Plessy v. Ferguson, 163 U.S. 537 (1896)
The Racial Dot Map: One Dot Per Person
A great resource for teachers teaching Reconstruction, "white flight" or the Civil Rights movement because it shows the persistence of segregation down to the individual person. Is this de facto or de jure? Is the north more segregated than the south? Why? How does this map play into the different perspectives of Martin Luther King and Malcolm X? Does this explain why Montgomery saw a boycott and Watts saw riots?
Legislation Impossible - BackStory with the American History Guys
One of the segments of this program is a seven minute focus on the history of segregation. This could be applicable to a Reconstruction, Progressive Era or Civil Rights era lesson or homework assignment. Take a look at the transcript to get a quick idea of what the program addresses.
The Racial Dot Map: One Dot Per Person for the Entire U.S.
This map is a "must-see" for every student exploring issues related to Reconstruction, the Civil Rights Era or the race issue in US History; particularly students who live in New Jersey. Having this up on the screen and letting students look through it is the perfect compliment to whole-class discussion or online forum homework assignment that seeks to find explanations and understanding regarding segregation.
32 Chilling Images of the Ku Klux Klan and Their Children
Students seeing children initiated into the Ku Klux Klan might change their understanding of the Klan. It also teaches a lesson about "Framing". WHen an understanding of the KKK is framed through the stories of older white men, it traps it in that understanding. By showing children, women and families in the Klan, students have a more broad and authentic understanding.
AHA Statement on Confederate Monuments | Perspectives on History | AHA
<span class="dropcap-pf"></span>he American Historical Association welcomes the emerging national debate about Confederate monuments
History comprises both facts and interpretations of those facts. To remove a monument, or to change the name of a school or street, is not to erase history, but rather to alter or call attention to a previous interpretation of history. A monument is not history itself; a monument commemorates an aspect of history, representing a moment in the past when a public or private decision defined who would be honored in a community’s public spaces.
To remove such monuments is neither to “change” history nor “erase” it. What changes with such removals is what American communities decide is worthy of civic honor.