FPO BLACK HISTORY IN TWO MINUTES TEACHING GUIDE

SEASON ONE TABLE OF CONTENTS

INTRODUCTION...... 1 How to Use This Guide...... 1 National Standards...... 2 Preparing to Teach...... 2 Topic Selection...... 2 Videos by Social Justice Domain and Theme...... 3 Essential Questions...... 4 Student Objectives...... 4 KWL Chart & Big Idea Questions...... 4 Independent Study Activities...... 5

PLUG-AND-PLAY ACTIVITIES...... 6 Backchannel...... 7 Notetaking...... 9 Video Notes graphic organizer ...... 11 General Notetaking graphic organizer...... 12 Student-led Inquiry and Research...... 13

LESSONS...... 15 Individual and Society: Black Discoveries and Black Patents...... 16 Individual and Society: Successes Unseen...... 19 Freedom and Choice: Black Arts and Entertainment...... 23 Power and Privilege: Leading the Revolution...... 27 Struggle and Progress: Injustice and Media...... 31 Membership and Solidarity: Black Exploration...... 36 Membership and Solidarity: The Black Church and Fisk Jubilee Singers...... 39

GRAPHIC ORGANIZERS...... 42 3, 2, 1 ... Engage!...... 43 While I Watch...... 45 View and Share...... 47 Before/Now...... 49 Connections to Self, Others, Fairness and Action...... 51 Video Tour...... 53 4 A’s Protocol...... 55 Thinking Through Viewing...... 57

TEXT-DEPENDENT QUESTIONS...... 59 ACKNOWLEDGMENTS...... 73

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE II SEASON 1 TEACHING GUIDE

Welcome to the Black History in Two Minutes Season One Teaching Guide. Here, you will find a variety of resources designed to help you use these short, engaging videos with your students at home, in your classroom, with a community group or in any other setting where young people learn. Narrated by renowned historian Henry Louis Gates, Jr. and executive produced by Robert F. Smith, these videos are powerful teaching tools that can help students connect with important but commonly overlooked events in American history. Too often, schools relegate Black history to the month of February, reinforcing the notion that it is “extra” material, separate from the history of the United States students learn throughout the year. This guide can help disrupt that narrative by supporting the use of these student-friendly cross-disciplinary videos through- out scopes, sequences and settings.

FOCAL POINT Whether you’re teaching about Black feminism, the Harlem Renaissance, Jack Johnson’s “fight of the century” or any of the more than 60 topics represented in the video library, we hope you and your stu- dents will be inspired by the individuals who made this history, and take their legacies with you on your teaching, learning and civic engagement journeys.

HOW TO USE THIS GUIDE The Black History in Two Minutes Season One Teaching 3. A set of student objectives identifying the knowl- Guide supports a variety of teaching and learning goals. edge and skills students will gain by engaging with Browse the scripted lessons, which provide an off-the-shelf these video-based activities. option that is perfect for extending existing unit plans. 4. A universal KWL chart for use with any video. Customize a “plug-and-play” activity based on a theme that speaks to your school or classroom climate needs. You 5. Customizable Big Idea questions to help students might choose to focus on a single essential question and focus on video content specific to the teaching and follow that line of inquiry with students through several learning goals. videos. Or you can encourage older kids to engage in the 6. Two independent study activities to support students student-led inquiry activity to keep them engaged during in following their own line of inquiry. downtime or to facilitate project-based learning. There is no correct way or order to do the activi- 7. Customizable or “plug-and-play” learning activities ties; decide what objectives you want your students to that can be used with any video or combination of videos Black History in Two Minutes meet, and use your creativity to design a custom plan from the library. by selecting and combining teaching materials and 8. Scripted lessons that invite students to explore resources. groupings of videos. To get you started, here is an overview of what you will 9. Graphic organizers to help students visually engage find in the guide. with own thinking while they watch the videos. 1. The list of Season One videos grouped by theme and 10. A set of sample text-dependent questions that can social justice domain to support planning. be used in assessments, journal prompts, speaking and lis- 2. A set of overarching essential questions designed to tening activities, or a variety of other instructional tasks. drive student inquiry.

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE 1 ANGELA DAVIS IS AN INFLUENTIAL FEMINIST AND ABOLITIONIST LEADER AND AUTHOR. ALONG WITH MANY OTHER BLACK FEMINISTS IN THE 1970s, SHE PUSHED THE WOMEN'S MOVEMENT AND THE BLACK POWER MOVEMENT TO RECOGNIZE THE INTERSECTING OPPRESSIONS BLACK WOMEN EXPERIENCE.

NATIONAL STANDARDS Each video in the Black History in Two Minutes library A NOTE has been mapped by theme and by social justice ABOUT TOPIC Although the history of domain: identity, diversity, justice and action. These SELECTION Black America includes four domains refer to the Teaching Tolerance Social many stories of struggle and Justice Standards, anchor standards and age-appro- resistance, it also includes many examples of inge- priate learning outcomes that provide a road map for nuity, creativity and joy. It is important that students anti-bias education at every stage of K–12 instruction. encounter multiple narratives and learning opportuni- The activities in this guide were also designed to meet ties that reinforce the complexity and diversity of Black Dimension 1 (Developing Questions and Planning people and Black communities. Throughout the guide, Inquiries) and Dimension 4 (Communicating you will notice people, facts and events highlighted as Conclusions and Taking Informed Action) of the C3 a reminder to share a variety of stories that engage Framework, as well as CCSS Anchor Standards for themes, not just of oppression, but also agency, empow- reading, writing, speaking and listening, and language. erment, community building and accomplishment.

PREPARING TO TEACH The Black History in Two Minutes library and Teaching material brings up painful emotions. If you are a non- Guide include some videos and lessons intended to edu- Black teacher, have you thought about your own racial cate students about painful and even violent history. identity in relationship to the material? Do you have Before you share these videos and lessons, look at your the language and the experience to navigate students' classroom demographics and anticipate how your stu- questions about concepts like white supremacy and the dents may feel about the material. Are your students social construction of race? prepared to have conversations about race and racism? To aid you in preparing to teach the materials in this What prior knowledge do they have? What response guide, download the guide Let’s Talk: Facilitating Critical strategies do you have in your toolbox if they exhibit Conversations With Students from Teaching Tolerance. strong reactions to the material? Extend this assessment to yourself as well. If you are a Black teacher, check in with yourself and notice if the

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE 2 SOCIAL JUSTICE DOMAINS AND THEMES ALIGNMENT This table organizes the Black History in Two Minutes Season One videos by theme and by social justice domain. Identify which theme best fits the unit you are planning, and select from the list of videos accordingly. Alternatively, identify the social justice domain your students need to strengthen, and select a video to support that direct instruction goal. Theme Identity Diversity Justice Action • Madam C.J. Walker: • 19th Century • Booker T. Washington • Affirmative Action The First Black Black Discoveries • School Integration • Ella Baker: “The Millionairess • First African • Second Middle Passage Mother of the Civil Individual • Obama’s Election American Rights Movement” & Society Patent Holders • Sojourner Truth: • African American “Oprah’s No. 1 Black Higher Education History Heroine” • Ida B. Wells: Fearless • Frederick • Abolition in the North: • Civil War and Investigative Reporter Douglass: The Elizabeth Freeman Sues Emancipation of Southern Horrors Most Photographed for Freedom • The First • Oscar Micheaux American of the • Lynching Underground Railroad • Shirley Chisholm: 19th Century • The L.A. Riots • The Black Press: Struggle & The First Black • W.E.B. DuBois • The Transatlantic From Freedom’s Progress Congresswoman • Fort Mose Slave Trade Journal to The Crisis, • Harriet Tubman • The Red Summer Ebony & Jet • Robert Smalls: A Slave Who Sailed Himself to Freedom • The Birth of a Nation • Hank Aaron: • Jackie Robinson • Land: 40 Acres • The Black Press: Breaking the Home • Black Explorers & a Mule From Freedom’s Run Record • Jack Johnson: • Reconstruction: Journal to The Crisis, Membership • Juan Garrido Winner of the “Fight of The Vote Ebony & Jet & Solidarity • Katherine Johnson the Century” • Freedman’s Bank • Booker T. Washington • The Black Church

• Marcus Garvey • Dr. Martin Luther • Separate but Equal: • John Lewis: The Fight • Black Feminism King, Jr.: Was His “I Homer Plessy and the for the Right to Vote Have a Dream” Case That Upheld the • The Civil Speech Improvised? Color Line Rights Movement Power & • Maya Angelou: 20th • Convict Leasing • Black Power Privilege Century Renaissance • The Birth of the Woman Black Panthers • Malcolm X: How Did He Inspire a Movement? • How the Fisk Jubilee • The Harlem • The Tuskegee Study • The Harlem Singers Saved Their Renaissance • Double V Campaign Hellfighters of WWI University • Soul Train of WW II • Jesse Jackson’s Run • Henrietta Lacks: • The Birth of Jazz • The Black Press: for the Presidency (1984) Freedom The Woman With • The Birth of Hip Hop From Freedom’s & Choice Immortal Cells • Migrations Journal to The Crisis, Ebony & Jet • The Tulsa Race Riots: Black Wall Street

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE 3 ESSENTIAL QUESTIONS STUDENT OBJECTIVES • How does Black history show up in my life and • Students will be able to identify figures, groups, my experiences? events, and a variety of strategies and philosophies relevant to Black history. • How have Black people and Black history shaped the United States? • Students will be able to situate Black history topics within the appropriate social, cultural, political and • How do we know what we know about Black history? historical contexts. • How do the enduring struggles for progress through- • Students will be able to point to social, out Black history connect to other social movements, cultural and political evidence that Black his- historically and today? tory is American history. • How can I take action for racial justice? • Students will be able to make principled decisions about when and how to take action against bias KWL AND and injustice. BIG IDEAS A KWL chart and Big Idea • Students will be able to concretely connect Black questions can be used with history to their own lives. any video, either alone or as an add-on to lessons or activities.

KWL CHART FOR BEFORE/DURING/AFTER VIEWING What I KNOW/What I WANT TO KNOW/What I • What’s in the video? LEARNED + NEW QUESTIONS I have • What’s outside the video? Use this KWL chart to promote metacognition and increase viewing comprehension. • What’s different from what I thought before?

VIDEO TITLE

Things to Think About... Know Want to Know Learned New Questions

What's in the video?

What's outside the video?

What's different from what I thought before?

BIG IDEA QUESTIONS SAMPLE: The Black Press: From Freedom’s Journal to The Before sharing a video with students, customize these Crisis, Ebony & Jet Big Idea questions to help them focus on details that • What was Freedom’s Journal? What was The North Star? support your teaching and learning goals. • Why did Samuel Cornish and John Russwurm say • What is/was ___ ? What is/was ____? they decided to start Freedom’s Journal? • Why were… • Why might someone decide to start their • Why might… ? own newspaper? • How can you/will you learn more about ___ ? • How can you learn more about the Black press? • How does ___ impact our country and society today? • How do activist publications impact our country and society today? • How does ___’s legacy live on today? • How does Freedom Journal’s legacy live on today?

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE 4 INDEPENDENT STUDY These independent study options are perfect for students who are homeschooling, want to extend class- room assignments or want to further their learning outside of class time.

OPTION 1: EXPLORE A THEME In this activity, you’ll begin by exploring a theme and end by reflecting on something unexpected you learned along the way. Step 1: From the following list, select a theme that inter- ests you: individual and society; struggle and progress; membership and solidarity; power and privilege; free- dom and choice. Step 2: From the table provided, select four or more vid- eos mapped to this theme. Step 3: Watch your selected videos. Take notes using the While I Watch graphic organizer. Step 4: Write a paragraph summarizing what you learned about the theme you chose based on the videos you watched. Use specific examples from the videos to support your conclusions. Step 5: Finally, write a paragraph about something unexpected you learned or a conclusion you drew from the videos beyond the theme you chose. Look back at the notes you took on the graphic organizers to help spark your reflections. Use specific examples from the videos to support your conclusions. Bonus: Star in your own video! Using a smartphone or laptop, record yourself delivering your conclusions.

OPTION 2: DESIGN A VIDEO TOUR In this activity, you will observe how your mind makes connections as you create a personal path of inquiry through the video library. Step 1: Choose a video from the Black History in Two Minutes library. FOCAL Step 2: Based on something you learned or observed in POINT In 1862, Mary Jane Patterson became the the first video, select another video that connects to it. first African American woman to earn a It could be a common idea, focus, theme, or time period. bachelor's degree when she graduated How it connects is up to you. Get creative! Record your from Oberlin College in Ohio. She went on choice and your connection on the Video Tour graphic to have a distinguished career in education. organizer provided. FROM AFRICAN AMERICAN HIGHER EDUCATION Step 3: Repeat this step again. The video you choose this time could share the same connection or you can make an entirely new connection. Step 5: Answer two reflection questions. 1) What did I learn from the video tour that I did not expect? 2) What Step 4: Repeat this step until you have five videos reflect- did I learn about how my mind makes connections? ing four connections. You have created a mini-tour of the video library based on your unique path of inquiry! Bonus: Star in your own video! Using a smartphone or lap- top, record yourself answering your reflection questions.

BLACKHISTORYINTWOMINUTES.COM | SEASON ONE | TEACHING GUIDE 5 PLUG- AND-PLAY ACTIVITIES

Customize these activities with any video or combination of videos to support students in their exploration of the essential questions.

