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8th grade grade Louisiana History weekly agenda

Weekly Agenda Feb 4. – Feb.15

Monday:

1. Bell Ringer

2. Check Split page notes for end of Reconstruction

3. Read Compromise of 1877 and review split page notes

4. Start on extended response on: Was Reconstruction a success or failure in regards to African- Americans in Louisiana? ( finish for homework if not completed in class )

Tuesday:

1. Bell ringer

2. Introduce the Jim Crow Era through words and definitions. 

3. Read Sharecropping (SRB) and complete split page notes. Finish for homework if not completed in class.

Wednesday: 

1. Bell ringer

2. Voc notecards due.

3. Provide students with a copy of the Majority Opinion in Plessy v. Ferguson (1896).

Have the students independently read and analyze the document. Have students answer the following questions:

a. What does the Supreme Court rule in Plessy v. Ferguson about state legislature passing laws segregating

the races?

b. What does the Supreme Court say about how African-Americans should feel about legal segregation?

c. What does the Supreme Court say the role of the Constitution is in regard to equality of the races?

4.   Conduct a discussion about how Radical Reconstruction laws reshaped Louisiana’s legacy. Encourage students to use the conversation stems during the discussion and provide evidence from the documents and outside knowledge to support their answers. Possible questions:

a. How would Plessy v. Ferguson allow for racial segregation in the South for the next 70 years?

b. Explain how the Supreme Court justifies the legality of the separation of the races.

c. Does the Supreme Court believe laws segregating races makes African-Americans inferior? Why or Why not? Cite evidence from the source.

d. How does the Supreme Court believe African-Americans should get social equality?

e. Does the Supreme Court believe African-Americans have equal rights during this time? How is their view wrong?

Thursday: 

1. Bell Ringer

2. Voc test for Jim Crow

3. Provide students access to Jim Crow in Louisiana by Nikki Brown from knowlouisiana.org and as copy of the split-page notes. Have students read “Institutionalizing Jim Crow” form Jim Crow in Louisiana in groups and record key details about Jim Crow Laws in Louisiana on their split-page notes.

Friday:

1. Bell ringer

2. Provide students with a copy of: a. Excerpts from Louisiana’s State Constitution of 1898 b. Jim Crow Laws in Louisiana c. Jim Crow Laws in Louisiana Graphic Organizer

3. Students read the documents and record how each law affected African-Americans and forced them into second class citizenship on their Jim Crow Laws in Louisiana Graphic Organizer.

4. Conduct a discussion about Jim Crow laws turned reshaped the social and political legacy of Louisiana.

provide evidence from the documents and outside knowledge to support their answers. Questions:

a. Which Article and Section of Louisiana’s State Constitution of 1898 is considered the Poll Tax Section?

b. Which Article and Section of Louisiana’s State Constitution of 1898 is considered the Literacy Test Section?

c. Which Article and Section of Louisiana’s State Constitution of 1898 is considered the Grandfather Clause?

d. Why is disenfranchisement, losing voting rights, so harmful to African-Americans?

e. How did Jim Crow Laws hurt African-Americans psychologically?

f. Why did white Louisianians overwhelmingly support Jim Crow Laws?

g. Why were some African-Americans scared to challenge the Jim Crow system?

Feb.11 – Feb..14

Monday: 

1. Bellringer

2. Instruct students to write a response to the following prompt: Explain how the social and political changes

experienced by African-Americans in Louisiana from Reconstruction through the Jim Crow Era violated African-Americans rights as citizens of the United States.

Tuesday:

1. Bellringer

2. Start Unit Four (Populism and the Flood of 1927 and Huey Long)

3. Introduce Populism through Voc words and definitions.

Wednesday:

1. Bell ringer

2. Provide students with access to Bourbon Louisiana by Justin Nystrom from knowlouisiana.org.

3. Direct students to read “Bourbon”Defined,” “The Bourbon-Ring Alliance,” and “Chief Objectives” from Bourbon

Louisiana in groups. As they are reading the document, have students analyze the text using split-page notes.

4. Provide students access to Populism by Samuel C. Hyde from knowlouisiana.org.

5. Direct students to read “The Rise of the Populist Party” and the section titled “The Rise and the Fall of the

Populist Party” from Populism in groups. As they are reading the document, have them analyze the text using

split-page notes.

Thursday:

1. Bell Ringer

2. Provide students with a copy of the Excerpts from the Louisiana Populist.

3. Instruct each group to read and analyze the newspaper excerpts. Have students answer the following questions. Ensure students use quoted evidence from the newspaper excerpts to support their responses. 

a. How do the Populist portray their political party?

b. Describe how the Populist view the Bourbon Democrats. Provide evidence from the newspaper to

support your answer.

c. Why would small farm owners support the Populist Party?

d. Why would bankers usually vote against Populist candidates?

e. Would the Populist message be attractive to some Louisiana? Who would be attracted by this message?

What part of the Populist message would they find appealing?

Friday:

1. Bell ringer

2. Voc test on Populism

3. Complete the following questions on Populism.

a. Explain Bourbon Democrats corruption during this time period.

b. How was the Louisiana Lottery Company?

c. Explain how prisoners were treated inhumanely during this period.

d. Why did poor farmers want to organize a new Populist Party?

e. What is the Populist Party?

f. What are the goals of the Populist Party? Why would Bourbon Democrats be against those goals?

g. Why were small farmers supportive of Populist ideals?

h. Explain how the Gubernatorial election of 1896 was stolen from the Populist Party by the Bourbon

Democrats.

i. How did the Bourbon Democrats stop the expansion of the Populist Party after the elections of 1896?

j. What effects did the Populist Movement have on the further disenfranchisement of African-Americans

in the mid 1890’s?