Lesson
The Struggle Continues: Stony the Road (1896-1941)
Guiding question
To what extent did the Founding principles of liberty, equality, and justice become a reality for African Americans in the first half of the twentieth century?
Objectives:
- Students will analyze the application of Founding principles of liberty, justice, and equality in this time period:
– Analyzing ideas and actions regarding equality and justice by examining primary source documents.
– Examining the ways in which legislation and policy, the courts, and individuals and groups were complementary in the quest to fully realize equality and justice for all and the ways in which these methods of change were in conflict. - Students will reflect on the ideas, institutions, and individuals in history to evaluate how we might apply the lessons gleaned from this period to today.
Note that some of the primary sources in this lesson use terms that would be considered offensive or derogatory today. These terms have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why they are not acceptable today.
Materials
Lesson Components
Lesson plan
More Information
The following lesson asks students to look at primary source documents as they consider the following question: To what extent did the Founding principles of liberty, equality, and justice become a reality for African Americans in the first half of the twentieth century? The documents come from a variety of actors in the American republic: legislators and policymakers, the courts, and individuals and groups. As students go through the documents, encourage them to think not only about the principles of liberty, equality, and justice, but also about the ways in which these groups interact with each other in creating or stalling change.
The main activity in this lesson requires students to conduct primary source analysis. Two sets of primary sources are included with this lesson: a longer set and an abbreviated set. The abbreviated documents have been selected for learners with lower reading levels or for classes wishing to explore the guiding questions for this lesson that cannot dedicate as much time to it. Questions have been provided for each primary source. Teachers may choose to use the provided questions as scaffolds for students or remove them as best suits their teaching situation. Graphic organizers have been provided to use as an additional tool alongside the questions accompanying each document or in place of them.
For primary source analysis, students may work individually, in pairs, or in small groups as best fits your classroom. Additionally, primary sources can serve as the basis for a stations or jigsaw activity.
Standards
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