BLACKHISTORYINTWOMINUTES.COM | SEASON 1 | TEACHING GUIDE 6 ACTIVITY BACKCHANNEL

TARGET GRADE LEVELS 6-8, 9-12 Backchanneling gives students a virtual participation avenue that runs concurrently with face-to-face activities. The backchannel gives students a way to talk to each other during and after viewing, reacting to the video as well as each other’s comments and to additional questions posed by the teacher.

ESSENTIAL QUESTIONS STUDENT OBJECTIVES 1. How does Black history show up in my life and 1. Students will be able to identify figures, groups, my experiences? events and a variety of strategies and philosophies rele- vant to Black history. 2. How have Black people and Black history shaped the United States? 2. Students will be able to situate Black history topics within the appropriate social, cultural, political and his- 3. How do we know what we know about Black history? torical contexts. 4. How do the enduring struggles for progress through- 3. Students will be able to point to social, cultural and out Black history connect to other social movements political evidence that Black history is American history. historically and today? 4. Students will be able to make principled decisions 5. How can I take action for racial justice? about when and how to take action against bias and injustice. 5. Students will be able to concretely connect their own lives to the history of Black America.

Procedure VIEW • How have Black people and Black history shaped For this activity, choose any video from the Black History the United States? in Two Minutes library to watch with the entire class. • How do we know what we know about Black history? BEFORE VIEWING • How do the enduring struggles for progress 1. Determine which platform or app will work best for your throughout Black history connect to other social students. Most apps function on multiple device types and movements historically and today? operating systems, so pick one that fits the technology needs of the class. The audience Q&A function in Google Slides • How can I take action for racial justice? can operate as a backchannel, or a few examples of available 6. Pick one of the EQs or instruct students to select one options can be found here, here or here. to focus on during viewing. 2. Set up backchannel on the chosen platform or app. 7. Have students open the backchannel platform on 3. Set up each class as a group or create multiple small their device. groups within a single class. 8. Instruct students to share their initial thoughts about 4. Share the channel with students. one of the EQs in the backchannel. 5. Pose and display the essential questions in a shared, 9. Then have students respond to a classmate’s initial visible location. thoughts about the EQ in the backchannel. • How does Black history show up in my life and my experiences?

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | BACKCHANNEL 7 DURING AND AFTER VIEWING 1. Watch the video one time. Invite students to continue conversations in the backchannel as they view. 2. Present this second set of backchannel questions by either posting them in a shared, visible location or entering them into the backchannel. • What key details stand out? • What questions do you have? • What connections to other events, people, texts or movies can you make? • What is your favorite part of the video? • What new thinking does this video introduce for you? 3. Watch the video a second and third time while stu- dents continue to respond in the backchannel. 4. Encourage students to continue conversations in and refer to the backchannel during the debrief discussion

DISCUSSION: BIG IDEAS DEBRIEF 1. How does Black history show up in my life and my experiences? 2. How have Black people and Black history shaped the United States? 3. How do we know what we know about Black history? 4. How do the enduring struggles for progress through- out Black history connect to other social movements historically and today? 5. How can I take action for racial justice?

DO NEXT WHAT Students extend and share their learning with others. FOCAL POINT In 1972, Shirly Chisholm became the first WHEN Use after viewing and discussing. Black woman to run for the presidential nomination of a major political party. HOW FROM SHIRLEY CHISHOLM: THE FIRST Take it public! Have students facilitate a live Twitter BLACK CONGRESSWOMAN chat to raise awareness of the video’s content and to encourage connections to their own lives. Try this Tweeting for Change student-led Do Something task from Teaching Tolerance.

RELATED RESOURCES WhatsApp GroupMe 9 Awesome Group Text Messaging Tools for Educators

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | BACKCHANNEL 8 ACTIVITY NOTETAKING

TARGET GRADE LEVELS 3-5, 6-8, 9-12 This notetaking activity provides a structure for viewers and readers to identify facts, main ideas and supporting details while also asking questions and making connections. It also offers students the flexibility to select which video from Black History in Two Minutes they want to view while grounding the activity in overarching essential questions about Black history.

ESSENTIAL QUESTIONS STUDENT OBJECTIVES 1. How does Black history show up in my life and 1. Students will be able to identify figures, groups, my experiences? events, and a variety of strategies and philosophies rele- vant to Black history. 2. How have Black people and Black history shaped the United States? 2. Students will be able to situate Black history topics within the appropriate social, cultural, political and his- 3. How do we know what we know about Black history? torical contexts. 4. How do the enduring struggles for progress through- 3. Students will be able to point to social, cultural and out Black history connect to other social movements, political evidence that Black history is American history. historically and today? 4. Students will be able to make principled decisions about 5. How can I take action for racial justice? when and how to take action against bias and injustice. 5. Students will be able to concretely connect Black his- tory to their own lives.

FOCAL POINT For enslaved people who were able to escape the British Colonies, Spanish Florida became a temporary promised land. In 1738, a small group of Black people created their own town near St. Augustine. They called it Fort Mose: the first all-Black settlement in what is now the United States. FROM FORT MOSE: THE FIRST ALL-BLACK SETTLEMENT IN THE U.S.

Procedure VIEW DURING AND AFTER VIEWING Choose any video from the Black History in Two 1. Pose and display the essential questions (EQs) in a Minutes library to watch with the entire class, or have shared, visible location. students select a video to watch independently. • How does Black history show up in my life and BEFORE VIEWING my experiences? 1. Share the notetaking handouts under Related Resources with students. • How have Black people and Black history shaped the United States? 2. Clarify the purpose of the sections within each hand- out and answer any student questions. • How do we know what we know about Black history? 3. Instruct students to choose one of the notetaking handouts to use during viewing.

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | NOTETAKING 9 • How do the enduring struggles for progress throughout Black history connect to other social movements historically and today? • How can I take action for racial justice? 2. Instruct students to pick one of the EQs to focus on during their viewing and have them write the question at the top of their notetaking handout. 3. Watch the video as a group. (Note: If students are choos- ing their own video, designate 10 minutes for students to view their respective video and complete their notes.) 4. Ask students to fill in their notes.

