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MS Studies Chapter 7
Transcript of MS Studies Chapter 7
Get into Groups
Get into your groups
•The new white ruling class in MS used power to protect themselves
•Enforced strict segregation
Segregation began on trains in 1888
More laws weren’t needed because old customs had separated blacks from whites
1889-1945 476 lynchings only 24 were whites
Political Bosses and Corruption
Anselm J. McLaurin leader of Democrats in late 1890s
Across the state 1 person usually controlled the democratic organizations
Corruption was to be expected
Fraud was everywhere
Began to be entertainment
BBQs accompanied political rallies
Politicians did not inform but entertained
Push for Primaries
After Civil War credit was tight
Poor whites and freedmen turned to sharecropping
Housing bad, diet bad
Children went to school about 6 weeks
Mostly grew cotton
Sharecroppers usually went into more debt
State laws kept sharecroppers on farms until debts were paid
Weak economy and racism caused MS to neglect education of children
Majority of students were black and democrats refused to fund their education.
Cut funding to basic teaching almost couldn’t happen
Teacher mostly white
Most had no formal training
Each person take a section beginning on page 162: Delta Planters, Agricultural Problems, Delta Chinese, and Lumber Industry.
Read your section and take notes, then TEACH your section to your groups members!!!!
Don't be a Slacker
Small farms suffered from falling cotton prices
Also suffered b/c of gold standard
MS farmers’ Alliance
1891 for demands of small farmers
Wanted: Tariff reform, graduated income tax, regulation of RRs
Silver as money, and direct election of senators
Never reached out to black vote, but did to lower classes
Pledge free public schools for all children without regard to race, color, condition of life
1891 election democrats claimed populists wanted to restore black rights
.If this issue wouldn’t have been raised, populists may have been serious contenders against democrats
After this defeat level of politics and gov deteriorated
Starting on page 174 going through 177 each group
will either read out loud and take notes together as
go, or divide and conquer...
Do not waste time... It is limited
Written Document Analysis
1. Type of Document
3. Date(s) of document:
4. Author (or Creator) of the document:
5. For what audience was the document written?
6. Document information (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important.
B. Why do you think this document was written?
_C. What evidence in the document helps you know why it was written? Quote from the document.
D. List two things the document tells you about life in the United States at the time it was written:
E. Write a question to the author that is left unanswered by the document: