Jim Crow Laws: Mini Project (2014) General Instructions

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Jim Crow Laws: Mini Project (2014)
General Instructions: Read everything, think, reread everything, rethink and do. You will be working in small/collaborative groups. Use your resouces.
Research Websites: Reference these websites when necessary.

  1. http://examples.yourdictionary.com/examples/examples-of-jim-crow-laws.html

  2. http://www.npr.org/2012/01/16/145175694/legal-scholar-jim-crow-still-exists-in-america

  3. http://www.ferris.edu/JIMCROW/what.htm

  4. Jim Crow Museum of Racist Memorabilia/http://www.ferris.edu/jimcrow/what.htm

  5. http://people.sju.edu/~brokes/jimcrow.htm

  6. http://www.ushmm.org/outreach/en/article.php?ModuleId=10007695

Part 1: Using a synonym only, list and define all the unknown words in the article excerpts below.
Part 2: Read each article excerpts below. The articles respectively provide an abbreviated rationale for and history of Jim Crow Laws and examples of how Jim Crow Laws exist today.

What is Jim Crow (Article Excerpt)

Reference: Jim Crow Museum of Racist Memorabilia/http://www.ferris.edu/jimcrow/what.htm

Jim Crow was the name of the racial caste system which operated primarily, but not exclusively in southern and border states, between 1877 and the mid-1960s. Jim Crow was more than a series of rigid anti-black laws. It was a way of life. Under Jim Crow, African Americans were relegated to the status of second class citizens. Jim Crow represented the legitimization of anti-black racism. Many Christian ministers and theologians taught that whites were the Chosen people, blacks were cursed to be servants, and God supported racial segregation. Craniologists, eugenicists, phrenologists, and Social Darwinists, at every educational level, buttressed the belief that blacks were innately intellectually and culturally inferior to whites. Pro-segregation politicians gave eloquent speeches on the great danger of integration: the mongrelization of the white race. Newspaper and magazine writers routinely referred to blacks as niggers, coons, and darkies; and worse, their articles reinforced anti-black stereotypes. Even children's games portrayed blacks as inferior beings (see "From Hostility to Reverence: 100 Years of African-American Imagery in Games"). All major societal institutions reflected and supported the oppression of blacks.

Examples of Jim Crows Laws: Reasons for Jim Crow Laws (Article Excerpts)

Reference: http://examples.yourdictionary.com/examples/examples-of-jim-crow-laws.html

After the end of the Civil War and slavery, some white people felt threatened. Therefore, they made it their mission to keep black people separated from them and to continue to treat them as though they were second class citizens. These Jim Crow laws often disguised their cruelness by claiming to provide "separate but equal" facilities to both white and black people. However, this was a falsehood. The black schools, libraries, etc. were often in poorer condition than the white facilities.

Legal Scholar: Jim Crow Still Exists In America (Article Excerpt)

Reference: Newsone.com/January 16, 2012 7:39 AM

On the number of blacks and other minorities in the criminal justice system

"Today there are more African-Americans under correctional control — in prison or jail, on probation or parole — than were enslaved in 1850, a decade before the Civil War began. There are millions of African-Americans now cycling in and out of prisons and jails or under correctional control. In major American cities today, more than half of working-age African-American men are either under correctional control or branded felons and are thus subject to legalized discrimination for the rest of their lives."

On the war on drugs — and federal incentives given out through the war on drugs — as the primary causes of the prison explosion in the United States

"Federal funding has flowed to state and local law enforcement agencies who boost the sheer numbers of drug arrests. State and local law enforcement agencies have been rewarded in cash for the sheer numbers of people swept into the system for drug offenses, thus giving law enforcement agencies an incentive to go out and look for the so-called 'low-hanging fruit': stopping, frisking, searching as many people as possible, pulling over as many cars as possible, in order to boost their numbers up and ensure the funding stream will continue or increase."

On President Reagan's war on drugs

"He declared the drug war primarily for reasons of politics — racial politics. Numerous historians and political scientists have documented that the war on drugs was part of a grand Republican Party strategy known as the "Southern strategy" of using racially coded 'get-tough' appeals on issues of crime and welfare to appeal to poor and working-class whites, particularly in the South, who were resentful of, anxious about and threatened by many of the gains of African-Americans in the civil rights movement."

On racial profiling

"I think it's very easy to brush off the notion that the system operates much like a caste system, if in fact you are not trapped within it. I have spent years representing victims of racial profiling and police brutality and investigating patterns of drug law enforcement in poor communities of color, and attempting to help people who have been released from prison attempting to 're-enter' into a society that never seemed to have much use to them in the first place. And in the course of that work, I had my own awakening about our criminal justice system and this system of mass incarceration. My experience and research has led me to the regrettable conclusion that our system of mass incarceration functions more like a caste system than a system of crime prevention or control."

