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African American Life Circa 1900

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African American Life Circa 1900 Perspective: African American Life circa 1900 EDUCATION STANDARDS USII.1 USII.4 USII.5 USII.6 USII.8 OVERVIEW & PURPOSE Students will explore the social, economic and technological changes of the early 20th century by: Part 1: Examining the biographies of African Americans, employed as domestic workers at Maymont Mansion in Richmond, Virginia. Using information obtained in the biographies, students will complete a graphic organizer, analyzing the experiences of a specific individual Part 2: Using a biography and additional independent research, students will create a museum exhibit about the individual they were assigned to research. OBJECTIVES ESTIMATED TIME 1. Provide students with inquiry-based learning opportunities. part one Approx. 55 min. as written, but additional time can be 2. Help students become familiar with primary and secondary sources. spent with large or small group discussions. Compatible with a virtual learning model. 3. Engage students through project-based learning. part two This project should take place over several class periods. MATERIALS NEEDED part one Google folder for your class to use. Student Page 1–Each student should have access to this page in order to complete the activities and links to supplemental resources. Curiosity Cultivation–Copy the Google slides into your folder and duplicate the 2nd slide (one per student). Students will have access to the following job descriptions. Maymont Background–PowerPoint slides Vocabulary List Historical Figure Choice Board–the historical figure biographies with biographical graphic organizers are linked by their names in the choice board. Students should copy the organizers into the class or student Google folder before completing it in order to keep their responses private. part two Student Page 2–in addition to the resources above, students will have access to additional resources in order to engage in this project based learning opportunity. Guiding Questions for students to use in the project type of their choice. Project Choice Board This program has been funded in part by a grant from Virginia Humanities. A special thank you to our curriculum experts who assisted in the development, editing and pilot implementation: Denise Gammon, History Educator | Hillary Parkhouse, Virginia Commonwealth University School of Education | Ma’asehyahu Isra-Ul, Ed.S (C&I), K-12 Instructional Specialist-History/Social Science, Richmond Public Schools Michael Hasley, Secondary Social Studies Specialist, Henrico County Public Schools | Gabriel Reich, Assistant Professor, Virginia Commonwealth University School of Education LESSON OVERVIEW GRADES 6-12 Perspective: African American Life circa 1900 VOCABULARY LIST Domestic (adj)/(n) (adjective) Of or relating to the home, the household, household affairs or the family. (noun) a hired household servant. Servant (n.) A person who is employed to help clean and maintain the home. Butler (n.) A male servant hired to manage domestic staff, serve food, polish silver among other tasks. If more than one, rank is described by “Head”, “Second” or “Under” Head Butler (n.) The highest ranked butler, in charge of managing staff, including the second or under butler Under Butler (n.) The second highest ranked butler, also referred to as “second butler”. Is the assistant to the head butler. Maid (n.) A female domestic employee, usually in charge of cleaning the home. Kitchen Maid (n.) A female domestic employee, in charge of cleaning the kitchen and maintaining the stove. Under the management of the cook Ladies Maid (n.) A female domestic employee in charge of her female employers clothing and accessories and hair styling. She helps her female employer get dressed and is managed directly by the lady of the house and the housekeeper if there is one in the home. Nurse Maid or Nanny (n.) Female in charge of taking care of her employer’s children, more than a babysitter, she is in charge of raising and ensuring the education of the children in her care. Cook (n) A traditionally female domestic employee in charge of cooking meals for her employer's family and her coworkers. Laundress (n) A female domestic employee who washes the laundry of her employer, usually works in multiple homes, rather than just one. Housekeeper (n) A female domestic employee who is in charge of the maids who clean the house. She also serves as a domestic accountant. Chauffeur (n) A male domestic employee who is in charge of maintaining the vehicles of the household for which he is employed and for driving his employers to their destinations. Valet (n) Can be pronounced as Val-ley, val-let or Val-a.A male domestic employee who attends to the personal needs of his male employer. Assists him with dressing and maintains his wardrobe. Note: Not to be confused with a modern valet who parks cars. VOCABULARY LIST PAGE 1 GRADES 6-12 Perspective: African American Life circa 1900 VOCABULARY LIST (continued) Ancestry(n) Family or ancestral descent. Lineage Anti-miscegenation Laws A law that makes marriage or cohabitation between two