5. Watch the video again as needed.

DISCUSSION: BIG IDEAS DEBRIEF 1. Provide 3 to 5 minutes after viewing for students to finish filling in and reviewing their notes. FOCAL POINT Ella Baker, a key organizer of the 2. Revisit the five essential questions. Southern Christian Leadership 3. Ask students which EQ they focused on during view- Conference, also helped a group of young ing. Record which questions were selected by marking people form the Student Nonviolent the question in the shared, visible location. Coordinating Committee. FROM ELLA BAKER 4. Give students an additional 3 to 5 minutes to connect their notes to each of the marked EQs. 5. Use a round robin structure to discuss the video(s). If students selected and viewed their chosen video inde- DO NEXT pendently, begin the first round with each student WHAT Students extend and share their learning with others. sharing the title of their chosen video. WHEN Use after viewing and discussing. • Pose the first EQ. HOW • Instruct each student to share ONE item from • FIND SOMEONE WHO. Have students proofread and edit their notes that connects to the EQ. their video notes, then share and compare with a • Move around the class until everyone has had classmate. Next, have them identify one person out- a chance to share a response to the question. side the classroom with whom to share their chosen Although not every student will have taken notes Black History in Two Minutes video and their notes. on the EQ presented, encourage them to respond • ARTIVISM. Have students turn one of their illustra- each round any way, reminding them that they tions/sketches from their videos notes into a piece are not expected to elaborate or explain the of art. Display the art in a location where others can connection but instead sharing ideas and obser- see it. vations from the video(s). • IN MY NEIGHBORHOOD. Have students share the Making • Ask the next EQ. Repeat the process for each EQ Connections sections of their notes with the class and until each student shares at least one item and determine what civic action they could engage from their notes. in as a result of their learning/connecting. 6. In the final round, ask students to say the title of the video and read the Somebody Wanted / But / So sum- RELATED RESOURCES mary statement from their handout. Video Notes graphic organizer General Notetaking graphic organizer

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | NOTETAKING 10 VIDEO NOTES

NAME

VIDEO TITLE

ESSENTIAL QUESTION:

5 New Facts

4 New Words

3 Questions I Have

2 Illustrations/Sketches

SOMEBODY WANTED / BUT / SO SUMMARY Somebody: Who is the main character? Wanted: What did the character want? But: What was the problem? So: How did the main character overcome the problem to achieve what they wanted?

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | NOTETAKING 11 GENERAL NOTETAKING

NAME

VIDEO TITLE

ESSENTIAL QUESTION:

Evidence from Text My Thoughts

Main Idea

Key Details

Inferences

Supporting Details

Making Connections

SOMEBODY WANTED / BUT / SO SUMMARY Somebody: Who is the main character? Wanted: What did the character want? But: What was the problem? So: How did the main character overcome the problem to achieve what they wanted?

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | NOTETAKING 12 ACTIVITY STUDENT-LED INQUIRY & RESEARCH

TARGET GRADE LEVELS 3-5, 6-8, 9-12 Using student-generated questions, students work individually or in small groups to conduct research related to one or more of the themes represented in the Black History in Two Minutes library. Giving students ownership of their learning sparks motivation and high levels of engagement. Student-led inquiry relies on four main components: • Students lead, teachers support. • Questions, not topics, drive the research. • Group collaboration is central to the process. FOCAL POINT Angela Davis, Alice Walker and Toni • Researchers have the opportunity to share Morrison all wrote about gender within their findings. the context of race. FROM BLACK FEMINISM ESSENTIAL QUESTIONS 1. How does Black history show up in my life and my experiences? 2. How have Black people and Black history shaped the United States? 3. How do we know what we know about Black history? 4. How do the enduring struggles for progress through- out Black history connect to other social movements historically and today? ANGELA ALICE TONI DAVIS WALKER MORRISON 5. How can I take action for racial justice?

Procedure VIEW DURING AND AFTER VIEWING Choose any video or group of videos from the Black Have students complete the Student-led Inquiry & History in Two Minutes library to watch with the entire Research graphic organizer. class, or have students select one or more video(s) to watch independently. RELATED RESOURCES BEFORE VIEWING Student-led Inquiry & Research graphic organizer Review the overarching essential questions.

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | STUDENT-LED INQUIRY & RESEARCH 13 STUDENT-LED INQUIRY & RESEARCH

NAME

VIDEO TITLE

WONDER Watch the video(s). As you watch, write down things you KEEP IN wonder. Write your inquiry/research question below. MIND An inquiry question... • is important to you • is complex • cannot be answered with a single statement or question

EXPLORE List the websites, books, magazines and other sources you will look to for answers to your inquiry. Check the box to indicate you’ve used that source.

□ SOURCE 1

CITATION

□ SOURCE 2

CITATION

□ SOURCE 3

CITATION

□ SOURCE 4

CITATION

NEXT SUMMARIZE Research and take notes. Remember to focus on Review your notes and pick out details that help answer your question. your question. Edit these details into a summary of your findings.

PUBLISH Decide what format you will use to publish your findings. □ Brochure □ Article • What is your plan? □ Twitter thread □ Song • Who is your audience? □ PowerPoint □ Commercial • When you will publish your findings? □ Essay □ Speech • Where will you publish your findings? □ Skit □ PSA □ Poster □ Other

BLACKHISTORYINTWOMINUTES.COM | ACTIVITY | STUDENT-LED INQUIRY & RESEARCH 14 LESSONS

Use these scripted lessons to support students in their close watching and analysis of videos grouped by theme.

BLACKHISTORYINTWOMINUTES.COM | SEASON 1 | TEACHING GUIDE 15 LESSON | INDIVIDUAL AND SOCIETY BLACK DISCOVERIES AND BLACK PATENTS

TARGET GRADE LEVELS 3-5, 6-8 In this lesson, students will learn how Black discovery is at the heart of the study of African American history. They will hear how inventors like Lewis Latimer, Sarah Boone, Thomas Jennings, Judy Reed and others advanced their fields and made life for Americans safer, more efficient and more comfortable. They will also think about and discuss how Black pioneers in science and technology demonstrated ingenuity despite barriers to education and opportunity.

KEY FIGURES ESSENTIAL QUESTIONS • Lewis Latimer 1. How is Black discovery a critical part of Black history? • Sarah Boone 2. How does society benefit from the contributions of • Thomas Jennings its diverse members? • Judy Reed • Garrett Morgan ENDURING UNDERSTANDINGS 1. Black inventors contributed significantly to the • Sarah Goode advancement of American innovation. • Jan Matzeliger 2. Black inventors found ways to contribute their ideas despite systems that tried to keep them from getting KEY ORGANIZATIONS money or credit. • General Electric 3. Black Americans have not only improved daily life • United States Electric Lighting Company for all Americans but have laid the foundation for • U.S. Patent and Trademark Office other talented creators.

Procedure VIEW 3. Instruct students to write the words on sticky notes FIRST AFRICAN AMERICAN PATENT HOLDERS or index cards (one word per sticky/card). 19th CENTURY BLACK DISCOVERIES 4. Have students watch the videos again. VOCABULARY CONCEPT SORT 5. Ask students to define each word using context clues WHAT Students learn new vocabulary and sort it into cat- from the video and write their definition on the oppo- egories to clarify the meaning of unknown words and site side of each sticky/card. demonstrate understanding of word relationships. 6. As a class, determine relevant categories for the WHEN Use during viewing. words and sort the words into the designated categories. HOW Categories might include roles, ideas, descriptors, sys- 1. Decide whether students will work individually or tems or any other concepts students gravitate toward. in groups. 7. Together, debrief the categories and definitions. 2. Explain to students that they will be watching two Clarify any unclear or incorrect definitions. Discuss videos on the theme of Black ingenuity and innovation. how students determined categories and why certain As they watch, have students choose 4 to 6 vocabulary words were placed in certain categories. words (total) from the two videos. Ask them to select 8. Connect the vocabulary words to the either words that are entirely new to them or words they essential questions. recognize but don’t necessarily know the meaning of.

