1:1 lesson
Lesson overview: In 1866 Memphis was a tinderbox waiting to explode. The city itself was divided, filled with conservative white elites, African-American freedpeople and recently discharged Black U.S. Army soldiers, white missionaries seeking the betterment of newly freed slaves and their families, and Irish immigrants, who made up a large part of the police force. Each group had their own agenda and needs, with conflicting interests and beliefs on how society should be shaped after a devastating Civil War. Today’s lesson specifically looks at the city of Memphis and the riot that became known as “The Memphis Massacre”. Who was involved, what were the underlying causes of the conflict, and how did it affect each of the groups mentioned?
Essential Question: How did freedpeople use institutions to create social change during Reconstruction?
Driving Questions: Institutions are created to protect society. All people have history, travel to areas that fit their personal and economic needs and create government agencies that support their desire to protect their history, their homes, and their ability to support their families. In Memphis during this time how did the factors of geography, economics, civics, and race combine to destroy a Black community and create a massacre that affected citizens for generations to come?
What was unique about Memphis when comparing Memphis to other former Confederate states/cities of the same period?
Why would people choose to move to Memphis?
Explain the conglomerate of individuals who lived in the city at that time.
Why was there “social tension” between the groups?
Define the term massacre.
Why is this term an accurate portrayal of the events that occurred?
Looking at terms which are listed as synonyms of the term massacre, which three would you pick to include in an article about the event. Why are the 3 terms you picked appropriate?
What were the facts behind the massacre? Who was clashing, and what caused the escalation of the violence?
Who was most affected by the massacre?
How does society change in Memphis and the “Reconstructed South” because of the massacre?
Was there justice for individuals and/or groups who were most affected by the massacre?
How is the massacre remembered today? Is there a better way to remember and memorialize the Memphis Massacre of 1866, and if so how?
Points to remember:
Line 1 = Noun (person, place, or thing that represents the main topic of your poem)
Line 2 = two adjectives that describe the noun in line 1
Line 3 = three verbs that end with “ing” and describe the noun in line 1
Line 4 = four nouns – the first two must relate to the noun in line one and the second two will relate to the noun in line seven
Line 5 = three verbs that end with “ing” and describe the noun in line 7
Line 6 = two adjectives that describe the noun in line 7
Line 7 = Noun that is opposite in meaning to line one (antonym diamante) or the same in meaning (synonym diamante) as the noun in line 1
Please note, the links provided in the resources are current as of the publication of this lesson. Links often change or become inaccessible. It is always advisable to check the viability of the links provided.
Padlet QR code connection to the two group response questions - https://bit.ly/3FYCpIA
Guided Questions resources
https://www.blackpast.org/african-american-history/memphis-riot-1866/
https://www.msn.com/en-us/news/us/not-just-tulsa-remembering-the-memphis-massacre-of-1866/ar-AAKzHkX
Examples of Diamante Poems
https://discover.hubpages.com/literature/13-Examples-of-Diamante-Poems
Slide Book Publishing Options
https://elearningindustry.com/the-5-best-free-tools-for-publishing-student-work
Military Reconstruction Districts (map)
*The Rubric is modified from rubrics taken from Read-Write-Think and Rcampus.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=T38225&
| Diamante Poem Rubric | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Content and Topic | Demonstrates an excellent understanding of the events that occurred in Memphis in 1866, giving the reader an accurate picture of Memphis society, and the interaction of individuals before, during, and after the massacre. | Demonstrates a good understanding of the events that occurred in Memphis in 1866, giving the reader a mostly accurate picture of Memphis society, and the interaction of individuals before, during, and after the massacre. | Demonstrates a fair understanding of the events that occurred in Memphis in 1866, giving the reader a somewhat accurate picture of Memphis society, and the interaction of individuals before, during, and after the massacre. | Demonstrates a limited understanding of the events that occurred in Memphis in 1866. The reader cannot accurately visualize Memphis society, and the interaction of individuals before, during, and after the massacre. |
