African American Activist Debate

Title: African American Activist Debate

Author: Sarah White

Grade Level: 9-12

Subject/Content: Social Studies (U.S. History, African American History, Civics)

Summary of Lesson:  Students will research the views of five African American activists throughout history and take part in a classroom town hall discussion on activist methods.

Focus Question: How did African American leaders differ in their views on obtaining equality for African Americans?

Databases(s): Biography Resource Center: African Americans

Steps / Activities by the teacher:

1. Divide Students into 6 groups. Five groups of 3 people each will represent the African American leaders in the debate (W.E.B. DuBois, Booker T. Washington, Martin Luther King, Jr., Malcolm X or Louis Farrakhan). The last larger group will represent the audience
2. Provide student access to Gale Database Biography Resource Center: African Americans
3. Copy directions sheet for groups

Steps/Activities by student(s):

1. With group members students will assign roles and complete research. Each group should follow the guidelines attached for their appropriate group
2. After completing research students will all take an active role in the discussion as specified on the directions for their role

Outcome:  Students will compare and contrast the views of African American leaders on obtaining equality for African Americans.

Related Activities: Students may write a follow-up essay that evaluates which activist methods they feel have been most effective and explain why.

Standard Date: December 30, 2006

Content Standard(s):

• Investigate, interpret and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism and critical judgment
• Apply ideas, theories and modes of historical inquiry to analyze historical and contemporary developments and to inform and evaluate actions concerning public policy issues
• Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality and the rule of law
• Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
• Analyze and evaluate the influence of various forms of citizen action on public policy

Performance Indicators:

• At Level 1, the student is able to:
• Identify the views of several African American leaders on achieving equality for African Americans
• At Level 2, the student is able to:
  • Compare and contrast these views, evaluating which methods they think are best
• At Level 3, the student is able to:
  • Evaluate the effectiveness of each leader and their impact on modern society

Computer Literacy and Usage Standards 9-12: The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who is information literate uses information accurately and creatively
• Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information