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | BLACK DISCOVERIES AND BLACK PATENTS 16 GARRET MORGAN WAS ONE OF THE COUNTRY’S MOST PROLIFIC AFRICAN AMERICAN INVENTORS. AMONG HIS OTHER INVENTIONS, HE DEVELOPED THE THREE-POSITION TRAFFIC SIGNAL AFTER WITNESSING A TRAFFIC ACCIDENT.

CLOSE READING: DOODLES DO NEXT WHAT A strategy in which students draw, chart or other- WHAT Students extend and share their learning with others. wise visually represent words or phrases. WHEN Use after viewing and discussing. WHEN Use during viewing. HOW Ask students to try one or more of the following activities. HOW 1. Post and consider the essential questions. EXPLORE YOUR COMMUNITY. Think about the inventions you learned about in the videos, like the stoplight and the • How is Black discovery a critical part of ironing board. What other tools or machines improve the Black history? quality of life daily for Americans? Pick one and research • How does society benefit from the contributions of who invented it. Share what you find with someone. its diverse members? CREATE AN ORIGINAL PIECE OF ART. Showcase what you 2. Share this Sketchnoting explainer video with students. learned about Black inventors and patent holders by 3. Have students watch the videos. Instruct students to telling a discovery story through an original piece of sketchnote or doodle answers and ideas to the essen- art (visual art, music, drama, poetry, dance). Share your tial questions on a piece of paper while they watch. original artwork with someone. 4. Have students watch the videos again. This time UNCOVER THE UNKNOWN. Highlight your new learning from encourage students to include specific concepts from the the videos. Plan and carry out an investigation of other video and incorporate vocabulary terms in their doodles. African American patent holders using the Student-led 5. Have students share and discuss their doodles in pairs. Inquiry & Research activity.

DISCUSSION: BIG IDEAS DEBRIEF RELATED RESOURCES 1. How did the first Black patent holders influence our Sketchnoting explainer video country and society today? TEXT DEPENDENT QUESTIONS 2. How do the legacies of Lewis Latimer, Sarah Boone, Thomas Jennings, Sarah Goode, Garrett Morgan, Jan 19th CENTURY BLACK DISCOVERIES Matzeliger and Judy Reed live on today? MAIN IDEA / GENERAL UNDERSTANDING What do Lewis Latimer 3. How will you learn more about Black inventors and and Sarah Boone have in common? Answer: Latimer patent holders? and Boone are innovative Black inventors who trans- formed their respective fields, paving the way for other Black inventors.

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | BLACK DISCOVERIES AND BLACK PATENTS 17 INFERENCES Why might American students have learned KEY DETAILS What are some innovations and inven- about Thomas Edison but not Lewis Latimer? Answer: tions created by Black people mentioned in the video? Latimer was a Black man, and Black people, historically, Answer: Traffic light, gas mask, shoemaking machine, have not been recognized for their contributions. folding bed.

FIRST AFRICAN AMERICAN PATENT HOLDERS INFERENCES What important decision did Garrett Morgan MAIN IDEA / GENERAL UNDERSTANDING Who were the first make about his invention, the traffic light? Answer: To sell African Americans to receive patents? Answers: Thomas his invention to General Electric because he, as an African Jennings (dry scouring), Judy Reed (dough kneeder) American, wouldn’t have the same access to the market. and Garrett Morgan (traffic light) were the first African Americans to receive patents.

Answer Keys JAN MATZELIGER (1852 – 1889) was best known for KEY FIGURES inventing a machine that shaped the upper portions of LEWIS LATIMER (1848 – 1928) was a skilled drafts- shoes, a process called “shoe-lasting.” He was the son of man and inventor who designed several improvements a Dutch father and a black Surinamese mother. for light bulbs and contributed to the patenting of the Source: Britannica telephone. Source: Luvenia George, Lemelson Center for the Study of Invention and Innovation KEY ORGANIZATIONS GENERAL ELECTRIC is an American multinational com- SARAH BOONE (1832 – 1904) was one of the first pany best known for its work in the power, renewable African American women to receive a U.S. patent for energy, aviation and healthcare industries. her improvements to the ironing board that made it more appropriate for use with women’s clothing. UNITED STATES ELECTRIC LIGHTING COMPANY was Source: Daniel Helton, BlackPast an early utility company, formed in 1878 after a merger with the Weston Electric Light Company. It later THOMAS JENNINGS (1791 – 1859) was the first became a subsidiary of Westinghouse. African American to be granted a patent for his inven- tion of a process he called “dry-scouring,” a precursor U.S. PATENT AND TRADEMARK OFFICE (USPTO), an to what we now call dry cleaning. Source: National agency of the U.S. Department of Commerce, registers Inventors Hall of Fame trademarks and grants patents on inventions. The office protects the interests of both inventors and businesses. JUDY W. REED (1826 – ?) is considered to be the first African American woman to receive a U.S. patent. In January of 1884, Reed applied for a patent on her “Dough Kneader and Roller,” a design that improved FOCAL upon existing technology by mixing the dough more POINT Lewis Latimer taught himself mechanical evenly and protecting it from dust particles during the drawing while working in a patient office. Source: Carla Garner, BlackPast rolling process. Those skills would lay the foundation for his achievements as an inventor. GARRETT MORGAN (1877 – 1963) was one the coun- FROM 19TH CENTURY BLACK DISCOVERIES try’s most successful African American inventors. Among other inventions, he developed the three-posi- tion traffic signal, an early version of the gas mask and also patented a hair-straightening product. Source: U.S. Department of Transportation

SARAH GOODE (1855 – 1905) was one of the first African American women to obtain a U.S. patent for her invention of a folding cabinet bed that made efficient use of small spaces. Source: Amy Essington, BlackPast

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | BLACK DISCOVERIES AND BLACK PATENTS 18 LESSON | INDIVIDUAL AND SOCIETY SUCCESSES UNSEEN

TARGET GRADE LEVELS 6-8, 9-12 In this lesson, students will learn about the legacy of Booker T. Washington, the celebrated orator and visionary who recognized that investing in the economic power of Black Americans would lead to successes unseen. This lesson also explores how the journey of African Americans who sought knowledge and formal education led to the establishment of institutions that are still prominent today. Using African American Higher Education and the teachings of Booker T. Washington as context, this lesson also encourages students to consider and discuss legislation intended to give Black people equal access to a society that claims to embrace the idea of opportunity for all but often falls short. KEY FIGURES ESSENTIAL QUESTIONS • Booker T. Washington 1. How do our identities change as society around us becomes more diverse? • John Chavis 2. How do social inequities influence our • Mary Jane Patterson lived experiences? • Lyndon B. Johnson 3. How have African Americans worked to change soci- • Allan Bakke ety throughout history?

