1. Facing history & ourselves race and membership in America
Mr. valenzuela

2. Connections In front of you are three sheets of paper
On each sheet of paper, write down:
What is one TAKEAWAY from yesterday?
What is one new QUESTION?
And what are you still HOPING to takeaway?

3. Connections: snowball fight!
Now crumple up your pieces of paper into “snowballs”
Then stand up on opposite sides, and when I say “go” we will start the “snowball fight”
When the “snowball fight” ends, pick up the nearest pieces of paper
Share!
If participants need to, they may return to their post-it notes from Monday’s session

4. Today’s Agenda Connections
Identifying the Fit: Marriage and Reproduction & the case of Buck v. Bell
Measuring the Fit: Education and Standardized Testing
Lunch
The Consequences of Plessy: Segregation and Jim Crow
Guest Speaker – Chad Williams: World War I, African American Soldiers, and Civil Rights
Dinner Break for Graduate Credit Participants
Gordon Parks exhibit at Museum of Fine Arts
Reminder to get grad credit forms submitted ASAP!

5. Slavery without chains: segregation and Jim crow
Mr. valenzuela

6. Slavery without chains: Segregation and Jim Crow
Essential Questions:
How have people resisted or challenged these ideas about race and racism?
Guiding Questions:
How did an ideology of “we and they” affect people’s lives during the era of Jim Crow?

7. Journal
Should the U.S. Constitution be “colorblind”? If it does see “color” can people still be treated equally by the government?
Turn and talk

8. Who am I? How does identity influence how I see others? And vice versa?
Who is in our universe of obligation? How has the notion of a ‘we and they’ exist in America?
How have people resisted or challenged these ideas about race and racism?
How have ideas of race defined America’ history?
How do we choose to remember difficult and complex histories?

9. Two Americas
“By the early 1900s, America was two nations — one white, one black, separate and unequal.” Segregation was “a wall, a system, a way of separating people from people.” That wall did not go up in a single day; it was built “brick by brick, bill by bill, fear by fear.”
Lerone Bennett

10. Segregation Timeline A F R I C A N S L A V E R Y
1859
Charles Darwin’s
Origin of Species + inspires
“social Darwinism”
1868
14th Amendment
Born/naturalized in U.S. = citizens
equal protection under law granted
1869
Francis Galton proposes eugenics measures
1828
“Jim Crow” character created
1865
Civil War Ends
Reconstruction Begins
1896
Plessy v. Ferguson
Separate but Equal
A F R I C A N S L A V E R Y
1839
Samuel Morton’s
Crania Americana
Reinforces polygenesis, all races created separately w/unique traits
1865
13th Amendment
Slavery banned
Black Codes aka Jim Crow Laws created to segregate
facilities
1870
15th Amendment
Right to vote guaranteed regardless of race
So how did we get here? To these “Two Americas”?
The “Era of Jim Crow” was is often most neatly defined as beginning in 1896 with Plessy and ending in 1965 with the passage of the Voting Rights Act, however this isn’t to say racial discrimination didn’t exist before 1896 and didn’t continue after 1965…
Jim Crow laws are legally codified in the U.S.

11. Origins of Jim Crow
Jim Crow was originally a dance To “jump Jim Crow” meant to pass back and forth across a line The metaphor of the “boundary”
Source:
Dailey, Jane. The Age of Jim Crow. 2008

12. Plessy v. Ferguson (1896) Homer Plessy 30 years old 1/8 black
Member of the “Citizens’ Committee of African-Americans and Creoles”
A citizen of the United States and a resident of the state of Louisiana.
1/8 black = 7/8 white, and yet he was considered black (or “octoroon”) for legal purposes