| Word Choice | Uses vivid words and phrases that linger or draw pictures in the reader’s mind, and the choice and placement of the words seems accurate, natural, and not forced. The words use follow the structure indicated in the diamante poem. | Uses vivid words and phrases that linger or draw pictures in the reader’s mind, but occasionally the words are used inaccurately or seem overdone. The words use follow the structure indicated in the diamante poem. | Uses words that communicate clearly, but the writing does not draw pictures in the reader’s mind, giving less impact to the devastation of the massacre. Most words used follow the structure indicated in the diamante poem. | Uses a limited vocabulary that does not communicate strongly or capture the reader’s interest. The reader cannot detract the significance of the massacre from the vocabulary used. Many words used do not follow the structure indicated in the diamante poem. |
| Nouns | Line 1 is a person, place, or thing and represents the main topic of your poem. Line 7 is a noun and is either a synonym or antonym to the noun used in line 1. Line 4 has four nouns. The first two nouns relate to the noun in line 1 and the last two nouns relate to the noun in line 7. | Nouns are used in lines 1 and 7, but the directions given in the diamante structure are not followed accurately. | Some nouns are used, but not all terms used are nouns. The directions given in the diamante structure are not followed accurately. | There are no nouns in either line 1 or 7. The words used do not follow the structure directed in the diamante poem. |
| Verbs (ING Words) | There are 3 verbs in line 3, ending in ING, that describe the noun in line 1. There are 3 verbs in line 5, ending in ING, that describe the noun in line 7. | Verbs ending in ING are used in lines 3 and 5, but the directions given in the diamante structure are not followed accurately. | Some verbs are used, but not all terms used are verbs. Some verbs used do not end in ING. The directions given in the diamante structure are not followed accurately. | There are no verbs ending in ING in line 3 or 5. The words used do not follow the structure directed in the diamante poem. |
| Adjectives | There are 2 adjectives in line 2 that describe the noun in line 1. There are two adjectives in line 6 that describe the noun in line 7. | Adjectives are used in lines 2 and 6, but the directions given in the diamante structure are not followed accurately. | Adjectives are used, but not all terms used are Adjectives. The directions given in the diamante structure are not followed accurately. | There are no adjectives in line 2 or 6. The words used do not follow the structure directed in the diamante poem. |
| Poetic Format and Creativity | Uses accurate diamante form and contains many creative details and/or descriptions that contribute to the reader’s understanding of the Memphis Massacre. | Uses accurate diamante form and contains a few creative details and/or descriptions that contribute to the reader’s understanding of the Memphis Massacre. | Uses accurate diamante form and contains a few creative details and/or descriptions but they distract from the reader’s understanding of the Memphis Massacre. | Does not use accurate diamante form. The creative details and/or descriptions used show that the writer had little understanding of the magnitude of the Memphis Massacre. |
| Reflection/Connection to the Driving Question | The reflection clearly connects the poem to the driving question. Geography, economics, civics, and race are all addressed. The reader can make connections and it's apparent how geography, economics, civics, and race combined to create conditions in Memphis society that led to the massacre. | The reflection mostly connects the poem to the driving question. Geography, economics, civics, and race are all addressed, but how they combined to create conditions that lead to the Memphis Massacre are not clearly defined. | The reflection somewhat connects the poem to the driving question. Geography, economics, civics, and race are not all addressed, and how they combined to create conditions that lead to the Memphis Massacre are not as clearly defined. | The reflection does not connect the poem to the driving question. Geography, economics, civics, and race are not all addressed, and there is no clear picture how they combined to create conditions that lead to the Memphis Massacre. |
| Grammar and Mechanics | Mostly error-free in conventions, grammar, and usage. | Contains a few errors in conventions, grammar, and usage. | Contains several errors in conventions, grammar, and usage. | Contains many errors in conventions, grammar, and usage that detract from the meaning of the poem. |
Grade 4: Standard 5 – Indicators 4.5.CC, 4.5.P, 4.5.CO
Grade 5: Standard 1 – indicator 5.1.CE
US History: Standard 2 – indicators USHC.2.CX, USHC.2.CC, USHC.2.E
