Jim Crow Laws and African American Discrimination

In these lessons, students will examine the origins of the “Jim Crow” character as well as the impacts the laws had on African Americans and other members of society at the turn of the 20th century.

Weblink address (URL): 
Jim Crow Laws and African American Discrimination
Home Page- source

Standards & Objectives

Learning objectives: 

The learner will:

  • Listen to and examine a version of the Jump Jim Crow” song that popularized the caricature of Jim Crow.
  • Research Jim Crow era racism and discrimination on the Library of Congress Web site.
  • Examine newspaper articles for evidence of Jim Crow laws and their discrimination.
  • Write a short paragraph detailing the Jim Crow laws and their effects.
Essential and guiding questions: 
  • Where did the term "Jim Crow" originate and why is it associated with racist laws near the beginning of the 20th century?
  • What kinds of discrimination did African Americans face during this time period as a result of the Jim Crow laws and how did it impact their lives? How did it impact the lives of non-African Americans?

Lesson Variations

Blooms taxonomy level: 
Analyzing
Extension suggestions: 
  • Students can visit “The African-American Experience in Ohio” at http://dbs.ohiohistory.org/africanam/html/. This Web site chronicles several examples of Jim Crow era racism. As the Web site states, “This selection of manuscript and printed text and images drawn from the collections of the Ohio Historical Society illuminates the history of black Ohio from 1850 to 1920, a story of slavery and freedom, segregation and integration, religion and politics, migrations and restrictions, harmony and discord, and struggles and successes.” Have the students search keywords from both days’ lessons using the search tool on the page.Then, have them print out their favorite selection to share with the rest of the class accompanied by a few sentences summarizing how it relates to both days’ lessons.
  • Students may also interview their grandparents or older friends they know that grew up amongst the civil rights activism of the 1950s and 60s. Have them record or transcribe the interview and share with the class the personal stories from these individuals.

Helpful Hints

MATERIALS:

  • Primary Source Analysis Tool
  • Computers
  • Handout of “Jump Jim Crow” lyrics
  • Primary Source Set —Jim Crow in America