a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition,
Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system had on Georgia during this period.
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.
This statement will be posted on the white board and will be referred to throughout the semester. This Enduring Understanding Statement will help the student to remember their involvement in shaping the world.
What are some of the ways that Georgians responded to Atlanta becoming an integrated society?
In what ways were African Americans oppressed after the turn of the 20th century?
Background and Rationale:
Connection to Middle Level:
Background Knowledge:
As Sunday, September 22, 2013 is the 107th anniversary of the “Reign of Terror” of 1906, students will gain a better understanding of the tension between blacks and whites around the turn of the century. The Atlanta Race Riot occurred after some prominent newspapers ran stories about the rape or assault of a white woman by a black man. The social atmosphere was filled with tension due to rivalry between whites and blacks over jobs, the intermixing of black and white company, and the rise of black business. The two officers running for governor knew that the racial tensions could offer a powerful platform to run on. So, Hoke Smith (former publisher of the Atlanta Journal), and Clark Howell (editor of the Atlanta Constitution) had great influence on people’s opinions. Both candidates believed that blacks need to be kept under whites in order to maintain social order. Smith believed that the poll tax and the white primaries were enough to keep blacks down, but Howell claimed that Smith was not as separatist for white power and that Smith had helped some black political leaders in the past. Two other papers highlighted the rise of black on white crime in the city and they played on the fears of white Atlantans. On September 22, 1906 there was three separate stories that alleged that white women were assaulted by black men; none of these accounts every materialized. Soon, white mob violence erupted.
Events both political and social such as the Race Riots helped to shape the intimidation and oppression of the South. The understanding of these events will help to further the student’s perceptive of the turbulent racial development of the city of Atlanta as well as the state of Georgia throughout the Jim Crow era.
Students in the middle grades often face difficulties for being different—the popular crowd often preys on the not so popular kids. In their own lives they can relate the race riot to what could happen if people were bullying and committing violent acts to one another. We need to stress that as intellectuals we should talk about our issues.
Students need to learn about the different slants that the press puts on their stories and they need to learn how to interrogate a text and not just believe what they hear.
At this point in the curriculum, the students have learned to write the theme paper. They are familiar with the parts of a story (Exposition, Rising Action, Climax, Falling Action and Resolution). Also, they have both seen and read about the accounts the Atlanta race riots. They should have very little difficulty writing the piece, the challenge is for them to learn about perspectives. They are to write from a specific standpoint. ie., the African American community, Jewish community, women’s league, an actual newspaper from the time (this will be assigned to some of the students who are higher level thinkers because there is more research involved).
Students are also familiar with the writings and counter perspectives of Booker T. Washington and W.E.B. DuBois regarding black equality and assimilation. Also how each perspective may have lead to the riots due to black’s oppressed place in society.
Observable Objectives or Outcomes:
Students explain of why the riots occurred.
Students contribute to well-developed thoughts and fact based opinions during pair share discussions.
Students analyze the different perspectives of newspaper and journal articles
Students discuss an understanding of the multiplicity of perspectives
Assessment Plan:
Listen to discussion and provide enrichment if students are not catching on. The final assessment is based on their understanding of the riot in conjunction with their understanding of perspectives.
Open: Show the image on the board and give students one-two minutes to develop a raw write or create a poem which they can they orchestrate into their eventual news article. After a few minutes, allow the students to think, pair, share in which the students will discuss their writings and how the picture made them feel.
Teacher will provide more context for the picture after students have drawn inferences. Also discuss how recent events such as the release of the novel and play entitled The Clansman: A Historical Romance of the Klu Klux Klan (1905) contributed to the tumultuous race relations throughout Georgia.
We will let discussion flow, as long as it is productive and thought provoking.
Provide pre-written (a model) article as well as scaffolding questions to help critical thinking
Present examples of the African-American and White edited newspapers in circulation during the turn of the century. Discuss how public opinion can be altered by how news is presented through a biased media.
How did the press contribute to the escalation of violence during the riot?
What did the gubernational race have to do with the riot?
What kind of economic factors contributed to the building racial tensions in Atlanta?