KEY PLACES ENDURING UNDERSTANDINGS • Wilberforce College 1. The value society places on diversity depends on social, cultural, political and historical contexts. • Lincoln University 2. Opportunity is not enough to ensure civil rights for • Cheyney University disadvantaged or marginalized members of society. • Tuskegee Institute 3. African Americans throughout history have recog- • Howard University nized that investing in yourself leads to greater access and success for Black people everywhere.

Procedure VIEW students. Ask students to share and record what they BOOKER T. WASHINGTON know about the people and places on the lists. AFRICAN AMERICAN HIGHER EDUCATION 3. Post and consider the essential questions. AFFIRMATIVE ACTION • How do our identities change as society around us CLOSE READING: DOODLES becomes more diverse? WHAT Students make predictions about how multiple texts relate and what might follow. • How do social inequities impact our lived experiences? WHEN Use during viewing. • How have African Americans worked to change society throughout history? HOW 1. Distribute the Thinking Through Viewing graphic 4. Watch the videos. Instruct students to add to the list organizer. of things they know about the key people and places as they view. 2. Share the lists of key people and key places with

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | SUCCESSES UNSEEN 19 BOOKER T. WASHINGTON WAS A LEADING AFRICAN AMERICAN INTELLECTUAL WHO STRESSED THE IMPORTANCE OF INDUSTRIAL EDUCATION.

5. Have students watch the videos a second time, paus- WHEN Use after viewing and discussing. ing after each video to answer the questions: HOW Students can extend the whole class conversation, • What do I know about the people named in reflect in writing in a journal entry, or invite members this video? of their family or community to ongoing dialogue about • What more do I need to know about…? the videos Booker T. Washington, African American Higher Education and Affirmative Action using these • What do I want to know more about...? Keep Thinking questions. 6. Chart students’ responses to the questions for each video side-by-side in a visible location. Video Keep Thinking BOOKER T. What is the difference 7. Then, check for understanding. For each video, ask, WASHINGTON between being treated “What is the central message?” Have students record their unfairly by another person responses in the Thinking Through Viewing graphic organ- and being discriminated izer. Add new responses to the group chart as necessary. against by society at large? 8. Next, record connections among the videos. Ask stu- AFRICAN AMERICAN What is challenging about dents, “How do the videos overlap? What do they have HIGHER EDUCATION respecting everyone’s rights in common?” when people are different 9. Finally, have students return to the Thinking from each other? Through Viewing graphic organizer to complete the AFFIRMATIVE ACTION In what ways does collective summary independently. action build solidarity? In what ways does solidarity DISCUSSION: BIG IDEAS DEBRIEF lead to collective action? Facilitate dialogue among students. Invite students to reference or add to their Thinking Through Viewing RELATED RESOURCES handout as they discuss. Thinking Through Viewing handout 1. How does Booker T. Washington’s legacy live TEXT DEPENDENT QUESTIONS on today? 2. Why are affirmative action conversations BOOKER T. WASHINGTON sometimes contentious? KEY DETAILS What is Booker T. Washington known for? Answer: Booker T. Washington is known for advocating 3. How will you learn more about the origins and for African Americans to gain economic power through impact of African American higher education? industrial education, principally through his work at the Tuskegee Institute in Alabama. DO NEXT: KEEP THINKING INFERENCES How was Booker T. Washington a com- WHAT Students extend and share their learning with others. plex historical figure? Answer: Although he advised

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | SUCCESSES UNSEEN 20 African Americans to make the best of their current cir- Educational opportunities, especially in higher educa- cumstances (“cast down your bucket where you are”), tion, were quite limited for African Americans. HBCUs behind the scenes, he funded anti-discrimination law- created opportunities and continue to provide campus suits challenging Jim Crow policies. climates that are welcoming and affirming to African American students. AFRICAN AMERICAN HIGHER EDUCATION KEY DETAILS Which institutions were the first Historically AFFIRMATIVE ACTION Black Colleges and Universities (HBCUs)? Answer: KEY DETAILS In what year did the freshman class at Yale Wilberforce University in Ohio, Lincoln University and University admit the largest number of Black students up Cheyney University in Pennsylvania. to that point? Answer: September 1969 INFERENCES Why were these first institutions of higher education for African Americans important? Answer:

Answer Keys

KEY FIGURES BOOKER T. WASHINGTON (1856 – 1915) was a lead- ing African American intellectual who stressed the importance of industrial education. Born into slavery, he attended the Hampton Institute, a school for for- merly enslaved people, and went on to found Tuskegee Normal and Industrial Institute (now Tuskegee University) in 1881 and the National Negro Business League two decades later. Source: history.com

JOHN CHAVIS (1763 – 1838) was born a free Black man in North Carolina. In 1778, he enlisted as a sol- dier in the Revolutionary War, serving three years in the 5th Virginia Regiment. He became a circuit-riding mis- sionary preacher in 1800 and, later, opened a school for Black and white students at his home in Raleigh, North Carolina. Source: Washington and Lee University

FOCAL POINT Cheyney University in Pennsylvania was the first Historically Black College and University (HBCU). Founded in 1837 as the Institute of Colored Youth, it transformed educational possibility for African American people. FROM AFRICAN AMERICAN HIGHER EDUCATION

LYNDON B. JOHNSON (1908 – 1973) was the 36th MARY JANE PATTERSON (1840 – 1894) was the first President of the United States who took office after the Black woman to receive a B.A. degree from an estab- assassination of John F. Kennedy. He was known for lished American college (Oberlin College in 1862). Her furthering many progressive reforms, including key achievements as a pioneering Black scholar and a lead- civil rights legislation. Source: history.com ing Black educator continue to influence Black students today. Source: African American Registry WIKICOMMONS/NICK-PHILLY

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | SUCCESSES UNSEEN 21 ALLAN BAKKE (1940 – ) is a white California man a Quaker philanthropist who bequeathed $10,000 who sued the University of California, Davis, after twice to design and establish a school to educate people of unsuccessfully applying for admission to the medical African descent and prepare them as teachers. school. Bakke claimed that, because his grades and test scores were higher than those of minority students who TUSKEGEE INSTITUTE (now known as Tuskegee had been accepted, he had suffered “reverse discrimi- University) is a private university located in Tuskegee, nation.” The Supreme Court found that the university’s Alabama, and one of the largest HBCUs in the United use of racial quotas was unconstitutional but held that States. It was founded by Lewis Adams, a former race could be used as a factor in admissions decisions enslaved person, and George W. Campbell, a former and that promoting diversity in education was justified. enslaver, in 1881. Booker T. Washington, then a 25-year- Bakke was ultimately admitted to the medical school. old teacher at Hampton Institute in Virginia, was Source: Britannica named its first principal, a position he maintained until his death in 1915. KEY PLACES WILBERFORCE COLLEGE was America’s first private HOWARD UNIVERSITY was founded as a theologi- Historically Black College and University (HBCU) cal school in 1866. Named after Oliver Otis Howard, a founded by African Americans. white Union Civil War general and commissioner of the Freedmen’s Bureau, the institution was committed to LINCOLN UNIVERSITY (originally established as The graduate and professional education, in contrast to most Ashmun Institute) in Pennsylvania became the nation’s first other Black postsecondary institutions of that era. It degree-granting HBCU when it received is charter in 1854. earned the nickname “the Capstone of Negro Education.”

