Asaf Manvi interviews Foghorn Leghorn about the latest North Carolina Voting Rights Laws. Connections to Crow.
http://www.thedailyshow.com/watch/wed-october-23-2013/suppressing-the-vote
Thursday, October 24, 2013
Wednesday, October 23, 2013
Henry Louis Gates Jr. On
Untangling African-American History (an NPR interview about his upcoming series PBS
documentary The African Americans: Many Rivers to Cross.)
On
the failures of the "Conversation About Race"
Every
time there's a racial incident in this country, there are calls by our
political leaders by our activists, our spokespersons for the so-called
"conversation about race." So what does the conversation about race
mean? People gather together in a kind of town meeting. They stand up and talk
anecdotally about pains and slights... And then everyone feels better and they
go home ... And then a couple weeks later there's another Trayvon Martin
shooting. Real conversations about crucial things in America happen in our
schools. Schools have always, from the beginning of the republic, been the
venue for the shaping of citizenship. The presence of African Americans has to
be integrated into the story we tell about the founding of this great republic
and its settlement, and its expansion.
Tuesday, October 22, 2013
Building Background Knowledge
Prelude to A Riot
Watch this 8 min video to get a better understanding
of Wilmington, North Carolina in 1898.
Watch this 8 min video to get a better understanding
The Jim Crow system was undergirded by the following beliefs or rationalizations:
Whites were superior to Blacks in all important ways, including but not limited to intelligence, morality, and civilized behavior.
Any sexual relations between Blacks and Whites would produce a mongrel race which would destroy America.
Treating Blacks as equals would encourage interracial sexual unions.
Any activity which suggested social equality encouraged interracial sexual relations.
If necessary, violence must be used to keep Blacks at the bottom of the racial hierarchy.
Jim Crow Etiquette
Jim Crow Etiquette
•Under no circumstance was a Black male to offer to light the cigarette of a White female -- that gesture implied intimacy.
•Blacks were not allowed to show public affection toward one another in public.
•Whites did not use courtesy titles of respect when referring to Blacks (i.e. Mr., Mrs., Sir, or Ma'am). Instead, Blacks were called by their first names. Blacks, however, had to use courtesy titles when referring to Whites and were not allowed to call them by their first names.
•People of different races were prohibited from sitting side by side when traveling (i.e. on buses and trains) and white motorists had the right-of-way at all intersections.
•Blacks were to never: disagree with or challenge a white person; assert or even intimate that a white person lied; curse at or laugh at a white person; comment on the appearance of a white female; or demonstrate superior knowledge or intelligence.
Jim Crow Laws
The Jim Crow laws were state and local laws in the United States enacted between 1876 and 1965.
The term "Jim Crow" originated in an 1830s song performed by a white minstrel show actor, "Daddy Rice." In a racist portrayal of African Americans, Rice painted his face black then sang and danced in an exaggerated, stereotypical caricature.
Jim Crow laws existed to keep the races separated (segregation) and relegate minorities to a second class status. The separation in practice led to conditions for African Americans that tended to be inferior to those provided for white Americans, systematizing a number of economic, educational and social disadvantages. Thus, creating unequal access to opportunity, success and the "American Dream."
By the 1900s, the name Jim Crow was used to identify racist laws and expectations in southern America that deprived African Americans and other minorities of their civil rights.
Throughout these years, African Americans were forced to use separate restrooms, water fountains, restaurants, waiting rooms, parks and swimming pools, libraries, hospitals, bus seats, cemeteries, and more.
Beyond the unfair laws, there was equally oppressive etiquette and behavior expected of African Americans, based on the misconception that Blacks were intellectually and culturally inferior to Whites.
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There are many ideas to explore and many resources on the web we can use
http://civics.sites.unc.edu/files/2013/05/1898CROWppt.pdf
AMERICA’S COUP
D’ETAT: THE 1898 WILMINGTON RACE RIOT
This can be used to
build more background knowledge, or refer to while reading the fiction
piece.
Amy Goodman
interviews Reverend Dr. William Barber NAACP chapter head talks about North
Carolina and the history of voting in the state. He also makes connections with NC today and the Wilmington Race Riot of 1898.
Who deserves the right to Vote? Who
decides? Inquiry into Voting Rights.
Smithsonian American
History Museum--great resource for kids to learn the history of voting and all
that is involved in our citizenship--
Amy Goodman
interviews Reverend Dr. William Barber NAACP chapter head talks about North Carolina and the history of
voting in the state
Think like a Writer
What do writer's use to communicate their ideas?
Crow is a great book model for teaching figurative language. This website is a good on-line source which can
provide kids with practice and review regarding figurative language. Use the figurative language in Crow to teach your students simile,
metaphor, hyperbole and personification.
Barbara Wright's Novel Provides us an Excellent Exploration into the Irony of Democracy
What can we learn from history to teach us about what is happening today?
http://www.barbarawrightbooks.com/BW_Books/Crow_Teachers_files/NCCivic%20Education%20Consortium.pdf
http://civics.sites.unc.edu/files/2013/05/1898Crow.pdf
http://www.barbarawrightbooks.com/BW_Books/Crow_Teachers_files/NCCivic%20Education%20Consortium.pdf
http://civics.sites.unc.edu/files/2013/05/1898Crow.pdf
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