Friends From the Past in Winona

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Chart to be used for the "math" part of the lesson

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Gabrick Park when John Donaldson played

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Emma Shelton's sign for her business

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Title of the day's lesson:

“Friends From the Past in Winona”

Theme:

Introducing students to African Americans of Winona from the late 1800s.

Materials/resources needed:

• Map of 76 W. 2nd St. and 63 W 2nd St. in Winona, MN
*http://www.mapquest.com/maps/map.adp?formtype=address&country=US&popflag=0&latitude=&longitude=
&name=&phone=&level=&addtohistory=&cat=&address=76+W.+2nd+St.&city=Winona+&state=MN&zipcode=55987
*http://www.mapquest.com/maps/map.adp?formtype=address&country=US&popflag=0&latitude=&longitude=
&name=&phone=&level=&addtohistory=&cat=&address=63+West+2nd+Street&city=Winona&state=MN&zipcode=55987
• GoogleEarth online
• Projection screen
• Pictures of James W. Stovall and Emma Shelton, Gabrick Park
• Notes on Emma Shelton, James Stovall, and African Americans in Winona
• Chart of African Americans in Winona
• Worksheets

Goal for today’s lesson:

Using historical skills, the student will begin to use historical resources.

Objectives for today’s lesson:

• The students will learn about some of the first prominent African Americans in Winona and the businesses they owned.
• The students will learn about how many African Americans there were in Winona and what years they were here.

Procedure

a. Introductory experiences

• Have Winona maps up on the projection screen of 76 West 2nd Street and 63 West 2nd Street and show them on GoogleEarth. Ask the students what they think these two places have in common. (2 minutes)
(first restaurant and beauty shop in Winona started by African Americans)
• Show pictures of James W. Stovall and Emma Shelton on the projection screen.
• Explain who they are and what they did for Winona. (10 minutes)
(link below)

b. Developmental experiences

1. Ask the students when they think the first African Americans came to Winona. (2 minutes)
2. Write the years 1870, 1880, 1910, 1930, and 1970 on the board with room to write underneath. (1 minute)
3. Have the students guess how many African Americans were living in Winona in each of these years. After a few guesses for each year, pick a student to come up and look at the answers and write them under the correct years and circle it. (3 minutes)
4. Next, do some Math with the students! Have them figure out if the numbers went up or down in population of African Americans and the difference in numbers by subtracting or adding.
a. Example: 1870=50 people and 1880 had 68. How many more people were there in 1880 than 1870? Answer: 18 (5 minutes)
5. Ask them why they guessed the numbers they did and if they were surprised at the actual number of African American numbers for those years. (2 minutes)
6. Make sure to get the point across that African Americans had the right to own their own businesses in the late 1800s, but still were segregated in schools, neighborhoods, public transportation, certain rights as voting, and many other things still in the 1960s. Also, mention the baseball league and how African Americans were not allowed on the professional teams, so they started their own leagues. This is when John Donaldson swept through Winona and played at Gabrick Park. (3 minutes)
7. Split the students evenly into three groups. Select a group leader, who later, will give the group’s opinion. Give each group one of the typed question sheets and have them form an opinion.
1. Why do you think James and Emma could have successful businesses in a town that was prominently white in the late 1800s?
2. Would James and Emma’s experiences have been different if they lived down south by Martin Luther King Jr. and Rosa Parks?
3. Do you think their businesses would have been as successful during the Civil Rights Movement? (12 minutes)

c. Culminating experiences

8. Have the group leader come to the front of the room to present the group’s opinion. (5)

Assessments used during lesson:

As the groups are forming an opinion on the question they are given, go around to each group and observe their answers to see if they understand the concepts.

Lecture notes can be found at the following website:
http://rschooltoday.com/demographics/afamer/Information.html#4

Worksheet 1

Name_______________________________________ Date_________________

Please write your opinion under the question below. Your group leader will also be presenting it in front of the class.


1. Do you think James and Emma’s businesses would have been as successful during the Civil Rights Movement?


Worksheet 2

Name_______________________________________ Date_________________

Please write your opinion under the question below. Your group leader will also be presenting it in front of the class.


1. Why do you think James and Emma could have successful businesses in a town that was prominently white in the late 1800s?


Worksheet 3

Name_______________________________________ Date_________________

Please write your opinion under the question below. Your group leader will also be presenting it in front of the class.


1. Would James and Emma’s experiences have been different if they lived down south by Martin Luther King Jr. and Rosa Parks?