Understanding Leo Frank

Curriculum Standards Alignment

Grade Level: 8th Grade
Subject Area: U.S. History
Curriculum Focus:

• National Curriculum Standards for Social Studies (NCSS):
  • Theme: Power, Authority, and Governance – Analyze how institutions of power can shape societal norms.
  • Theme: Civic Ideals and Practices – Explore how individuals and groups have historically challenged injustices.
  • Common Core State Standards (CCSS):
    • CCSS.ELA-LITERACY.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
    • CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information with other information in print and digital texts.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Describe the events of the Leo Frank case and its historical context.
2. Define anti-Semitism and identify how it influenced the trial and the broader cultural climate of the time.
3. Analyze the social resistance to racial equality in the early 20th century, with a focus on parallels between Jewish and African American struggles.
4. Evaluate primary and secondary sources to identify bias and perspective.

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Materials Needed

• Primary Sources: Excerpts from court documents, editorials, and letters related to the Leo Frank case.
• Secondary Sources: Overview timeline of the case and its outcomes.
• Visual Aids: Photos of Leo Frank, Mary Phagan, and protest events; map of the South circa 1910.
• Video Clip: A short 3–5 minute video providing a historical overview of anti-Semitism in the U.S.
• Classroom Setup: Smartboard, projector, and 3–5 group discussion tables for collaborative activities.
• Handouts: Graphic organizer (“Analyzing Bias”), timeline summary, key glossary terms.

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Lesson Flow (45-Minute Period)

1. Warm-Up Activity (5 Minutes)

• Display the term anti-Semitism on the Smartboard and ask students to brainstorm what they know or think it means.
• Collect responses and write them on the board.
• Follow up with a question, “Why might groups of people face prejudice based on religion or race?” to frame the broader topic.

Follow-up Action: Provide a brief definition: Anti-Semitism refers to hostility, prejudice, or discrimination against Jewish individuals or communities.

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2. Hook: Video Introduction (5 Minutes)

• Show a short 3-5 minute video that outlines:
  1. Who Leo Frank was.
  2. The significance of Mary Phagan’s murder.
  3. The role of societal biases in the case.
• Pause and emphasize key points (e.g., the role of media, regional tensions).

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3. Teacher-Centered Instruction: Context and Case Overview (10 Minutes)

• Use a combination of lecture and visual aids to explain the key events of the Leo Frank case. Cover:
  • Overview of who Leo Frank was: A Jewish factory supervisor in Georgia.
  • Mary Phagan: A young girl who worked at his factory and was murdered.
  • Trial and Conviction: Relying on public and media-fueled prejudice rather than solid evidence.
  • Aftermath: Frank’s sentence was commuted by the governor, but an angry mob lynched him.
  • Rise of the Anti-Defamation League (ADL): In response to this case.

Visual Aids: Include a map of the South with Georgia highlighted, photos from the time, and headlines from biased newspapers to show how Leo Frank was portrayed.

Quick Discussion Interjection: Ask students, “Why do you think people were so quick to believe the accusations against Leo Frank even without evidence?”

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4. Interactive Group Work: Analyzing Evidence (15 Minutes)

Step 1: Divide the Class

• Split the class of 101 students into 3 large groups. Within each group, students will further break into smaller teams of 4–5 students to make collaborative work manageable.

Step 2: Group Activity Overview

• Each team is given a document or image to analyze. Examples include:
  1. A courtroom speech excerpt from the trial (primary source).
  2. A biased newspaper article that reflects societal prejudices.
  3. A letter from someone in support of Leo Frank’s innocence.

Step 3: Analyze Together

• Each team uses a handout titled “Analyzing Bias” to answer guiding questions:
  • Who created this source?
  • What biases are evident?
  • How does this source support or challenge the conviction of Leo Frank?

Step 4: Write and Share

• Teams summarize their findings on a chart paper to display.
• Groups can walk around for a 3-minute gallery walk to see others’ findings.

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5. Synthesis and Discussion: Who Does Injustice Harm? (8 Minutes)

• Bring the class back together for a teacher-facilitated discussion:
  1. “What does this case tell us about how people viewed minorities like Jews in early 20th-century America?”
  2. Highlight the connection to racial inequality by asking:
     • “How does this case compare to challenges African Americans faced at the same time?” (e.g., segregation, lynching).
     • “How do race and religion intersect as factors in discrimination?”

Critical-Thinking Wrap-Up: Reflect on parallels to today’s world. Example question: “What lessons from the Leo Frank case are still relevant when thinking about prejudice in our society?”

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Assessment

• Informal: Participation in the group activity and discussions.
• Exit Ticket (2 minutes):
  • Write one thing you learned about anti-Semitism from this lesson.
  • Write one question you still have about the Leo Frank case or this period in history.

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Homework

• Assign a 1–2 paragraph reflection on how activism (like the establishment of the Anti-Defamation League) arose in response to the Leo Frank case. Students should include thoughts about whether such activism is effective in combating prejudice.

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Differentiation Strategies

• Advanced Learners: Provide them with a full primary source document to analyze deeper context.
• Struggling Learners: Offer simplified excerpts and work closely with smaller groups to scaffold learning.
• English Language Learners: Use visuals (e.g., images, maps) and provide a glossary of terms such as anti-Semitism, lynching, prejudice, and ADL.

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Remember, this lesson provides an opportunity to connect history with ethical decision-making and encourage empathy by examining how fear and bias affect society.