Casey and Eric
Lesson Title:
ATL Race Riots
Grade Level:
8th Grade LA/SS (Atlanta area school)
Subject:
Georgia History
Description of Learning Goals, Standards, Objectives, and Assessments
GPSs:
SS8H7 The student will evaluate key political, social, and economic
changes that occurred in
Georgia between 1877 and 1918.
a. Evaluate the impact the Bourbon Triumvirate, Henry Grady,
International Cotton Exposition,
Tom Watson and the Populists, Rebecca Latimer Felton, the 1906
Atlanta Riot, the Leo Frank Case, and the county unit system had on
Georgia during this period.
b. Analyze how rights were denied to African-Americans through Jim
Crow laws, Plessy v. Ferguson, disenfranchisement, and racial
violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John
and Lugenia Burns Hope, and Alonzo Herndon.
Enduring Understanding
Statement:
“Understanding the World to Change the World”
This statement will be posted on the white board and will be referred
to throughout the semester. This Enduring Understanding Statement
will help the student to remember their involvement in shaping the
world.
Essential Questions:
What are some of the ways that Georgians responded to Atlanta
becoming an integrated society?
In what ways were African Americans oppressed after the turn of the
20th century?
Background and Rationale:
As Sunday, September 22, 2013 is the 107th anniversary of the
“Reign of Terror” of 1906, students will gain a better understanding of
the tension between blacks and whites around the turn of the century.
The Atlanta Race Riot occurred after some prominent newspapers
ran stories about the rape or assault of a white woman by a black
man. The social atmosphere was filled with tension due to rivalry
between whites and blacks over jobs, the intermixing of black and
white company, and the rise of black business. The two officers
running for governor knew that the racial tensions could offer a
powerful platform to run on. So, Hoke Smith (former publisher of the
Atlanta Journal), and Clark Howell (editor of the Atlanta Constitution)
had great influence on people’s opinions. Both candidates believed
that blacks need to be kept under whites in order to maintain social
order. Smith believed that the poll tax and the white primaries were
enough to keep blacks down, but Howell claimed that Smith was not
as separatist for white power and that Smith had helped some black
political leaders in the past. Two other papers highlighted the rise of
black on white crime in the city and they played on the fears of white
Atlantans. On September 22, 1906 there was three separate stories
that alleged that white women were assaulted by black men; none of
these accounts every materialized. Soon, white mob violence
erupted.
Events both political and social such as the Race Riots helped to
shape the intimidation and oppression of the South. The
understanding of these events will help to further the student’s
perceptive of the turbulent racial development of the city of Atlanta as
well as the state of Georgia throughout the Jim Crow era.
Connection to Middle Level:
Students in the middle grades often face difficulties for being
different—the popular crowd often preys on the not so popular kids. In
their own lives they can relate the race riot to what could happen if
people were bullying and committing violent acts to one another. We
need to stress that as intellectuals we should talk about our issues.
Students need to learn about the different slants that the press puts
on their stories and they need to learn how to interrogate a text and
not just believe what they hear.
Background Knowledge:
At this point in the curriculum, the students have learned to write the
theme paper. They are familiar with the parts of a story (Exposition,
Rising Action, Climax, Falling Action and Resolution). Also, they have
both seen and read about the accounts the Atlanta race riots. They
should have very little difficulty writing the piece, the challenge is for
them to learn about perspectives. They are to write from a specific
standpoint. ie., the African American community, Jewish community,
women’s league, an actual newspaper from the time (this will be
assigned to some of the students who are higher level thinkers
because there is more research involved).
Students are also familiar with the writings and counter perspectives
of Booker T. Washington and W.E.B. DuBois regarding black equality
and assimilation. Also how each perspective may have lead to the
riots due to black’s oppressed place in society.
Observable Objectives or
Outcomes:
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Students explain of why the riots occurred.
Students contribute to well-developed thoughts and fact
based opinions during pair share discussions.
Students analyze the different perspectives of newspaper
and journal articles
Students discuss an understanding of the multiplicity of
perspectives
Assessment Plan:
Listen to discussion and provide enrichment if students are not
catching on. The final assessment is based on their understanding of
the riot in conjunction with their understanding of perspectives.
Description of Activities with Technology and Materials
Activity Design:
Free write / collaborative learning session / class discussion /
compose article
Class starter and lesson
connection:
Open: Show the image on the board and give students one-two
minutes to develop a raw write or create a poem which they can they
orchestrate into their eventual news article. After a few minutes, allow
the students to think, pair, share in which the students will discuss
their writings and how the picture made them feel.
Focus on inference and
connections to previous lessons.
Teacher will provide more context for the picture after students have
drawn inferences. Also discuss how recent events such as the
release of the novel and play entitled The Clansman: A Historical
Romance of the Klu Klux Klan (1905) contributed to the tumultuous
race relations throughout Georgia.
Body:
We will let discussion flow, as long as it is productive and thought
provoking.
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Example Questions for
scaffolding:
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Integrated Technology:
Establish activity and expectations
Provide pre-written (a model) article as well as scaffolding
questions to help critical thinking
Present examples of the African-American and White edited
newspapers in circulation during the turn of the century.
Discuss how public opinion can be altered by how news is
presented through a biased media.
How did the press contribute to the escalation of violence
during the riot?
What did the gubernational race have to do with the riot?