13. Plessy v. Ferguson (1896)
Plessy volunteered to violate the “separate but equal” passenger railcar law on the books in Louisiana in order for it to be taken to court. On June 7, 1892, he purchased a first-class ticket on the East Louisiana Railway. He entered a “Whites Only” passenger car and took a seat. The conductor demanded that he move to a “colored” car. When Plessy refused to move, he was arrested. He was brought to trial and found guilty of violating a state law requiring segregation on trains. Plessy appealed the decision of the judge who claimed that as long as the railroad offered “separate but equal” seating, Plessy’s rights were protected. Plessy argued that the law was unconstitutional — that is, it went against the 14th Amendment.
The judge Ferguson was named in the appeal to the US Supreme Court, although he was not originally named in the lawsuit

14. 14th Amendment
All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
This language is vague…what are the privileges and immunities of citizens? What is the definition of due process? What is the definition of equal protection?

15. Plessy v. Ferguson (1896)
Watch the film clip on Plessy (from The Rise and Fall of Jim Crow):
uela.com/?p=67 52

16. Plessy v. Ferguson (1896)
In expressing the majority opinion, Associate Justice Henry B. Brown asserted, “If one race be inferior to the other socially, the Constitution of the United States cannot put them on the same plane.”
More from the majority opinion: “The object of the [Fourteenth] amendment was undoubtedly to enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political, equality, or a commingling of the two races upon terms unsatisfactory to either. Laws permitting, and even requiring, their separation in places where they are liable to be brought into contact do not necessarily imply the inferiority of either race to the other”

17. “Separate But Equal”
The Plessy decision set the precedent that "separate" facilities for blacks and whites were constitutional as long as they were "equal." The "separate but equal" doctrine was quickly extended to cover many areas of public life, such as restaurants, theaters, restrooms, and public schools.
This phrase doesn’t actually appear in the Court’s decision!
Source:

18. Justice John Marshall Harlan’s Dissent
"The white race deems itself to be the dominant race in this country. And so it is, in prestige, in achievements, in education, in wealth, and in power. So, I doubt not, it will continue to be for all time, if it remains true to its great heritage, and holds fast to the principles of constitutional liberty. But in view of the Constitution, in the eye of the law, there is in this country no superior, dominant, ruling class of citizens. There is no caste here. Our Constitution is color-blind, and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law."
Justice John Marshall Harlan, a former slave owner and staunchly pro-slavery antebellum politician, issued the Court's sole dissent. In a scathing opinion, Harlan refuted Brown's assertion that the Louisiana law discriminated equally against both blacks and whites. "Everyone knows," he wrote, "that the statute in question had its origin in the purpose, not so much to exclude white persons from railroad cars occupied by blacks, as to exclude colored people from coaches occupied by or assigned to white persons."  The blue text highlights the influence of Eugenical thinking. He believes that there are separate races that can be ranked and ordered.
b. June 1, 1833, Boyle County, KY d. October 14, 1911, Washington, D.C. Associate Justice of the Supreme Court  ( ) The son of a prominent slaveholding family in Kentucky, John Marshall Harlan graduated from Centre College in Danville in 1850 and spent two years studying law at Transylvania University. He was admitted to the bar in 1853 and joined his father's law practice. A committed Unionist, he became a colonel of a Union regiment when the Civil War broke out. Although Harlan defended slavery initially, his views underwent a radical change during Reconstruction. He joined the Kentucky Republican Party in 1868 and wholeheartedly embraced his party's goals of civil equality. He ran unsuccessfully for governor as a Republican in 1871 and publicly renounced his earlier views. Harlan ran for governor again in 1875, reaffirming his support for civil rights, and lost once more. In the following year, at the Republican National Convention, he managed to swing the Kentucky delegation to Rutherford Hayes. When Hayes became president in 1877, he repaid Harlan by appointing him to the Supreme Court. Throughout his judicial career, Justice Harlan remained dedicated to winning civil rightsfor blacks, although he stopped well short of advocating social equality among the races. He also fought for regulation of the giant industries that emerged in the late decades of the century. In both matters Harlan acted primarily out of personal belief and did not attempt to establish a coherent set of judicial principles. He had an abiding faith in the power of the federal government to guarantee justice and widespread economic opportunity. In these attitudes he was distinctly out of step with most of his colleagues on the bench and with most of his contemporaries. As a result, he is distinguished by a set of passionate, sometimes eloquent, dissenting opinions. He was generally dismissed by legal scholars as irrelevant until the early and middle 20th century, when his views began to appear prophetic. 