CHEYNEY UNIVERSITY OF PENNSYLVANIA became the nation’s first HBCU in 1837. The University was estab- lished through the bequest of Richard Humphreys,

BLACKHISTORYINTWOMINUTES.COM | INDIVIDUAL AND SOCIETY | SUCCESSES UNSEEN 22 LESSON | FREEDOM AND CHOICE BLACK ARTS AND ENTERTAINMENT

TARGET GRADE LEVELS 6-8, 9-12 Students will explore how the Harlem Renaissance, the iconic cultural revolution of the 1920s, set the stage for Black art and entertainment’s greatest writers, artists and musicians for decades to come. They will learn how Black music evolved over the 20th century, birthing new sounds and exciting venues for dance and entertainment. They will also become familiar with the cultural fusion of jazz music, the influential television show Soul Train and the rise of hip-hop from house parties on the streets of Bronx, New York.

KEY FIGURES ESSENTIAL QUESTIONS 1. Why are Black arts and Black entertainment critical • MUSICIANS Louis Armstrong, Duke Ellington, Bessie Smith, Mamie Smith, James Reese Witherspoon, parts of American history? Buddy Bolden, Jelly Roll Morton 2. How does society benefit from the contributions of its Black artists and entertainers? • WRITERS Langston Hughes, Zora Neale Hurston, Countee Cullen, Alain Locke ENDURING UNDERSTANDINGS • DJS AND HOSTS Don Cornelius, DJ Kool Herc 1. Black musicians, artists, producers, filmmakers and • HIP-HOP ARTISTS AND MCS The SugarHill Gang, writers have fundamentally shaped arts and entertain- Grandmaster Flash, Public Enemy ment in the United States. 2. Black Americans have not only improved daily life for all Americans but have laid the foundation for other tal- ented creators in the entertainment industry.

Procedure VIEW • What parts of the video do you aspire to or want to THE HARLEM RENAISSANCE act upon? THE BIRTH OF JAZZ 2. Have students watch the videos at least twice. SOUL TRAIN Encouraging them to read the captions to support their THE BIRTH OF HIP-HOP (publication forthcoming; check website for updates) learning and to consider the four questions as they watch. 3. Ask students to write answers and reflections to the CLOSE READING: 4 A’S PROTOCOL four questions while they watch the videos. They can WHAT Students write and reflect on their own connec- use a piece of paper, an electronic document or the 4 A’s tions to the videos. Protocol graphic organizer. Prompt them to focus on the following concepts from the video in responses: direct WHEN Use during viewing. quotes, main idea(s), details, personal connections and new learnings. HOW 1. Introduce students to these four questions: 4. Encourage students to share their notes with a partner. • What assumptions does the speaker/writer of the video hold? DISCUSSION: BIG IDEAS DEBRIEF • What do you agree with in the video? 1. How do the pioneering works and art of Black artists, past and present, continue to influence our country and • What do you want to argue with in the video? society today?

BLACKHISTORYINTWOMINUTES.COM | FREEDOM AND CHOICE | BLACK ARTS AND ENTERTAINMENT 23 JAZZ IS A UNIQUELY AFRICAN AMERICAN FORM OF MUSIC THAT BLENDS AFRICAN, LATIN AND EUROPEAN STYLES. ALTHOUGH EARLY JAZZ MUSIC WAS CONSIDERED “IMMORAL” BY SOME CRITICS, IT BECAME A POPULAR AND INFLUENTIAL FORM OF EXPRESSION THAT HAS ENDURED AND EVOLVED FOR OVER A CENTURY.

2. What connections can you make among jazz, hip-hop, INFERENCES Why was the Harlem Renaissance a pivotal the Harlem Renaissance and Soul Train? influence in New Negro Movement? Answer: Writers shared Black lived experiences; Black artists could DO NEXT: KEEP THINKING finally be their full authentic selves. WHAT Students extend and share their learning with others. THE BIRTH OF JAZZ WHEN Use after viewing and discussing. MAIN IDEA/GENERAL UNDERSTANDING How did jazz come to fruition? Answer: New Orleans was a cultural melting HOW Ask students to try one or both of the pot where African, Latin and European forms and styles following activities. of music were played, largely by African American EXPLORE MEDIA YOU ENJOY. Where and how do you observe musicians and artists. Black artists and entertainers influencing popular cul- KEY DETAILS Who were some famous jazz artists, singers ture today? Explore social media platforms, television and musicians? Answer: Louis Armstrong, James Reese channels, movies and news sources. Look for Black art- Europe, Buddy Bolden, Jelly Roll Morton ists and entertainers. Record what you find and share what you find with someone. INFERENCES What was controversial about jazz music at its founding? Answer: It was played in New Orleans’ red-light CREATE AN ORIGINAL PIECE OF ART. Showcase what you district, which associated the music with promiscuity. learned about Black arts and entertainment. Produce an original art (visual art, music, drama, poetry, dance) SOUL TRAIN to convey what you learned. Plan a public showcase of MAIN IDEA/GENERAL UNDERSTANDING What is Soul Train? your original work. Answer: Soul Train was a variety television show cre- ated and hosted by radio host Don Cornelius. Featuring RELATED RESOURCES mostly Black dancers and entertainers, it became a cul- Explanation of the Four “A”s Text Protocol from School tural phenomenon. Reform Initiative 4 A’s Protocol graphic organizer KEY DETAILS What did Soul Train bring to American homes? Answer: Black music, culture and regional TEXT DEPENDENT QUESTIONS dances; Black love, peace and soul; it showed Black teenagers more positively than they were portrayed in THE HARLEM RENAISSANCE the national news. MAIN IDEA/GENERAL UNDERSTANDING What was the Harlem Renaissance? Answer: An iconic cultural period in INFERENCES What was revolutionary about Soul Train? African American history in New York during the 1920s, Answer: It was a Black program created by Black peo- when Black artists, writers and musicians flourished. ple. It showed Black people and Black culture in a positive way. It is one of the longest running syndicated KEY DETAILS Who were some Black artists who rose to prom- TV programs in American history. inence because of their bold, exciting music? Answer: Louis Armstrong, Duke Ellington, Bessie Smith, Mamie Smith.

