The Leo Frank Case

Curriculum Area and Standards

Subject: U.S. History
Grade Level: 8th Grade
Curriculum Area: The Rise of Industrial America (1877–1900)
Academic Standard Alignment:

• National Curriculum Standards for Social Studies (NCSS) Theme 10: Civic Ideals and Practices
• CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose.

Objective

By the end of this class, students will:

1. Understand the key details of the Leo Frank case and its historical context within anti-Semitism and resistance to racial equality in early 20th-century America.
2. Analyze the societal implications of racial and religious prejudice using primary and secondary sources.
3. Reflect on how prejudice in history continues to shape societal ideals and practices in the present day.

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Lesson Breakdown (43 minutes)

1. Opening Activity (5 minutes) – “Quick Write: Prejudice in Past and Present”

• Purpose: Set the tone for the lesson, activate prior knowledge, and get students thinking critically.
• Instructions:
  1. As students walk in, they see the following question on the board: "What does prejudice mean to you? Can it exist today, or is it only a thing of the past?"
  2. Students will have 3-4 minutes to jot down their thoughts in their journals while soft instrumental music plays to create a thoughtful atmosphere.
  3. The teacher will invite a few volunteers to share their thoughts briefly.

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2. Mini-Lecture with Visual Aids (10 minutes) – "Understanding the Leo Frank Case"

• Purpose: Provide historical context and set up the key details of the Leo Frank case.
• Materials: PowerPoint slides, projector, timeline handout for students.
• Key Talking Points (Break into 3-minute chunks):
  • Setting the Scene: America in the early 20th century—industrialization, migration, and growing societal tensions. Highlight the prevalence of anti-Semitism in American society.
  • The Case Overview: Leo Frank, a Jewish businessman in Atlanta, was wrongfully accused of murdering Mary Phagan, a 13-year-old worker at his factory.
  • The Role of Prejudice: Discuss how anti-Semitism, public hysteria, and sensationalized media influenced public opinion and the trial’s outcome.
  • Legacy: Frank’s lynching in 1915 and its impact on challenging racial and religious injustices through organizations like the Anti-Defamation League (founded in 1913).

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3. Engaged Group Analysis (20 minutes)

Activity: Primary Source Analysis "Unpacking the Narrative"

• Purpose: Allow students to engage directly with historical documents and reflect on their biases and interpretations.

1. Setup (2 minutes): Divide the 101 students into small groups of 4-5 (approximately 20 groups in total). Each group gets printed materials and a guiding worksheet with prompts.

2. Materials for Each Group:

   • A short excerpt from a newspaper article critical of Leo Frank during his trial.
   • A letter of opposition to Frank’s conviction written by a Jewish civil rights advocate.
   • A worksheet with guiding questions:
     • What words in these documents display prejudice?
     • How does each document reflect the values or fears of its time?
     • How would you react if you were alive during this time period?

3. Discussion (8-10 minutes): Groups analyze the documents and share their ideas amongst themselves.

4. Class-Wide Debrief (8 minutes): Randomly call on groups to contribute their analyses while creating a T-chart on the board to compare public sentiment (prejudice vs. resistance).

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4. Reflection and Exit Ticket (8 minutes)

Reflection Activity: “Bringing History to Today” (5 minutes)

• Purpose: Connect past prejudices to present-day issues.
• Instructions:
  • Pose these reflective questions to the entire class:
    • How might exaggerated accusations and prejudice in Leo Frank’s case compare to current events?
    • What lessons can we learn about justice and fairness?
  • Allow a few students to answer while ensuring respectful engagement.

Exit Ticket: The 3-2-1 Strategy (3 minutes)

Students complete the following on index cards:

• 3 things they learned about the Leo Frank case today
• 2 questions they still have
• 1 way they think this history connects to modern-day issues

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Differentiation Strategies

• For Advanced Learners: Provide an additional primary source from a modern court case or protest to compare against the Leo Frank case.
• For Struggling Learners: Create a guided handout with key details already filled in to assist them during group analysis. Pair with peers who can offer support.
• For ELL (English Language Learners): Pre-teach key terms such as "lynching," "anti-Semitism," and "bias" through visuals and simplified explanations before the lecture.

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Assessment

• Participation in the quick write and group analysis
• Quality of verbal contributions during discussions
• Thoughtfulness demonstrated in the Exit Ticket

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Teacher’s Closing Thought

Ensure an inclusive and respectful conversation. Introduce the idea that studying past injustices allows us as a society to reflect on our own behaviors today. Encourage students to think critically about racial and religious equality rather than merely memorizing facts.