Instructions: Read, think, reread, rethink and do. Write and elaborate in complete sentences where indicated with an asterisk (*). Use your resources. Research questions are denoted by a plus sign (+). Be prepared to share your work.
Part 3: *Use/reference the question stems from the Cognitive Domain Chart to craft and answer 2 higher order questions based on your understanding of the article excerpts (questions may appear on a test or quiz later).
Part 4: Use a thinking map to compare/contrast the article excerpts in Part 2.
Part 5: Answer the following questions.

  1. List the titles of the articles in Part 2 that have the same main idea and/or purpose.

  2. What were the authors purposes for writing the articles above, to entertain, educate or persuade?

  3. *According to the article excerpts above what was the real reason for imposing Jim Crow Laws.

Part 6: Look at each of these Jim Crow (segregation) signs below and on a separate sheet of lineless paper draw/color one sign that has a reverse theme of all the messages on each of the original signs. Draw/color using the whole sheet of paper for your drawing.

  1. q&a: david pilgrim, jim crow museum of racist memorabilia curator 2. black segregation sign no dogs negros mexicans cast iron free shipping

3. http://jewishhistorymuseum.org/artifact_photos/p1060909.jpg 4.colored: seated in rear, 1929

Part 7: Answer the questions below.

  1. *Do you agree with the 4 modern forms of Jim Crow Laws as stated in the Legal Scholar: Jim Crow Still Exists In America (Article Excerpt)? Discuss this with your parents.

  2. Look at the research website #5 and list the Jim Crow Laws that were enforced in Florida.

  3. Collectively think about all of your friends/classmates. If the original Jim Crow Laws were still being enforced how many of your friends/classmates would not be sharing a neighborhood or a school with you now. Give a number only.

  4. According to the United States Holocaust Memorial Museum (USHMM) the Nuremberg Laws were based on the following information: “At the annual party rally held in Nuremberg in 1935, the Nazis announced new laws which institutionalized many of the racial theories prevalent in Nazi ideology. The laws excluded German Jews from Reich citizenship and prohibited them from marrying or having relationships with persons of "German or related blood." Ancillary ordinances to the laws disenfranchised Jews and deprived them of most political rights.”

*What is the correlation between the German Nuremberg Laws and the American Jim Crow Laws?

  1. +How many northern states enforced the original Jim Crow Laws?

  2. +Were Negroes the only ethnicity to be victims of Jim Crow Laws? If not, what other racial group or groups were victims of Jim Crow Laws? If so, why do you think so?

  3. *Explicate how you found your answer to Question #5.

  4. List at least 5 surprising things that you learned from this lesson.

Part 8: The Interview:

  1. Each group member will interview 1 person.

  2. The interviewee should have been born in the 1930s or 1940s or 1950s or early 1960s.

  3. The interviewer can compose 1 question of his/her own design and

  4. The interviewers must ask their interviewee this question: How did Jim Crow Laws impact you and/or your family?

  5. The group will compile their interviews and present the findings to your class.

Part 9: Mini Debate Topic: Revisit the research website #5, which lists Jim Crow Laws. Your group must decide which one of all the Jim Crow Laws is the most heinous. *Give a justification for your group’s choice. Be ready to debate your choice against another group in your class. Your group may use additional research.
Rubric: Jim Crow Laws: Mini Project (2014)/Maximum possible points to be earned: 125 points.






Instructional Adherence

Read and followed all instructions.

Worth: 30 points.

Read & followed at least ¾ of the instructions.

Worth: 25 points.

Limited reading & followed at least ½

of the instructions.

Worth: 20 points.

No instructions read or followed.

Worth: Zero points.


Originality, Creativity & Neatness

(Evaluated by teacher only.)

All original & very creative & very neat.

Worth: 20 points.

Mostly original & mostly creative & mostly neat.

Worth: 15 points.

At least ½ original & slightly creative and slightly neat.

Worth: 10 points.

No originality, no creativity & messy.

Worth: Zero points.

Number of Correct Answers

(20 possibly correct answers. Excluding article vocabulary, Part 2/Question 1.)

All answers correct.

Worth: 30 points.

At least ¾ of the answers are correct.

Worth: 25 points.

At least ½ of the answers are correct.

Worth: 20 points.

Less than ½ of the answers are correct.

Worth: Dependent on # of correct answers.

Writing Conventions:

Proper Syntax & Spelling

Demonstrated the use of all the correct writing conventions.

Worth: 20 points.

Demonstrated the use of at least ¾ of the correct writing conventions.

Worth: 15 points.

Demonstrated the use of at least ½ of the correct writing conventions.

Worth: 10 points.

Demonstrated the use of less than ½ of the correct writing conventions.

Worth: Zero points.

Collaborative Effort

(Effective/cooperation throughout the partnership/assignment. Individual point based.)

Demonstrated full cooperative effort throughout the partnership.

Worth: 25 points

Demonstrated of at least ¾ cooperative effort throughout the partnership.

Worth: 20 points

Demonstrated of at least ½ cooperative effort throughout the partnership.

Worth: 15 points

Demonstrated less than ½ of cooperative effort throughout the partnership.

Worth: Zero points.

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