Kentucky Center for African American Heritage

 

 

  
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11.6
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High School – Grade 11
    

 

 

 

 

 

Core Content Guide

1.3.2
The rights of an individual (e.g., Freedom of Information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the “common good” (e.g., national security, environmental regulations, censorship).

2.2.1
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

2.4.1
As cultures emerge and develop, conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, and genocide) may occur.

4.3.1
Humans tend to settle in or near urban areas, depending on the availability of resources (e.g., jobs, markets, industry); therefore, urban areas vary in size, arrangement, and function.

5.1.3
Cause-and-effect relationships can be analyzed by looking at multiple causation (e.g., individual influences, ideas and beliefs, technology, and resources).

5.2.3
After the Civil War, massive immigration and United States foreign policies created new social patterns, conflicts, and ideas about national unity amid growing cultural diversity.

5.2.4
During the Progressive Movement, World War I, and the Twenties, Americans experienced significant social, political, and economic changes (e.g., imperialism to isolationism, industrial capitalism, urbanization, political corruption, initiation of reforms).

    

 

11.6 Building Bridges Across the River: Reform

Pre-Visit
When researching how Progressive Reforms failed to address the needs of African Americans and comparing the contributions of Booker T. Washington and W.E.B. DuBois, students use Louisville poet Joseph Seamon Cotter, Sr.’s poems about the two men and the changing needs of the community as resources. When discussing the major national court cases, students read the important dissents of Kentuckian and Justice John Harlan, and summarize his arguments.

In the Museum
After touring exhibits that interpret inequities and early protests in post-Civil War Kentucky, students tour “Tides of Prosperity” Gallery. What is the first environment in this space and what takes place here? Why does this experience take place in a church? In this area, look for answers to the following questions:

• Which turn-of-the-century court cases (one national, one state) impacted transportation?

• Find at least three occupations that offered opportunities for black Kentuckians.

• Where could African Americans seek medical care?

• Name the school that was founded to offer integrated educational opportunities when no other institutions did and the law that forced it to be restructured.

Students may locate the chair that represents Joseph Seamon Cotter, Sr.’s storytelling chair, and learn about the many ways he contributed to his Louisville community.

In the “River of Resistance” Gallery, students learn more about efforts to enact change in human rights.

Post-Visit
Students identify the problems that still exist for minorities and immigrants by collecting newspaper clippings in a scrapbook. Annotate the clippings.

Using Cotter’s example (or the examples of others about whom they have learned), students develop a plan to improve the opportunities of others in their community, such as initiating a Story Hour at an elementary school or library; volunteering to coach/tutor/garden, etc., at a community center; creating a job listings board for young people in their neighborhood; presenting a PowerPoint, video or slide tribute to the past graduates of a community school at their 40th or 50th reunion.