19. Connections / Context
In a separate railcar case brought to the Pennsylvania Supreme Court, the Court argued that “integrated rail carriages would promote ‘promiscuous sitting,’ which could only lead to ‘illicit intercourse’ and facilitate intermarriage.’”
Before 1900, the most common to type of legal segregation was in the form of passenger railcars (this is not to say there weren’t other forms of segregation)
Up until this time, white women would ride side by side with propertied black men and women – at the time of Plessy, 25 states had laws that outlawed marriage between whites and nonwhites (this was a criminal offense, and applied even to those who were 1/4, 1/8, 1/16, 1/32 black) – so ridiculous were these laws, that just to place it safe, South Carolina drew the line at 1/8 knowing its own sexual past during the antebellum period
Source:
Dailey, Jane. The Age of Jim Crow. 2008

20. Gallery walk Gallery Walk, individually
Examine images, laws, and statistics (15 min)
S.I.T Strategy w/ 4 post-it notes
NAME
What Surprised you about this ____ and why?
NAME
What was Interesting about this ____ and why?
NAME
Which poster best represents how ideas about race became part of America’s social and political fabric? Why?
NAME
What Troubled you about this ____ and why?
Give participants a chance to read the post-it notes of others at the end

21. 1904 St. Louis World’s Fair/ Olympic Games
Connections/Context
George Poage 
1904 St. Louis World’s Fair/ Olympic Games
First African-American to medal in the Games by winning the bronze in both the 220-yard and 440-yard hurdles.
Entered and exited through “separate but equal” facility entrances
He completed his course in History and wrote his senior thesis on "An Investigation into the Economic Condition of the Negro in the State of Georgia During the Period of ”
The organizers of both the Olympics and the World's Fair had constructed Jim Crow facilities for their spectators, and they would not allow an integrated audience to view the spectacle.
After the Olympic games, Poage returned to St. Louis to teach at segregated Sumner High School, where he was the head of the English department and helped coach the school's sports teams. He stayed at Sumner for about ten years, before purchasing a farm in Minnesota. He lived in the countryside until after World War One when he moved to Chicago. At the height of the Jim Crow era, however, there were few job opportunities in Chicago open to an African-American, even a college-educated former world-class athlete. The best employer available to many black Chicagoans was the United States Post Office. Poage secured a job as a postal clerk in 1924 and stayed on the job for nearly thirty years until his retirement in the 1950s. He remained in Chicago until his death in 1962 at the age of 82.
Source:

22. Takeaways from The Era of Jim Crow
Jim Crow was SYSTEMIC! It drew its strength from exclusion: from voting booths, juries, neighborhoods, unions, higher education, professions, and so on
And was backed up by the police power of the state
Jim Crow was a post-emancipation victory for white supremacy, and a direct response to rising black political equality during Reconstruction
They also exemplify the ways in which political progress for African-Americans was cast as “sexual danger”
This conflation of sexual and political rights would be the greatest challenge facing Jim Crow opponents
Systemic is not to just to say that Jim Crow was all-encompassing (which it was), but that this was a system designed and enforced through political control and police force
Source:
Dailey, Jane. The Age of Jim Crow. 2008

23. Additional Resources Dailey, Jane. The Age of Jim Crow. 2008.
Plessy v. Ferguson resources (and other landmark U.S. Supreme Court cases):
The Rise and Fall of Jim Crow (PBS):

24. Put your teacher hat on!
What might you use from this session to help your students understand “Jim Crow”?
What are some takeaways for your own teaching?
What could be some challenges in teaching this?