A
meric
an p
resid
ent o
f Atla
nta
Univ
ers
ity?
John H
ope
9. W
ho e
sta
blis
hed th
e N
eig
hb
orh
ood U
nio
n a
nd
help
ed A
frican
Am
eric
an c
itizens in
Atla
nta
?L
ugenia
Burn
s H
ope
10. A
lonzo H
ern
don fo
unded w
hic
h c
om
pany?
Atla
nta
Life
Insura
nce C
om
pany
©2
014
Bra
in W
rinkle
s
Teacher Info – Jim Crow Laws Graffiti Wall
• Print off the Graffiti Wall handout for each student.
• The students will write down all the facts that they’ve learned about Jim Crow Laws ALL over the wall.
• Next, they will switch papers with a partner.
• They will read their partner’s wall and respond with their thoughts and feelings about the information.
• *Have the students use different colors so it looks like real graffiti!
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Directions: Write down everything that you’ve learned about Jim Crow Laws ALL over the wall. Afterwards, switch papers with a partner. Read your partner’s wall and respond with your thoughts and feelings about the information. Use different colors so it looks like real graffiti!
Graffiti Wall
Teacher Info – A Violation of Rights• Have the students write a letter from the
perspective of Homer Plessy after being arrested
for sitting in the “Whites Only” section of the train.
• The students should think about why Plessy believed
that the arrest violated his rights under the 13th and
14th Amendments when writing the letter.
© 2014 Brain Wrinkles
Directions: Imagine that you are Homer Plessy and you are in jail after being arrested in Louisiana. Write a letter to your friend that explains why you plan to challenge the arrest in court. Be sure to include information about the 13th and 14th Amendments in your letter to explain why your rights have been violated.
© 2014 Brain Wrinkles
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher Directions – Foldable
• Print out the foldable page for each student.• The students will cut the template out along the thick outside lines.• Next, they will cut along the thin lines that divide each word, stopping
at the gray rectangle.• They should attach the side of the template (gray rectangle) to their
notebooks.• They will now be able to open up each flap and write information
about each person underneath.
• *If time allows, have students color the flaps.
© 2014 Brain Wrinkles
©2
014
Bra
in W
rinkle
s
Boo
ker T.
Wa
shing
ton
W.E.B.
Du
Bois
John
Ho
pe
Alo
nzo
He
rnd
on
Lug
en
ia Bu
rns
Ho
pe
Teacher Info – Venn Diagram
• Have the students compare and contrast Booker T. Washington and W.E.B. DuBois and how responded to discrimination and Jim Crow laws.
• The students may work with a partner and share answers as a class when finished.
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Compare and ContrastBooker T.
WashingtonW.E.B. DuBois
Teacher Directions – The Award Goes To…
• Have the students create an award for a person from this unit.
• They should create a design for the trophy and write a speech about why the person is being honored with the award and what he did to earn this recognition.
• Example – “Hardest Worker” award goes to Lugenia Burns Hope. And the speech would be about how she worked hard to bring positive changes to the lives of African Americans in Atlanta.
© 2014 Brain Wrinkles
Directions: Choose one of the people from this unit that you think deserves an award. Create the award and design the trophy. Next, write a speech about why the person is being honored with the award and what he (or she) did to earn this recognition.
The Award Goes To…
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles
Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store.
If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways.
Best of luck to you this school year,
Ansley at Brain Wrinkles
© 2014 Brain Wrinkles
© 2014 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store.
This resource is not to be used:• By an entire grade level, school, or district without purchasing the proper number of licenses. For
school/district licenses at a discount, please contact me.• As part of a product listed for sale or for free by another individual.• On shared databases.• Online in any way other than on password-protected website for student use only.
© Copyright 2014. Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by theoriginal purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).
Thank you,
Ansley at Brain Wrinkles
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