What kind of economic factors contributed to the building
racial tensions in Atlanta?
What kind of fears fueled the riot?
Viewing of a Georgia Public Broadcasting documentary on the race
riot.
http://www.gpb.org/georgiastories/stories/race_riot_of_1906
Measureable Outcome:
Students should be able to discuss the answers based on the text
they read and our in-class discussion.
Conclusion:
Students will demonstrate their understanding of the ATL Race Riot
by creating a newspaper article which could have circulated during
the time of the race riot. They need to include a compelling and
provocative headline and at least three supporting facts within one to
two paragraphs. The article can be written from the perspective of a
variety of different groups or organizations or the student’s choosing.
Suggested viewpoints include but are not limited to:
 African-American
 White
 Parent
 Preacher
 Foreigner
 Northerner
 Citizen of another major Southern city
In addition to the newspaper article, students are encouraged to
illustrate a political cartoon to coincide with the article.
As the lesson will consist of two days of writing and editing, students
are allowed to continue their research at home to search for additional
primary and secondary sources. The second day will consist of
review, editing, and finalizing in an effort to develop a mastery of
writing.
Assessment:
Formal assessment (See rubric)
Established newspaper article rubric including:
 Factual and important information
 Taking a “side” or perspective
 Reporting Format
 Writing Mechanics
 Editing and improving
Appendix 1
Informal Assessment
 Observe the whole class throughout class discussion
 Listen for varying perspectives and contribute with each
group during collaborative learning discussions
We will be listening for students drawing inferences about how the
race riots started possible contributing factors, the role of the press,
white and black perspectives, and consequences of the race riot.
After they finish their writing we allow them to share with the class.
Reflection questions or
statement of objectives:
Is violence inevitable when a group of people have been gravely
oppressed? Why or why not? List reasons and examples from events
in your lives and our world to support your response.
How might a person respond to oppression (wrong-doing) to improve
conditions for someone of a group of people being marginalized as a
result?
Teacher and student activities:
Do the opening picture; students are to write one word to describe the
scene then do the think-pair-share. Afterwards teacher will scaffold
the video on the 1906 Atlanta Race Riots. Afterwards students will
use the lap tops to read in more depth about the context of the Atlanta
Race Riot. Finally, students will work on their composition of their
articles.
Differentiation:
Teacher will provide bullet point notes and suggested questions
regarding the image as well as notes to follow along with the video.
During collaborative learning, the teacher will discuss key vocabulary
terms with students who may struggle in comprehension.
Regarding vantage point of newspaper article – the teacher will
encourage eager learners* to challenge themselves in looking at
multiple perspectives prior to choosing one viewpoint.
Materials and Resources:
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Journal notebook
Pencil – for future editing
Dictionary/Thesaurus
Lap tops
The link to the video:
http://www.gpb.org/georgiastories/stories/race_riot_of_1
906
Construction paper
Markers/colored pencils
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Reflection on Lesson Deign
Design:
As teachers, we built on their prior knowledge of story format and
their understanding of trying to defend an action with an argument.
We used student grouping to facilitate knowledge and idea sharing.
We used whole class instruction as well as individual instruction
during writer’s workshop to facilitate learning. We provided an
example of the expected assignment and formulated a rubric for the
project with the students.
Cultural Responsiveness:
We understand that racial issues persist in America, and we warn
students by presenting them with the failures and violence of the past.
In this school there are a variety of races and ethnicities so we have
to teach students how to be perceptive and understanding of people
that are different from them. And we challenge students to take this
new information and to learn how to respond in related situations.
Although it may appear the lesson is based on race, developing
connections and exploring the intersections of race, political, and
society is where the lesson is truly developed. By focusing on the
marginalization of groups, oppression, and brutality through wrongdoing, students will gain a better understanding on how to deal with
forms of oppression. Whether it is with the hand, the mouth, or the
heart, students will become more thoughtful in ways to handle difficult
situations in their own lives.
Knowledge of Student’s
Background:
Through a developed relationship with Sara Schuh, we were made
aware that she has been to Paris and speaks French. Upon the
display of the French newspaper headline, we looked to Sara to
assist in the translation. By understanding the strength of your
students, you can utilize their knowledge to provide a better lesson for
all of the students.
Key Vocabulary Terms:
Outside of class optional
assignment:
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Assault (the legal definition)
Discriminate
Disenfranchise
Jim Crowe laws
Gubernational race
Go on the walking Atlanta Race Riot tour in down town Atlanta under
the band shell in Woodruff Park. Historian Kliff Kuhn leads a tour and
students can either turn in a picture with a paragraph explaining its
significance to the riot, or they can write a two paragraph summary
and analyze the presenter’s perceptions.
Opening Image:
http://www.google.com/url?sa=i&rct=j&q=atlanta+race+riot+cartoon&source=images&cd=&ca
d=rja&docid=SZ6WKDMbjORhSM&tbnid=vSguRP9kjedXM:&ved=0CAUQjRw&url=http%3A%2F%2Fewilliams4.edublogs.org%2Fsettingthe-stage-for-violence%2Fthe-lost-cause-and-jim-crow%2F&ei=5CUxUq0AYn89QTYioCoAQ&bvm=bv.52109249,d.eWU&psig=AFQjCNGWtI_ffI_TtMglk_ncqMhTE
VDUnQ&ust=1379039063043611