James P. Brochin
A. Learning Objectives-The students will be able to
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1) describe their personal reactions to a lynching;
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2) interpret the 14
th
amendment, with emphasis on the due process clause;
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3) define and describe lynching; and
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4) define the goals of Reconstruction
B. Initiation Strategy: In order to get them right into it, students are shown six graphic photos of lynchings. Students will, in writing and orally, describe what they see. They will share their writing with the rest of the class, each student stand to deliver their writing.
C. Lesson Strategy:
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1.
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Students are divided into six groups of 4
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2.
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Students are asked to look up and write down the definition of lynching.
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3.
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Each group is given a first person passage written by a witness to a lynching. Students will divide the passage into four, then rehearse reading it out loud, using a rubric for public speaking developed by the teacher. Then, students will take turns reading the passage aloud. This reading will be recorded and will be used by students at a later date for creation of another project.
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4. Teacher will explain in brief, the context and goals of Reconstruction, and its eventual demise. Teacher will explain the 13
th
, 14
th
, and 15
th
Amendments, and the South's deep resistance to its goals, especially in establishing and protecting the rights of former slaves.
D. Closure: Teacher poses and explains the homework question.
E. Homework: Students read newspaper stories about examples modern lynching and will print those stories and bring them in for discussion on day two. The question posed will be "Why did lynching exist and what purpose do forms of it still serve today?" (In the South, lynching imposed and/or maintained white supremacy, to show to all that the law would not oppose it, and since so many of its witnesses went along with it as a spectacle, normalized it within the white culture.)
