http://www.liunet.edu/cwis/cwp/library/aavaahp.htm#banjo
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• What might the African
American man be thinking about as he cast his first ballot?
• What legislation gives him the right to do so?
• What might the white registar be thinking as he watches this man cast his ballot?
http://www.pbs.org/wnet/jimcrow/stories_events_reconstruct.html
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Students will learn:


Citizenship rights in the U.S. include the right to vote and the 15 Amendment eliminated race as a factor in voting eligibility.
The voting rights of African American males were protected on paper, in practice these new political reforms were undermined by violence and intimidation from the remnants of the slave regime in the South.
Radical Members of the First Legislature after the War, South Carolina 1878.
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5b.html
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……..( Two 50 minute class periods)
Into:
KWL - of what students know about African Americans rights to vote
Journal Write a dialog between the men in the photo of “The First Vote”
Discuss - the conversation in reference to emancipation and voting law
Vocabulary - distribute a list of all the terms discussed in this unit
Through:
Groups - review/discuss the 14-15 Amendments, chart of African
American Congress, ex-Confederate harassment during Reconstruction
Students will state the purpose of each document
Pairs students pairs will read “A Klan Victim Testifies” and compile a list of why African American’s might not exercise their right to vote
Discussion of the group list’s, make inferences or reach conclusions
Beyond:
Internet – Electronic worksheet, complete selected assignments at www. learning.loc.gov, www.africana.com, and www.pbs.org
Writing - dialogue entry , disfranchisement, reconstruction
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Group Members: ________________________
________________________
________________________
________________________
Period: ________________________
Date: ________________________
African American Voting Rights
California State Standard:
SS: 8.11 Section.5 - Understand the 13th, 14th, and 15th Amendments to the Constitution and analyze their connection to Reconstruction
SS: 11. 10 Section 6 - Analyze the passage and effects of civil rights and voting rights legislation.
Task One : Examine the following articles on the Reconstruction Period and look
( http://www.pbs.org/wnet/jimcrow/index.html
) for statements about what took place during the this period.
1. Why was the Reconstruction period important for both blacks and white?
2. What was the goal of Reconstruction?
3. In 1862 what did president Lincoln do?
Task Two
: Examine the following articles “
African America Voting Rights: (http://lcweb2.loc.gov.html) and look for statements about how African Americans benefited from the Voting Rights Act.
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Elective Franchise The rights of Citizens to vote in public elections.

Article XV.
Section 1.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude —
Section 2.
The
Congress shall have the power to enforce this article by appropriate legislation .
The First Colored Senator and
Representatives, in the 41st and
42nd Congress of the United States.
Washington: Currier & Ives, 1872 .
6 http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5b.html

TOP: The photo of the doucment: http://www.historicaldocuments.com/15thAmendmentlg.htm
LEFT: http://www.pbs.org/wnet/jimcrow/stories_events_reconstruct.html
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http://www.si.umich.edu/CHICO/Schomburg/text/migration9.html

Reconstruction generally refers to the period in U.S.
History immediately following the Civil War (1865 – 1877)
Reconstruction, also known as Radical Reconstruction.
During this time the South was in political, social, and economic turmoil, after the
Confederate states had seceded. In response, the
Union attempted to regain order in the Confederate states.
http://www.senate.gov/artandhistory/art/artifact/Painting_32_00039.htm
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Grandfather Clause http://www.historicaldocuments.com/15thAmendmentlg.htm
Literacy Test
9


After Reconstruction white supremacist did everything possible to prevent Blacks from voting.
Copyright 1997 State Historical Society of Wisconsin http://www.pbs.org/wnet/jimcrow/tools_voting.html
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Segregation http://www.pbs.org/wnet/jimcrow/php/scribble.php?pic=3
White Supremacy
11 http://us.history.wisc.edu/hist102/photos/html/1010.html


This is a 19th-century drawing.
What are your impressions about the character being portrayed?
What other thoughts and emotions does this image inspire in you?
(For Student Journal Response) http://www.pbs.org/wnet/jimcrow/php/scribble.php?pic=3
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 Graphic Organizer - K-W-L Chart
 Visual Enrichment - Understand/interpret visual art in relation to history
 Explicit Instruction - Talk slow and avoid jargon (ELL)
 Multimedia Microsoft® Encarta Africana CD-ROM
 Relia – photographs, artifacts, documents (ELL)
 Internet Technology – www.africana.com, electronic sheet
 Scaffold Material - Open ended questions,
 Journal Writing – write journal responses
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"How important is one voter?
In 1645, one vote gave Oliver Cromwell control of England.
In 1694, one voter caused Charles I of England to be executed.
In 1776, one vote game America the English language instead of German.
In 1845 one vote brought Texas into the Union.
In 1868, one vote saved President Andrew Johnson from impeachment.
In 1875, one vote changed France from a monarchy to a republic.
In 1876, one vote gave Rutherford B. Hayes the presidency of the United States.
In 1923, one vote gave Adolf Hitler leadership of the Nazi Party.
In 1941, one vote saved Selective Service -- just weeks before
Pearl Harbor was attacked."
Yes one vote makes a difference. It matters .
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