African American Hist MP2

1. African American Hist MP2

2. Day 1 bellringer • What were roles black soldiers could have in the Civil War?

3. Unit 5 • •You are going to have a few paragraphs from the Unit 5 Notes. You will read these as a group, then come up with a 2 minute synopsis. After the synopsis, you need to give a 5 question quiz to check if the class has a good understanding of what you just shared. You will be able to call on students to answer individually. • •Your grade will be based on your own presentation (80%) as well as answering questions (20%) from the other groups. 

4. •http://www.youtube.com/watch?v=tzUUFwbPaE4 • •From this clip, write 5 things you can learn about the CULTURE of African Americans, especially from slave backgrounds. 

5. Glory • While watching a portion of this movie, write 15 notes (daily grade) (3rd – make it 30 for talking ridiculously) about the following: • Attitudes towards black soldiers • Roles black soldiers could fulfill • Things that unified the units • Things that caused tension in the units

6. Day 2 Bellringer • What was one way black soldiers formed a bond in the Civil War?

7. Describe the kinds of military roles blacks performed while serving in the Union forces. You, the students will identify the various roles that blacks played in fighting for the North during the Civil War (such as soldiers, sailors, scouts, spies, nurses, cooks, teamsters, cooks). Have them discuss the importance of these roles. • Write a play where you represent the different roles that black soldiers might have in the Civil War. Needs to be 3-4 minutes. Test Grade

8. Day 3 Bellringer • What was the purpose of the Emancipation Proclamation?

9. Words – make a “card” with each word on it • Nullification • Emancipation proclamation • Fort Pillow Massacre • NYC draft riot • Freedman’s Bureau

10. Definitions • 1 sentence/3 words • Odd word out • Spag/ic • Group words

11. Explain the main ways in which the Civil War facilitated the emancipation of African Americans. Point out to the students the role of the Emancipation Proclamation in encouraging slaves to seek freedom. Have students analyze this proclamation and respond to the assertion that it actually freed no slaves. Ask them to explain why it didn't apply to areas over which Lincoln exercised authority.

12. EP v 2.0 • Imagine Lincoln asks you to rewrite the EP…you are going to write a new version of the Emancipation Proclamation. You can either make it stronger, or make it weaker, but it needs to have a very different tone one way or another.

13. Next – Unit 7 Excerpt • Read the Foner excerpt in Unit 7 and write a ½ page summary. • Where the EP assignment should have been a completely new version, this assignment is simply to summarize an intellectual account.

14. Day 4 Bellringer • After the Civil War, what happened to slaves?

15. Reconstruction • Bringing nation back together • President/Congress separate plans • Strict laws for the South • Left South economically/physically changed • Led to more African American rights

16. Civil War/Reconstruction Amendments • 13th Amendment • Abolishedslavery for good • 14th Amendment • Citizenship Rights to African Americans • (meant to combat Black Codes) • 15h Amendment • Right to vote to African American men

17. Reconstruction • Without using the Unit information, come up with a plan for Reconstruction as a group. You should include answers to these issues: • What happens to newly freed slaves? • What consequences should CSA states have? • What role should the Union military have? • What should happen to the Senators/Reps in Southern States • Timeframes for any grandfathered rules/clauses

18. Reconstructionusing the USHIST book, fill out the following – Daily Grade

19. Reconstructionusing the USHIST book, fill out the following

20. Day 5 Bellringer • What were the black codes?

21. Definitions • In your notes, go through the unit 7 info and define the bold words. Most you can do simply using the context clues of the info, but some you may need/want to look up separate from the unit info. • Work together, but everyone needs to write down individually. Daily Grade

22. Unit 7 Words • 15th Amendment • Civil Rights Act 1875 • Union League • Scalawags • Carpetbaggers • Sharecropping • Peonage • Compromise of 1877 • Presidential Reconstruction • Black Codes • Radical Republicans • Ku Klux Klan • 14th Amendment • Radical/Black Reconstruction • Reconstruction Act of 1867

23. ??? • Definitions • 1 sentence/3 words • Odd word out • Spag/ic • Group words

24. The aftermath of Reconstruction • Explain how the sharecropping system worked, why it was initially favored by both croppers and planters, and the opportunities the system provided for the exploitation of the sharecroppers. • Lead the students in a discussion of why the sharecropping system came into being and how it worked. It has been termed a form of peonage. Have students define peonage and compare it with sharecropping.