What kind of fears fueled the riot?
Viewing of a Georgia Public Broadcasting documentary on the race riot. http://www.gpb.org/georgiastories/stories/race_riot_of_1906
Students should be able to discuss the answers based on the text they read and our in-class discussion.
Students will demonstrate their understanding of the ATL Race Riot by creating a newspaper article which could have circulated during the time of the race riot. They need to include a compelling and provocative headline and at least three supporting facts within one to two paragraphs. The article can be written from the perspective of a variety of different groups or organizations or the student’s choosing.
Suggested viewpoints include but are not limited to:
African-American
White
Parent
Preacher
Foreigner
Northerner
Citizen of another major Southern city
In addition to the newspaper article, students are encouraged to illustrate a political cartoon to coincide with the article.
As the lesson will consist of two days of writing and editing, students are allowed to continue their research at home to search for additional primary and secondary sources. The second day will consist of review, editing, and finalizing in an effort to develop a mastery of writing.
Observe the whole class throughout class discussion
Listen for varying perspectives and contribute with each group during collaborative learning discussions
We will be listening for students drawing inferences about how the race riots started possible contributing factors, the role of the press, white and black perspectives, and consequences of the race riot.
After they finish their writing we allow them to share with the class.
Is violence inevitable when a group of people have been gravely oppressed? Why or why not? List reasons and examples from events in your lives and our world to support your response.
How might a person respond to oppression (wrong-doing) to improve conditions for someone of a group of people being marginalized as a result?
Do the opening picture; students are to write one word to describe the scene then do the think-pair-share. Afterwards teacher will scaffold the video on the 1906 Atlanta Race Riots. Afterwards students will use the lap tops to read in more depth about the context of the Atlanta Race Riot. Finally, students will work on their composition of their articles.
Teacher will provide bullet point notes and suggested questions regarding the image as well as notes to follow along with the video.
During collaborative learning, the teacher will discuss key vocabulary terms with students who may struggle in comprehension.
Regarding vantage point of newspaper article – the teacher will encourage eager learners* to challenge themselves in looking at multiple perspectives prior to choosing one viewpoint.
Journal notebook
Pencil – for future editing
Dictionary/Thesaurus
Lap tops
The link to the video: http://www.gpb.org/georgiastories/stories/race_riot_of_1906
Construction paper
Markers/colored pencils
Reflection on Lesson Deign
Design:
Cultural Responsiveness:
Knowledge of Student’s Background: Key Vocabulary Terms:
Outside of class optional assignment:
As teachers, we built on their prior knowledge of story format and their understanding of trying to defend an action with an argument. We used student grouping to facilitate knowledge and idea sharing. We used whole class instruction as well as individual instruction during writer’s workshop to facilitate learning. We provided an example of the expected assignment and formulated a rubric for the project with the students.
We understand that racial issues persist in America, and we warn students by presenting them with the failures and violence of the past. In this school there are a variety of races and ethnicities so we have to teach students how to be perceptive and understanding of people that are different from them. And we challenge students to take this new information and to learn how to respond in related situations.
Although it may appear the lesson is based on race, developing connections and exploring the intersections of race, political, and society is where the lesson is truly developed. By focusing on the marginalization of groups, oppression, and brutality through wrong-doing, students will gain a better understanding on how to deal with forms of oppression. Whether it is with the hand, the mouth, or the heart, students will become more thoughtful in ways to handle difficult situations in their own lives.
Through a developed relationship with Sara Schuh, we were made aware that she has been to Paris and speaks French. Upon the display of the French newspaper headline, we looked to Sara to assist in the translation. By understanding the strength of your students, you can utilize their knowledge to provide a better lesson for all of the students.
Assault (the legal definition)
Discriminate
Disenfranchise
Jim Crowe laws
Gubernational race
Go on the walking Atlanta Race Riot tour in down town Atlanta under the band shell in Woodruff Park. Historian Kliff Kuhn leads a tour and students can either turn in a picture with a paragraph explaining its significance to the riot, or they can write a two paragraph summary and analyze the presenter’s perceptions.
