Katie Snyder BookerT WEB February2012 by JyLifTad


									                           Teaching American History
                                             Lesson Plan Template
Author: Katie Snyder
Subject: WEB DuBois and Booker T. Washington
Grade Level: 11th
Class Time Required: 90 minutes
Lesson Title: Comparing Booker T and WEB

Essential Question:
How did Booker T. Washington and WEB DuBois advocate for the rights of African Americans? How were their
views similar and different?

Brief Description of Lesson:
Students will explore similarities and differences between the philosophies of Booker T. Washington and WEB
DuBois. Their understanding will culminate with a Socratic seminar in which students must demonstrate their
understanding by articulating what they know before the class.

Lesson Plan Objectives:
Access the Table of Contents for the North Carolina Social Studies Curriculum at:

 State Competency Goals (# and description)
 AH2.H.4. Analyze the cultural conflicts that impacted the United States since Reconstruction and the
 compromises that resulte

 AH2.H.5.Summarize how the philosophical, ideological and/or religious views on freedom and
 equality contributed to the development of American political and economic systems since

 Teacher Designed Objectives (At the end of this lesson students should be able to…)

 The students will be able to create a double bubble map to compare and contrast Booker T. Washington and
 WEB DuBois.

 The students will be able to analyze the beliefs of Booker T. Washington and WEB DuBois by reading some of
 their writings and answering questions verbally in a Socratic seminar.
Materials Needed: (Print and Non-Print)
 Primary Sources: (From Resource Packet)
 The Atlanta Exposition Address by Booker T. Washington
 What Black Americans Want by WEB DuBois
 The Niagara Movement Declaration of Principles by WEB DuBois

 Secondary Sources:
 Booker T and WEB by Dudley Randall

 YouTube Video, a teacher rapping about Booker T and WEB

Suggested Teaching Strategies:
 Anticipatory Set (Jump-Starter Activity)
 Upon walking in the room, students will be asked to make a bubble map about either Booker T Washington or
 WEB DuBois (students will be divided so that there are an equal number of students for each). Bubble maps
 should have at least five facts about their assigned person in which students will use prior knowledge and the
 introduction to the topic from the previous day. Students will be asked to read their facts to the class.
 Teacher led instruction
 Students will be given articles to read about either Booker T. Washington or WEB DuBois (whichever person
 from the above bubble map will be the one that they continue to read about). Students assigned to Booker T.
 Washington, will read The Atlanta Exposition Address and students assigned to WEB DuBois will read both
 What Black Americans Want and The Niagara Movement Declaration of Principles. Students will be given
 approximately 20 minutes to read and answer the following question in a paragraph: How did Booker T. / WEB
 advocate for African American rights?
 Guided Practice
     1. When students are finished, they will get in partners in which the partner will have read about the
         opposite individual. With their partner, students will share their paragraphs with each other and then
         read the poem by Dudley Randall. Then, students will create a double bubble map to compare and
         contrast the two men by writing a total of 9 facts (six differences and three similarities).
     2. Students will then move the desks into a circle formation to participate in a Socratic seminar about
         the two leaders. Students will be provided with a set of questions to start the conversation or to go
         back to if there is a quiet moment. I will be an equal part of the circle and will not be leading the
         conversation unless I need to get the class back on track.
              a. How did Booker T Washington and WEB DuBois advocate for African American rights?
              b. How were Booker T and WEB’s opinions about African American rights similar and different?
              c. Which of the two’s beliefs do you agree with more? Why?
              d. What other prominent African American leaders could we compare these two to?
              e. How do you think that Booker T and WEB would feel about Barack Obama being president if
                  they were alive today?
              f. How do you think that Booker T and WEB would feel about affirmative action?
              g. Do you think that Booker T and / or WEB would be satisfied about modern day race relations
                  in the United States? Why?

 Independent Practice
 Reading of the assigned articles (see “Teacher Led Instruction”)
  View YouTube Clip:

  Turn in Socratic questions and double bubble maps

Evaluation of Student Comprehension:
Students will be evaluated on their double bubble maps to see if they can compare and contrast the two leaders. They
will also be assessed on their participation in the Socratic seminar in which they will be required to speak to the class at
least twice and turn in the questions answered fully after the discussion.

Assessment of the Lesson:
I will make sure that students understand the two readings by circulating during the readings. If they are found to be too
difficult I will modify for the future.

Supplemental Information for Teachers:
Internet Resources:
For each source provide…

Web address:
Author and Title:
Brief synopsis of the source:


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