TKAM 5e Explanation Presentation

1. Essential Questions for Unit -TKAM • What are the qualities of a hero? • How do authors present and create heroes? • How does character development influence and define thematic ideas of justice and injustice? • What does it mean to be Black in America? A minority in America? • What does it mean to be White, or the majority in America?

2. Activation Activity – After watching the video, thoughtfully respond to the prompt on the left. • What questions and thoughts does this video elicit from you as a viewer? • If you could choose a time in history that this depiction would be deemed as suitable entertainment, which time period would you choose, and why? Support your response with references from history. Actor Ned Haverly engaging in a song and sand dance in blackface in a clip from "Yes Sir, Mr. Bones" (1951). Ned was the grandson of JH Haverly, the owner of the largest minstrel troupe in the late 19th Century; Haverly's United Mastodon Minstrels.

3. Minstrel Shows • The minstrel show, or minstrelsy, was an American form of entertainment developed in the early 19th century. • Each show consisted of comic skits, variety acts, dancing, and music performances that mocked people specifically of African descent. • The shows were performed by White people in make-up or blackface for the purpose of playing the role of Black people. • There were also some African-American performers and all-black minstrel groups that formed and toured under the direction of white people. • Minstrel shows parodied black people as dim-witted, lazy, buffoonish, superstitious, and happy-go-lucky.

4. Activation Activity – After watching the video, thoughtfully respond to the prompt on the left. • What message you think that Glover is intending to convey about America’s current state? • Connect your response to your own life experiences as well as images, references, messages represented in the music video that help you draw your own conclusions. • How did we get here? • Is history repeating itself? It is believed that Childish Gambino’s music video to song “This is America” has many messages conveying certain attitudes regarding the current state of social attitudes regarding gun violence, desensitization, race relations, etc. in America.

5. Occurrence in Scottsboro, Alabama • Read “An Occurrence in Scottsboro, Alabama” annotating for important details. Once you read the article, silently and independently complete questions 1-13. • Next, using the online resource provided, complete questions 14, 15, and the Extended Research questions. • You will discuss in pairs the fates of the Scottsboro boys, and brainstorm ways that incidents such as theirs can be prevented in today’s society. • Be prepared to share out whole group.

6. Occurrence in Scottsboro, Alabama • Compare and Contrast the characters from To Kill a Mockingbird with the figures in Haywood Patterson’s account of what occurred at Scottsboro. Using the following resources (also posted on Remind & Edmodo), research and choose at least two characters to compare and contrast. Be prepared to share out your findings whole group. (Discussion prompts: Think about ways that Harper Lee used real life occurrences to inspire her writing.) • http://www.pbs.org/wgbh/americanexperience/features/scottsboro-boys-who-were-the-boys/ • http://www.pbs.org/wgbh/americanexperience/features/scottsboro-defense-attorney-samuel-leibowitz/ • http://www.pbs.org/wgbh/americanexperience/features/scottsboro-biography-trial-judges/ • http://www.pbs.org/wgbh/americanexperience/features/scottsboro-ruby-bates-and-victoria-price/

7. Do Now: Interpret this image. Determine what you believe it represents or means.

8. Lady Justice • Justice is often depicted as blindfolded and holding scales to weigh each side of an argument.

9. What is Justice? • Noun: the quality of being just; righteousness, equitableness, or moral rightness

10. Lady Justice/Blind Justice • This expression means that justice is impartial and objective. There is an allusion here to the Greek statue for justice, wearing a blindfold so as not to treat friends differently from strangers, or rich people better than the poor ones. • But, is justice blind?

11. Let’s Talk Justice • The word "justice" appears in many of the United States' most important documents, including the Declaration of Independence, the Constitution and the Pledge of Allegiance. • But for a word that's used so often, its precise definition is still a topic of debate for philosophers, theologians and legislators. • Justice is often used interchangeably with the word "fairness." In any situation, be it in a courtroom, at the workplace or in schools, we want to be treated fairly. We shouldn't be judged more harshly because of our skin color, we shouldn't be paid any less because of our gender, and we shouldn't receive a lesser education because of our zip code. We feel we deserve equal and impartial treatment.