26. Extra Credit QuizCorrect answers will be given extra points on existing grades 1 – what specific people did the E.P. free? 2 – what unit is Glory based on? 3 – in Lincoln’s plan, what happens to CSA officers? 4 – what role did the Union army play in Congressional Reconstruction? 5 – what happened to former slaves in the first part of Reconstruction (something negative)

27. Day 6 Bellringer • Who/what is Jim Crow?

28. Society in the 1920s • The 1920s were a time of rapid social change, in which many young people, particularly young women, adopted new lifestyles and attitudes. As its rural population decreased, the United States became an urban nation, and traditional values were increasingly challenged

29. The Flapper • Came to symbolize this revolution • Rebellious • Energetic • Fun-loving • Bold • Helped to create what we see as modern America

30. Americans on the Move • Demographic changes • Urban growth and rural decline • Results • Public high school attendance grows • Loss of traditional values

31. The Great Migration • African American Migrations, 1890 - 1920

32. Demographics • 1860 • 93% of African Americans live in the South • 1910 • 89% live in the South • 1930 • 80% live in the South

33. Growth of Suburbs • Better forms of transportation • Trolleys • Busses • Automobile

34. Mass Media and the Jazz Age • In the 1920s, the mass media provided information and entertainment as never before. The decade was an especially creative period for music, art, and literature.

35. Mass Media • Development of a national media instead of a regional culture • Movies • Silent • The Jazz Singer • First talking picture • Greta Garbo • Charlie Chaplin • Lillian Gish

36. Newspapers and Magazines • More People Reading • New York Times • 1900 / 14 pages • 1920 / over 50 pages • Newspaper chains • Magazines • Reader’s Digest • Saturday Evening Post • Ladies’ Home Journal

37. Radio • New Invention • 1920 • KDKA • Pittsburgh • 1922 • 500 stations

38. The Jazz Age • Grew out of African American music of the South • Some were horrified • Syncopated rhythms and improvisations were too suggestive and free • Harlem • Jazz Clubs • Dance Halls

39. Painting • Contained the jazz spirit of the American pulse Conference at Night Moby Dick Hail and Farewell Ram's Head White Hollyhock Hills Rockwell Kent

40. Harlem Renaissance • Harlem became the cultural center of the United States • Population: • 1914: 50,000 • 1930: 200,000 • Not just jazz • But also for literature

41. Writers • James Weldon Johnson • Alain Locke • Zora Neale Hurston • Dorothy West • Claude McKay • Countee Cullen • Langston Hughes

42. Prohibition Amendment • Took effect on January 16, 1920 • Outlawed the manufacture, distribution and sale of alcoholic beverages. • Goals: • Eliminate drunkenness • Get rid of saloons • Prevent absenteeism on the job

43. Ways to Avoid Compliance • Bootlegging: Suppliers of illegal alcohol. • Speakeasies: Illegal bars that required membership to enter. Usually disguised as another business.

44. Racial Tensions • 1919 • Racial violence erupts in 25 cities • Renewed lynching • Rebirth of the Ku Klux Klan

45. NAACP • Attempts to pass anti-lynching legislation • Worked to protect voting rights • African Americans still could not exercise their full political rights

46. Garvey Movement • United Negro Improvement Association • Hoped to build African Americans’ self-respect and economic power • Urged African Americans to return to the “Motherland Africa” to create a self-governing nation • Corruption and mismanagement led to failure

47. 3. The World of Jim Crow • African Americans found their hopes of equality dashed after Reconstruction by white attitudes, customs, and the law. Yet many blacks not only resisted discrimination but achieved success in spite of it.

48. The World of Jim Crow • A legal system of laws that segregate races. • Primarily in the South • Designed to deny African-Americans equal social and economic standing.

49. Plessey v. Ferguson • A black man, Homer Plessey, took a railroad company to court because he had been made to sit in a 'coloured only' carriage. • The case went to the Supreme Court who supported the railroad company. • The ruling meant that the Jim Crow laws were legal and that it was not illegal to keep blacks and whites separate

50. Separate But Equal?