people of different races illegal. Black Codes Any law that defined or limited the rights of previously enslaved people in the United States. Census The process of counting every person in a country. In the United States it is completed every 10 years. Courting; to court Predates “dating”. Behavior designed to persuade someone to marry under the supervision of a chaperone. Inflation Economic term that helps describe the buying power of money, the increased value of money. Minimum Wage A law, created by a state of national government that defines the lowest amount a worker can be paid by the hour. Current national minimum wage is $7.25. The first minimum wage law was enacted in 1938. This program has been funded in part by a grant from Virginia Humanities. A special thank you to our curriculum experts who assisted in the development, editing and pilot implementation: Denise Gammon, History Educator | Hillary Parkhouse, Virginia Commonwealth University School of Education | Ma’asehyahu Isra-Ul, Ed.S (C&I), K-12 Instructional Specialist-History/Social Science, Richmond Public Schools Michael Hasley, Secondary Social Studies Specialist, Henrico County Public Schools | Gabriel Reich, Assistant Professor, Virginia Commonwealth University School of Education VOCABULARY LIST PAGE 2 GRADES 6-12 Perspective: African American Life circa 1900 STUDENT PAGE 1 DRIVING QUESTIONS Using the lives of the domestic staff working for the Dooley family at Maymont Mansion as a case study, what are the experiences of African Americans in the Jim Crow south during the early twentieth century? OBJECTIVES I will analyze secondary source documents describing the lives of African Americans employed at Maymont estate. I will cite examples from the secondary source document when I complete a biographical graphic organizer exploring the experiences of a specific individual. I will know that I am successful when I am able to state one inference and justify my stance using information from the text for each section of the biographical graphic organizer. MATERIALS NEEDED Curiosity Cultivation–Your teacher will provide a link to the PowerPoint slides for your class Maymont Background–PowerPoint slides Vocabulary List Historical Figure Choice Board–the historical figure biographies with graphic organizers are linked by their names in the choice board ACTIVITY To start this lesson, use the google slides link provided by your teacher to consider the following question: What do you think it would be like to work as a staff member (a maid, butler or cook) in the home of a millionaire? To understand more about Maymont and those who lived and worked there, watch the PowerPoint slides titled Maymont Background. Use the Historical Figure Choice Board to pick one historical figure to learn more about. Choose one of the names to take you to the person’s biography. Once you have read the biographical information, use the information to complete the graphic organizer. A vocabulary list is available for reference. Copy the organizers into the class or student owned Google folder before completing it in order to keep your responses private. Make sure your responses include information from the text to support your answer. Example: James Carter may have thought that: it was important to serve his country because he enlisted in the United States army when WWI started. This program has been funded in part by a grant from Virginia Humanities. A special thank you to our curriculum experts who assisted in the development, editing and pilot implementation: Denise Gammon, History Educator | Hillary Parkhouse, Virginia Commonwealth University School of Education | Ma’asehyahu Isra-Ul, Ed.S (C&I), K-12 Instructional Specialist-History/Social Science, Richmond Public Schools Michael Hasley, Secondary Social Studies Specialist, Henrico County Public Schools | Gabriel Reich, Assistant Professor, Virginia Commonwealth University School of Education STUDENT PAGE 1 GRADES 6-12 Perspective: African American Life circa 1900 STUDENT PAGE 2 DRIVING QUESTIONS Using the lives of the domestic staff working for the Dooley family at Maymont Mansion as a case study, what are the experiences of African Americans in the Jim Crow south during the early twentieth century? OBJECTIVES Using the biographies of African American domestic workers and my own research I will develop a museum exhibit on my assigned historical figure. I will do this so that I have a better understanding of the African American perspective from the early twentieth century. I will know that I am successful when I have developed a museum exhibit that correctly answers the guiding questions provided to you. MATERIALS NEEDED Copies of biographies, notes from previous class Guiding Questions document Computers and internet (if independent research assigned) Access to Library if needed Other materials depend on the “exhibit” type you select Exhibit choice board ACTIVITY Using your notes in the graphic organizer and historical figure biography from the previous activity, complete the Guiding Questions. You should copy the Guiding Questions into class or student owned Google folders to keep your responses private.
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