12. “Justice For All” handout • The following amendments were added to the U.S. Constitution to ensure fair treatment in the courtroom: • Sixth – right to speedy trial by impartial jury; the right to a lawyer; the right to know who your accuser are and the charges that are against you • Seventh – In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law; enabled the common man (the jury) to possess some power in regards to the decisive authority when examining a court matter; developed as a check against the potential abuse of power of the government

13. “Justice For All” handout 3. Eighth – excessive bail shall not be required, nor excessive fines imposed, not cruel and unusual punishment inflicted. • Fourteenth – Section 1: • All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. • No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; • nor shall any State deprive any person of life, liberty, or property, without due process of law(fair treatment through the normal judicial system) • nor deny to any person within its jurisdiction the equal protection of the laws.

14. Jim Crow Laws • Jim Crow laws were any of the laws that enforcedracial segregation in the American South between the end of Reconstruction in 1877 and the beginning of thecivil rights movement in the 1950s. • The Birth of Jim Crow • In its Plessy vs. Ferguson decision (1896), theU.S. Supreme Court ruled that “separate but equal” facilities for African Americans did not violate theFourteenth Amendment, ignoring evidence that the facilities for blacks were inferior to those intended for whites.

15. How did Jim Crow Laws get their name? • “Jump Jim Crow” was the name of a minstrel routine originated about 1830 byThomas Dartmouth (Daddy) Rice. • He portrayed the Jim Crow character principally as a dim-witted buffoon, building on and heightening contemporary negative stereotypes of African Americans. • “Jim Crow” came to be a derogatory term for African Americans, and in the late 19th century it became the identifier for the laws that reinstatedwhite supremacy in the American South after Reconstruction. • The demeaning character symbolically rationalizedsegregation and the denial of equal opportunity.

16. Jim Crow

17. When did Jim Crow Laws begin being passed? • When federal troops were removed from the U.S. South at the end ofReconstruction in the late 1870s and the state legislatures of the formerConfederacy were no longer controlled bycarpetbaggers and African American freedmen, those legislatures began passing Jim Crow laws that reestablishedwhite supremacy and codified thesegregation of whites and blacks. • Carpetbagger: any Northern politician or financial adventurer accused of going South to use the newly enfranchised freedmen as a means of obtaining office or profit.

18. When did the laws begin to disappear? • In the U.S. South, Jim Crow laws and legalracial segregation in public facilities existed from the late 19th century into the 1950s. • The civil rights movement was initiated by Southern blacks in the 1950s and ’60s to break the prevailing pattern of segregation. In 1954, in itsBrown v. Board of Education of Topeka decision, the U.S. Supreme Court reversed thePlessy v. Ferguson (1896) decision’s justification of “separate but equal” facilities. • It declared segregation in public schools unconstitutional. • In the years following, subsequent decisions struck down similar kinds of Jim Crow legislation.

19. TKAM Nonfiction Background Articles • Using the site posted on Edmodo, choose two (2) of the following 6 articles and annotate important details and takeaways that give you insight into the ideas and viewpoints regarding the topic/author of your passage. • Viewpoints on Equality • Legal Segregation & Separate but Equal • Southern Women Speak Out Against Lynching • Why I joined the Klan • Poetic Perspectives • Nazi Racism

20. Individual ProductExpectations • Using your annotations, construct a thoughtful reflection on your two articles, connecting back to the important details and takeaways that gave you insight into the ideas and viewpoints regarding the topic/author of your passage. • Include your perception and opinion of each piece as well as how the article might have enlightened you or changed your attitude. Include at least four pieces (two from each article) of direct textual evidence to support your view. • Adhere to A-E-C (Assertion, Evidence, Commentary) format & rubric. • Due via Turnitin.com

21. Group Project Expectations • Create a group project using a Web 2.0 tool that thoroughly covers background information on Harper Lee as well as the time period that Harper Lee’s To Kill a Mockingbird is based. • Be sure to include the following elements: Novel Background and Synopsis, About the Author, The Scottsboro Boys, The Jim Crow South, and the Great Depression. Be sure to adhere to the rubric as your group will be assessed on the project as well as your presentation. • Adhere to the provided rubric.

22. To Kill A Mockingbird Activities • Continue Chapter 1 Read Aloud • Use your sticky notes/take notes

23. To Kill A Mockingbird Activities • Construct a K-W-L • Then, listen carefully as I read a short summary of TKAM. Jot down at least four facts in the “K” section of your K-W-L chart that you know based on the read aloud. • “K” share out • Chapter 1 Read aloud • Use your sticky notes/take notes