Teaching Rosewood
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US History standard(s):
USH.10.3 Analyze multiple, unexpected, and complex causes and effects of events in the past.
USH.4.3 Assess the causes of the resurgence of conservative social movements, reform movements, and vigilante groups, including the Ku Klux Klan, the Red Scare, and Prohibition.
Focused Inquiry 1
Compelling Question: Did a lie start the Rosewood Massacre?
Staging the Question
Staging the Question
US History:
We suggest having students begin this lesson by watching the following video about Rosewood, Florida and the early Black community that lived there. This video is a broad overview of the history students will be learning in this lesson.
Supporting Question: What led to the targeted and violent destruction of Rosewood?
Suggested US History Performance Task
We suggest providing students with the Rosewood source packet to work through in groups. With five different sections, students are able to work through the events leading to and after the Rosewood Massacre while answering questions about the text after each section.
Summative Performance Task
Argument
U.S. History:
Students will be able to identify the impact the false accusation had on the town of Rosewood and nearby Black communities, both at the time of the attack to the present day.
Extension
U.S. History:
This inquiry can also be linked to the key concepts unit, which introduces the concept of reparations.
Focused Inquiry Set 2
Compelling Question: What does it mean to be an ally in the fight for racial justice?
Staging the Question
Staging the Question
US History:
We suggest providing the students with the definition of an Ally and asking them to provide modern examples of allyship based on the definition.
Ally: One that is associated with another as a helper; a person or group that provides assistance and support in an ongoing effort, activity, or struggle. - Merriam-Webster
Supporting Question: How did the actions of the train conductors, John & William Bryce, and the store owners, John Wright and his wife, contradict the actions and goals of the white supremacists?
(i.e. Fanni Taylor, the white men who hunted down the accused man, and the white mob who destroyed the town)?
Supporting Question: How were the Bryces, Wrights, and neighbors of Mr.Hill actively engaging in allyship during the Tulsa Race Massacre and Rosewood Massacre?
Featured Documents & Sources
Suggested US History Performance Task
We suggest facilitating a silent discussion that answers broad questions about allyship, as well as juxtapose the allies and white supremacists of Rosewood. Put students into groups of 3-5 and assign each group a station around the room to begin. Each station will have a source on a large Post-it paper or butcher paper. Students should write any thoughts, questions, or comments on the paper around the source at each station. The room should be relatively silent as students rotate through each station. At the end, we provided suggested discussion questions to debrief.
Suggested US History Performance Task
We suggest providing students with excerpts from the LWL Allies page about Tulsa, OK and Rosewood, FL. In groups, the students can read each excerpt together, while making individual thinking notes as they read. Following this, we suggest that students complete the debrief discussion questions before completing a class discussion about the similarities and differences of allyship for both cities.
Summative Performance Task
Argument
U.S. History:
To end, we suggest that students answer the compelling question utilizing at least two sources from the silent discussion and one source from the allies close reading to back up their reasoning.
Extension
U.S. History:
We suggest continuing this lesson by comparing what is learned in this lesson to the lesson about the triggers of Rosewood, Tulsa, Springfield, and Atlanta to provide a more nuanced understanding of the role of both white allies and vigilantes.
Focused Inquiry 3
Compelling Question: What role do White women have in racism and violence against the Black community?
Staging the Question
Staging the Question
US History: We suggest engaging in a conversation with students about the rise in “Karens” being filmed and posted on the internet. After finding out about what they know, we suggest doing the reading linked below.
How the Karen Meme Confronts the Violent History of White Womanhood.
Supporting Question: What were the similarities between the triggers of the Rosewood, Tulsa, Atlanta, and Springfield Massacres?
Featured Documents & Sources
Suggested US History Performance Task
We suggest that students engage in a gallery walk about how each massacre began. Students can be split into groups and rotate around the room to each station while completing a graphic organizer as they rotate. To end, ask students to compare the triggers of each historical event, as well as discuss the role white women had and continue to have in discrimination and racism against Black men and Black communities.
Argument
U.S. History:
Students will be able to identify the role white women play in the destruction of Black communities and the targeting of Black men.
Extension
U.S. History:
Because the Rosewood Massacre was the result of a false accusation from a White woman, we suggest having students explore the role of White women in the oppression, discrimination, and brutality against Black men across this time period.
A possible Primary Source:
*** The material below includes topics of lynching and rape. Please be advised that materials are curated and included because of their historical significance. While some of the material is unsettling it is important to recognize that these are real events that occurred and affected real people, and they may help make sense of why our societies are the way they are.***
This inquiry can also be linked to the key concepts unit, which introduces the concept of reparations.
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