SETTING THE
CONTEXT
UNDERSTANDING THE JIM CROW LAWS
QUICK WRITE
 Read
the quotes on pg. 176 of your
Springboard. What do they tell you about
the progress toward equal rights for all
races during this period of time in our
country? Answer in complete sentences.
REMEMBER THE CONTEXT

Remember what the word context means when
we are thinking of starting our novel. The context
of a novel or a situation refers to the
circumstances or conditions in which the thing
exists or takes place. Knowing context helps you
understand the novel or situation better.
REMINDER ON SOURCES

While going through our readings today, we will be deciding if they
are primary or secondary sources.

A primary source is an original document containing firsthand
information about a subject.

A secondary source is a discussion about or commentary on a
primary source; it offers an interpretation of info gathered form
primary sources.
JIM CROW: SHORTHAND FOR
SEPARATION

As we read the essay, “Jim Crow: Shorthand for Separation,” mark
the text to identify the words and phrases that help you to define
the meaning of the term Jim Crow and its importance in our history.

Keep this focus question in mind: What were the Jim Crow laws?

Also, while reading, underline the prepositional phrases. Read the
Grammar and Usage box to review. This is a great way to see how
prepositional phrases are used in writing!
JIM CROW LAWS

Now we are going to read the Jim Crow Laws. Read the words in
bold type and work with a partner to create a list of categories into
which you might sort the laws. One example would be creating the
category of Transportation Laws.

Share your category with the class.

You will work with a group of people close to you to read the laws of
an assigned category. For example, I may assign your group the
category of transportation. Your group will ONLY read the laws
related to transportation.

As you read the laws in your category, keep in mind the focus
question: How did Jim Crow laws deprive American citizens of their
rights? You will also use metacognitive markers.
METACOGNITIVE MARKERS

When reading the Jim Crow Laws, use the following
metacognitive markers to respond to the text:
•
Put a ? Next to lines that are confusing or bring up
questions.
•
Put a *next to lines that are interesting or reinforce
what you already know
•
!
Put a Next to lines that are surprising or help you
make predictions.
AFTER YOU READ

After you finish reading through your category of laws
and marking the text, discuss your findings with your
group.

Next, answer the focus question on pg. 178. This was the
question that needed to direct your thinking while you
read.

On a piece of chart paper, write your group’s answer to
the focus question. Then, draw visual representations of
your laws to show the class.
DISCUSSION OF SOURCES

Reread the definition of primary and secondary
sources on pg.182.

Which of our readings today is a primary source?
Which is a secondary source?

What are the benefits of a primary source? What
are the benefits of a secondary source?