tkam7-5

= Research Log = toc The recorder for your group should fill out the following log as your group works to complete this assignment. Your research log will begin once you enter the first site. Make sure you keep a detailed log; otherwise your mission will not be complete. Although the Secretary for the group is responsible for filling this in, all group members are responsible for seeing to it that this log is as accurate as possible. This is a group grade, not an individual grade.


 * 1) Log in the title of each site you visit.
 * 2) Take note of any significant facts you find at each site.
 * 3) When questions are asked about a site, make sure they are all answered.
 * 4) __Supply examples to back up your answers.__
 * 5) Note any personal reponses your group has to the site.
 * 6) __Back up any personal responses your group has with evidence from the site.__

__Group Members__
Record who is doing each job for your group (use first names only).

Speaker: Rachel
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Site One: Plessy v. Ferguson
Any facts that you find important: Who was Plessy?


 * Homer Plessy, the plaintiff in the case, was seven-eighths white and one-eighth black, and had the appearance of a white man.
 * On June 7, 1892, he purchased a first-class ticket for a trip between New Orleans and Covington, La., and took possession of a vacant seat in a white-only car.
 *  he was arrested and imprisoned then brought to trial in a New Orleans court and convicted of violating the 1890 law

What was his complaint? > How did the Supreme Court rule? > Was it unanimous? How did that ruling set up the conditions for Jim Crow laws to be enacted and enforced? > Personal reactions of group members: The unfairness against the whole African American population was outrageous and even if you are less than 1/8 black, you are still being treated unfairly
 * the segregation law violated the Equal Protection Clause of the Fourteenth Amendment, which forbids states from denying "to any person within their jurisdiction the equal protection of the laws," as well as the Thirteenth Amendment, which banned slavery.
 * The Court ruled that, while the object of the Fourteenth Amendment was to create "absolute equality of the two races before the law," such equality extended only so far as political and civil rights (e.g., voting and serving on juries), not "social rights" (e.g., sitting in a railway car one chooses)
 * no Just the judge made the decision.
 * Plessy vs. Fergason gave a "constitutional nod" to racial segregation in public places, foreclosing legal challenges against increasingly-segregated institutions throughout the South

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Site Two: The Origin of Jim Crow
Timeline: Jim Crow laws passed late 1880s 1883- Civil rights act of 1875 declared unconstitutional 1914- every southern states passed laws that separated black and whites 1915 supreme court began to question jim crow laws 1959- supreme court rules in Brown vs. Board of Education that segregated public schools was unconstitutional 1960s started civil rights movement ending Jim Crow laws

Any facts that you find important: Jim Crow laws named after minstrel show character- show imitating African Americans. when laws were passed because white ppl thought there was a danger from social mixing everything was separated- theaters, beaches, parks, hotels

Personal reactions of group members: It is sick that a whole society had these prejudices for such an extended amount of time

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Site Three: Examples of Jim Crow Laws
Any facts that you find important: 2 ways institutions can be racist overtly racist- specifically excluding ppl of color from services inherently racist- adopting policies that may not directly affect a specific group result in their exclusion race issues are fundamentalist in American societies unfortunately Personal reactions of group members: its the sad but it is the truth even in the modern society

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Site Four: Jim Crow Profiles
Name- Charlotte Hawkins Brown Date of birth- 1870 Place of origin- henderson NC Major cause this person fought for- education of Blacks Major accomplishments- built a school, prepared students to be leaders of their race Any additional facts that you find important- tried to go around segregation (ex. when she wanted to take students to the movies she would rent out the whole theater so the students didnt have to sit in the black section Personal reactions of group members to this person: She sounds like a crafty, smart lady that used her smarts to go around the laws

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Site Five: Jim Crow Narratives
Name- Nobuo Honda Date of birth - Early 1920's Place of origin - Lanai, Hawaii Major cause this person fought for - Racial equality between whites and all other races (not exclusively blacks) on the island of Lanai. Major accomplishments - Attending the U.S. Infantry School. Any additional facts that you find important: Nobuo was initially unfamiliar with the racial regulations of the American South when he came to Georgia in the 50's. He had a unique perspective on the Jim Crow laws. Personal reactions of group members to this person: It's interesting to notice the differences in racial segregation described by Nubuo across America, particularly between the South and Hawaii. Nubuo concisely addressed his opinion of the solution to the end of segregation: it has to come from above. However, we feel that Martin Luther King Jr. proved this wrong with his civil disobedience movement that effectively ended segregation with the people.

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Site Six: Rosewood Massacre
When did this event occur? January 1923 What was the incident that started the riot? A black man was accused of beating a white woman in a nearby town. What happened to those responsible for starting the riot (if anything)? Some were imprisoned, but many were killed during the massacre. Any additional facts that you find important: Florida was a particularly racially tense state of the South. Personal reactions of group members to this event: It's crazy that this huge massacre happened but it is not more famous or discussed presently.

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Site Seven:
Photographs of Signs Enforcing Racial Discrimination: Documentation by Farm Security Administration-Office of War Information

Cut and paste the picture your group has chosen.


Answer the questions from the [|Visual Literacy Guide]

1. Find an interesting picture and look at it for two minutes. (Don’t read the caption yet.) a. Capture your first impression in a few words about what the image shows. A large sign representing segregation. b. Name everything you see in the image. A huge sign with the words "Colored Waiting Room" on a large arrow pointing at a building. The sign is hanging between two buildings and there are telephone wires in the background. c. Look at each part of the picture again.

2. Write a narrative caption about what the picture means. A sign reading "Colored Waiting Room" that probably seemed arbitrary in the 1940's now represents an age of southern segregation. a. Read any existing information that accompanies the image. b. Add a short paragraph to account for who made the picture, why, when, where, and how. Also describe what the picture shows. The picture shows a Greyhound Bus station in Rome, Georgia. Ester Bubley took the photo in September of 1943. The picture indicates the area where colored people were designated to wait for the bus, the buses on which they would be forced to sit in a certain place. She took the picture because the sign's two word description represents racism and segregation. (?) c. Identify any assumptions with question marks. (above) 3. Finalize the captions.(above) a. Verify the original and additional caption information in reference sources. []

Any additional facts that you find important: There were not any additional facts listed. Personal reactions of group members to this person: It's interesting to think back and realize how commonplace such a sign might have seemed years ago.

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Any Additional Sites
Link other information you discover here.