James P. Brochin
The shameful history of lynching and extrajudicial violent actions, from hangings and torture to other violent acts, challenges our assumptions about America as a law-abiding society. In many lynchings, townspeople and others were accomplices, enthusiastic witnesses, and participants in the killings. "On a Sunday afternoon, April 23, 1899, more than two thousand white Georgians, some of them arriving from Atlanta on a special excursion train, assembled near the town of Newman to witness the execution of Sam Hose, a black Georgian…this one became a public spectacle. As in most lynchings, the guilt of the victim had not been proven in a court of law…The next morning, smoldering ashes and a blackened stake were all that remained." (Littwack, "Hellhounds." Without Sanctuary: Lynching Photography In America. Twin Palms Publishers, pp. 8-9.)
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In accordance with the requirements and suggestions of the Yale New Haven Teachers Institute, this unit plan will be presented in the approximately the following manner: 1) a sustained "narrative," including a rationale for the particular approach chosen, the objectives the teacher hopes to achieve, and an account of the background information and content mastery one needs in order to teach the topic effectively; 2) "strategies," a section in which the teacher discusses in general terms the pedagogical methods best suited for conveying the unit's subject matter; 3) "classroom activities," not to be confused with lesson plans because these are meant to be more descriptive of actual teaching procedures, typically three in number; 4) a list of bibliographical resources suggested for other teachers interested in adapting it to their purposes, and, if appropriate, a separate list of resources for the students; and 5) an appendix describing the relation of the unit's content to school district, regional, and national standards, and any other appendices such as diagrams or charts employed in teaching the material.
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