John HalversonArizona Geographic Alliance

Grade 72 class periods

StandardsNational GeographyEssential Element TwoPlaces and Regions6. How culture and experience influence people's perceptions of places and regions.

Arizona GeographyConcept 2: Places and RegionsPO 1. Describe the human and physical characteristics of places and regions.PO 2. Explain the concept of regions and why they change.PO 3. Compare the historical and contemporary interactions among people in different places and regions. PO 4. Describe how a place changes over time.

StandardsSocial StudiesStrand 1 American HistoryConcept 6: Civil War and Reconstruction Grade 7PO 4. Analyze the impact of the Civil War on the following personal, social, and economic aspects of American life: d. change in status of freed slavesPO 5. Describe the impact of various events and movements that influenced Reconstruction:Lincoln’s assassinationKu Klux Klan and the development of Jim Crow lawsCivil War Constitutional AmendmentsPO 6. Describe the basic provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments.

StandardsSocial StudiesStrand 3 Civics/GovernmentConcept 4: Rights, Responsibilities, and Roles of Citizenship PO 5. Describe the impact of Constitutional Amendments and laws (i.e., Thirteenth, Fourteenth, Fifteenth, Jim Crow Laws, Black Codes,) that came about during the historical time periods studied

StandardsWriting Standards for 6-8 for Literacy in History/Social Studies6-8.WHST.1 Write arguments focused on discipline-specific content.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Production and Distribution of Writing6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Reading Standards for 6-8 for Literacy in History/Social StudiesKey Ideas and Details6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.6-8.RH.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Overview

While the United States may have started as a nation of “unequal's” (some having more rights than others), through the centuries and with some strife, America has incorporated protections for all of its citizens. And while the system is not perfect, the United States is known for its equal protection of all.

Purpose

In this lesson, students will examine the 14th Amendment, read and evaluate a series of Black Codes, and document how Black Codes violated the 14th Amendment and restricted the rights of African-Americans.

Materials

Examining the Fourteenth Amendment Background Information Interpreting the Amendment What Does This Black Code Mean? T Chart Assignment

Objectives

The student will be able to: Interpret Primary Sources Analyze Black Codes and the Constitution Create a T Chart Support an Argument 

Procedures

Prior to the lesson have a discussion with the students about the background of the Reconstruction Amendments.

ProceduresBegin the lesson with a reading of the 14th Amendment and a discussion of what the sections mean paying particular attention to Section 1.

14th AmendmentSection 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; nor deny to any person within its jurisdiction the equal protection of the laws.

Procedures

In a paired activity have the students reread Section 1, define any unfamiliar terms, cite examples of restriction of rights, and come up with ideas of how the North may restrict rights.

ProceduresAs a paired activity the students will read actual Black Codes and then put the codes into their own terms. Explain that the codes are from all regions of the South and have them think about how these might restrict rights.

Jim Crow ExampleNorth CarolinaSEC. 8. Be it further enacted, That marriage between white persons and persons of color shall be void; and every person authorized to solemnize the rites of matrimony, who shall knowingly solemnize the same between such persons; and every clerk for a court who shall knowingly issue license for their marriage, shall be deemed guilty of a misdemeanor, and moreover, shall pay a penalty of five hundred dollars to any person suing for the same.

Procedures

As a paired activity, the students will create a t-chart supporting an argument that the Black Codes violated the 14th Amendment while citing examples to support their argument.

Assessment Ticket out the door checked for understanding. 

Students will be assessed on the completeness of the worksheets leading up to the writing component. Mastery will be considered 80% or higher

The T Chart Assignment will be graded using the 6- trait rubric with a focus on Content/Ideas on the 6-trait rubric. Mastery will be considered 4 or higher on the rubric.

Extensions For an extension you

could collect images from the civil rights period and using the National Archives analysis worksheets have the students analyze them and how they violate the 14th Amendment

http://photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/1.html

Sources http://home.gwu.edu/~jjhawkin/BlackCodes/BlackCodes.htm

http://academic.udayton.edu/race/02rights/jcrow02.htm

http://www.digitalhistory.uh.edu/reconstruction/index.html

http://www.jimcrowhistory.org/home.htm

http://www.fasttrackteaching.com/burns/Unit_1_Reconstruction/U1_Reconstruction_Amendments.html

http://www.archives.gov/education/lessons/worksheets/