Willis Young

SIUE East St. Louis Charter School

AAM affiliation: Southern Illinois University Edwardsville

wiyoung@siue.edu

Lesson Plan description and Rational: Students will be able to explain how a significant historic event can have many causes.

State Standards/s:

State Goal 16: Understand events, trends, individuals and movements that shaped the history of Illinois, the U.S. and other nations.

Standard 16A - Apply skills of historical analysis and interpretations.

               16B - Understand the development of significant political events.

State Goal 18: Understand social systems with an emphasis on the U.S.

Standard 18A - Compare the characteristics of civilization as referenced.

   18B - Understand how social systems form and develop over time.

Objectives: In pairs, the students will define the meaning of "civil rights."  Students will write a short story or play telling what life for African Americans must have been  like during that time period.  The students will write a story of a person being discriminated against and express how it makes them feel.

Resources:

	Lee, Russell “Negro and white man sitting on curb talking.” 1903 http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/race/race.html [fsa 8a26786] [March 2004]
	“A Letter from Eleanor Roosevelt” National Association for the Advancement of Colored People Records http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/race/letter.html [LC-MSS-34140-41] [March 2004]
	Evins, Walker “Vicksburg Barbershop.” 1936. http://encarta.msn.com/media_461541740_761584403_1_1/Vicksburg_Barbershop.html [March 2004]
VIDEO	Photographs of Signs Enforcing Racial Discrimination: Documentation by Farm Security Administration-Office of War Information Photographers (Library of Congress).
	Wolcott, Marion Post "Negro man entering movie theater by "Colored" entrance." 1939. Photographs of Signs Enforcing Racial Discrimination: Documentation by Farm Security Administration-Office of War Information Photographers (Library of Congress). http://lcweb.loc.gov/rr/print/list/085_disc.html [LC-USF33-30577-M2] [March 2004]

Discrimination at Home and Work

http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/race/homework.html

The Depression and Black Americans

http://www.fcps.k12.va.us/westspringfieldhs/projects/im98/im985/topics/depress.htm

Great Depression in the United States

VII. “Life During the Great Depression”

http://encarta.msn.com/text_761584403___8/Great_Depression_in_the_United_States.html

Man at Eddie's Bar

http://lcweb2.loc.gov/ammem/wpaintro/manbar.html

Clyde "Kingfish" Smith, Street Vendor

http://lcweb2.loc.gov/ammem/wpaintro/clyde.html

Methods: Research the unique social conditions African Americans were living thru during the Jim Crow Era.

• Students will be able to write a paper expressing their feelings on discrimination.
• Students will take notes on the readings provided and turn in to be graded.
• Students will be able to verbally expressing their feelings on discrimination by presenting a short story or play.

Evaluation:

Identify and express several political, economic, and personal rights which citizens of various races experience.

Keywords for this lesson: Great Depression, African American, Civil Rights, Negro, State Goal 16, State Goal 18

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