Alabama Social Studies SS24.US1.19

SS24.US1.19 is a cluster heading. These are the individual standards under it.

• SS24.US1.19a

  Explain how Jim Crow laws, Plessy v. Ferguson (1896), and violence shaped the economic, political, and social structure of the New South after Reconstruction.

• SS24.US1.19b

  Summarize political and social motives that influenced the writing of the Constitution of Alabama of 1901, and explain its effect on politics and economics in A...

• SS24.US1.19c

  Analyze the ideologies, efforts, and impacts of civil rights reformers, groups, and civic organizations that challenged Jim Crow laws and violence at the turn o...

• SS24.US1.19d

  Describe the efforts of reformers to create greater educational and economic opportunities for Black Americans through the establishment of new institutions and...

01

What Students Need to Do

Students explain how mills and railroads grew while sharecropping and segregated jobs kept many Black families poor. They show how segregation, violence, and Alabama's 1901 voting rules limited Black residents' rights. They compare the work of Black reformers who fought violence and built schools and civic groups.

02

What Mastery Looks Like

Students can explain how Plessy upheld segregation and how Alabama's poll taxes and literacy tests reduced Black voting power. They connect lost voting power to decisions about schools and public spending. They can distinguish Ida B. Wells's anti-lynching work, Booker T. Washington's Tuskegee Institute, and W. E. B. Du Bois's work for political rights.

03

Common Misconceptions

Students may think Plessy created segregation rather than upheld laws already in place. They may see literacy tests as fair requirements or miss that poll taxes also blocked poor white voters. They may assume Black reformers agreed on whether to focus first on job training or political rights.

04

How to Assess It

Exit ticket: Plessy upheld segregated public spaces, and Alabama's 1901 constitution used poll taxes and literacy tests. Explain one effect of each, then name one Black reformer and a specific response.

1. 01

   Give pairs cotton, mill, and railroad cards, then have them build a flowchart showing who earned wages and who remained in debt.

2. 02

   Ask students to write: Why might Alabama lawmakers favor a poll tax, and how would it affect Black families and poor white families?

3. 03

   Play reformer match: students pair Wells, Washington, and Du Bois with anti-lynching pamphlets, Tuskegee, and NAACP organizing, then explain their matches.

4. 04

   Show your county's public school budget; ask who controls the money and how poll taxes changed whose votes counted in 1901.

• SS24.AS.14b

  Evaluate the role of new labor systems, Black Codes, and violence in stemming civil rights progress following Reconstruction in Alabama.

• SS24.4.15a

  Explain political changes in Alabama during Reconstruction, including new state constitutions, Black Codes, changes in political parties, voting rights, and cit...

• SS24.US1.13

  Evaluate how Reconstruction affected the economic, political, and social landscape of the South.