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Lesson Plan

Chapter 10 Lesson Plan: The Watsons Go to Birmingham 1963

Grade Level:

Middle School: Sixth Grade through Eighth Grade

Subject:

Literacy and Language Arts,Social Studies

Lesson Duration:

60 Minutes

Essential Question

Why is it important to make sure that everyone feels welcome?

Objective

In this activity, students will research sundown towns.

Background

Momma did not want to be on the road at night and was nervous when she realized
they’d stopped in Appalachia in the pitch black. Like many other parts of the country,
much of Appalachia was hostile to African Americans and other racial and ethnic
minorities, especially after dark. Momma was right to be nervous. But while many
people think of the South as being more dangerous for racial and ethnic minorities,
the reality is that purposefully all-white towns existed throughout the nation. In this
activity, students will research sundown towns.

Preparation

Gather materials:

• Smartboard or overhead projector
• Tablets or other devices with internet access
• Historical Database of Sundown Towns:
  • Sundown Towns by State - History and Social Justice (tougaloo.edu)
  • Sundown Town Map | History and Social Justice | Inspired by James W. Loewen (tougaloo.edu)

Materials

Detroit, Michigan. Riot at the Sojourner Truth homes, a new U.S. federal housing project, caused by white neighbors' attempt to prevent Black tenants from moving in. American flag next to a sign that reads: "We want white tenants in our white community," directly opposite the housing project. Courtesy of Library of Congress.

Download Sundown Town sign in Detroit, Michigan 1942

Procedure

• Introduce students to the concept of sundown towns, providing a brief overview of how they operate. Model how to use the Historical Database of Sundown Towns map, by clicking on towns of interest (for example, the town nearest the Watsons).
• Briefly discuss the different points of research for confirming sundown towns (demographics, oral histories, newspaper articles, etc.). Provide the caveat that the website is a work in progress.
• Divide the class into groups of two and assign each a different town to research. Using the Historical Database of Sundown Towns, students will note and discuss the evidence the town was—or still is—a sundown town.
• Students share their findings with the class.
• Working with their partner, students will use the US Census website to research the current racial, ethnic, and religious makeup of their town.
• Discuss their findings with their partner.
• Reflection: Formal segregation is illegal, but communities still use informal
  exclusionary practices such as zoning laws or housing policies that make it
  difficult for people of color to live in certain areas. Some use intimidation
  and violence to limit racial and ethnic minorities’ access. Have you
  observed other ways towns are inhospitable to African Americans and other
  minoritized groups?
• To shorten this activity: Research one or two towns as a class.
• To lengthen this activity: Research a local town, to help confirm whether it was or is a Sundown Town. This may involve locating Census data, scouring local newspapers, etc. See “How to Confirm Sundown Towns” for more information: How to Confirm Sundown Towns - History and Social Justice (tougaloo.edu)

Vocabulary

Appalachia: A term for areas in the Appalachian Mountains of the eastern United States that exhibit distinctive folkways.

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