BLACKHISTORYINTWOMINUTES.COM | FREEDOM AND CHOICE | BLACK ARTS AND ENTERTAINMENT 24 THE BIRTH OF HIP-HOP (publication forthcoming; check website for updates) FOCAL Hip-hop music emerged from the work of MAIN IDEA/GENERAL UNDERSTANDING Who is credited with POINT creative DJs like Grandmaster Flash who starting hip-hop and how was it started? Answer: DJ hosted house parties and outdoor block Kool Herc threw a party in the Bronx where he used a parties in the Bronx. turntable to create a new sound called “the break.” FROM THE BIRTH OF HIP-HOP KEY DETAILS How did hip-hop start spreading during its early days in New York City? Answer: On the streets, Answer: Hip-hop also known as the underground, rappers would rhyme artists report and over boombox beats. Eventually, cassette tapes would comment on the spread hand to hand, and soon hip-hop found itself on social, political and the radio. cultural experiences INFERENCES How is hip-hop more than a musical genre? of African Americans.

Answer Keys BUDDY BOLDEN KEY FIGURES (1877 – 1931) was a LOUIS ARMSTRONG (1901 – 1971) was a legend- cornet player known as one of the first legends of jazz. ary trumpeter, bandleader, singer, soloist, film star One of the original sounds of New Orleans-style music, and comedian. With his great sensitivity, technique Bolden led the most successful band in New Orleans and capacity to express emotion, Armstrong not only and was a leading figure in the rise of New Orleans- ensured the survival of jazz but led in its development style ragtime music that would later be known as jazz. into a fine art. Source: Britannica Source: Matt Micucci, Jazziz magazine DUKE ELLINGTON (1899 – 1974) was a pianist JELLY ROLL MORTON (1890 – 1941) was a legend- widely recognized as the greatest jazz composer and ary jazz composer and pianist who pioneered the use of bandleader of his time. One of the originators of big- prearrangements in jazz-band performances while still band jazz, Ellington led his band for more than half allowing for improvisation. He is considered an innova- a century, composed thousands of scores, and cre- tor in the transition from early jazz to orchestral jazz. ated one of the most distinctive ensemble sounds in all Source: Britannica of Western music. Source: Britannica LANGSTON HUGHES (1902 – 1967) was a poet, nov- BESSIE SMITH (1894 – 1937) was a 20th century blues elist, short story writer, essayist and playwright of the singer whose performances combined “field holler and Harlem Renaissance and beyond. His work captured Jazz Age sophistication.” Known as the “Empress of the celebrations and sorrows of working-class Black the Blues,” she made an indelible artistic impression lives, avoiding both “sentimental idealization and nega- on both jazz and rock ‘n’ roll musicians. Source: Gwen tive stereotypes.” Source: Poetry Foundation Thompkins, National Public Radio ZORA NEALE HURSTON (1891 – 1960) was a highly MAMIE SMITH (1883 – 1946) was an actress and per- influential writer and anthropologist. Her novels, short forming artist, considered by industry scholars to have stories and plays often depicted African American life in made the very first blues recording, “Crazy Blues,” in the South, while her anthropological studies examined 1920. The recording also represented the emergence of Black folklore. Source: National Women’s History Museum Black female singers into popular music culture. Source: Carla Garner, BlackPast COUNTEE CULLEN (1903 – 1946) was a poet of the Harlem Renaissance who came to believe that art tran- JIMMY WITHERSPOON (1920 – 1997) was one of the scended race. Because of Cullen’s success in both Black best “blues shouters.” He joined his parents’ church and white cultures, he thought of his poetry as a vehi- choir at age five, an experience he credited for shaping cle that could be used to minimize the distance between a musical career that spanned five decades. Black and white people. In 1928, he married Nina Source: National Public Radio Yolande DuBois, daughter of W.E.B. DuBois. Source: Poetry Foundation WIKICOMMONS/MIKA-PHOTOGRAPHY

BLACKHISTORYINTWOMINUTES.COM | FREEDOM AND CHOICE | BLACK ARTS AND ENTERTAINMENT 25 ALAIN LOCKE (1885 – 1954) is heralded as the THE SUGARHILL GANG was the first group to issue a “Father of the Harlem Renaissance.” In 1925, he pub- hip-hop record, and their hit single “Rapper’s Delight” lished The New Negro, an anthology of poetry, essays, (1979) remains influential to this day. Prior to this plays, music and portraiture by white and Black art- recording hip-hop was only performed live, mostly at ists. Locke, a Harvard graduate and the first African house parties. Source: John Bush, AllMusic American Rhodes Scholar, was an enormously influ- ential philosopher, theorist, critic and interpreter of GRANDMASTER FLASH (1958 – ) was a pioneer- African American literature and art. Source: Stanford ing hip-hop DJ in the Bronx. As the leader of the group Encyclopedia of Philosophy Grandmaster Flash and the Furious Five, he invented many of the recording and performance techniques DON CORNELIUS (1936 – 2012) was the creator, associated with hip-hop DJing. owner, producer and host of the pioneering television Source: Greg Tate, Britannica show Soul Train, which ran for 35 years and showcased many Black musicians and dancers who were often PUBLIC ENEMY is a hip-hop group formed in 1982 on ignored by white variety shows. Soul Train brought a Long Island, New York. With Chuck D.’s booming voice, partylike atmosphere to millions of homes around the Flava Flav’s comedy and Terminator X’s DJ skills, the country. Source: Jennifer Medina, New York Times group brought radical Black political ideology to pop music on albums including It Takes a Nation of Millions DJ KOOL HERC (1955 – ) became an artistic force in to Hold Us Back (1988) and Fear of a Black Planet (1990). the early 1970s when he became known for DJing and Source: Greg Tate, Britannica rapping in the South Bronx. He is widely credited as the originator of the “breakbeat” technique and of hip-hop. Source: TeachRock

BLACKHISTORYINTWOMINUTES.COM | FREEDOM AND CHOICE | BLACK ARTS AND ENTERTAINMENT 26 LESSON | POWER PRIVILEGE LEADING THE REVOLUTION

TARGET GRADE LEVELS 6-8, 9-12 In this lesson, students will discover how Marcus Garvey, Malcolm X, Stokely Carmichael, Bobby Seale and other Black leaders sparked and sustained racial and social justice movements that continue to resonate in American society today. They will explore how the leaders of revolutionary social movements focused on uniting Black peo- ple around the world and prioritized social programs, such as free medical clinics, clothing drives and breakfast programs for children.

KEY FIGURES KEY ORGANIZATIONS • Marcus Garvey • Universal Negro Improvement Association • Malcolm X • Black Panther Party (or Black Panther Party for Self-Defense) • Elijah Muhammad • President Lyndon B Johnson ESSENTIAL QUESTIONS • Stokely Carmichael 1. How have Black leaders sparked and sustained racial and social justice movements throughout history? • Bobby Seale 2. How does American society benefit from the contri- • Huey P. Newton butions of its Black political and social leaders?

KEY LEGISLATION ENDURING UNDERSTANDINGS • Voting Rights Act of 1965 1. Black Power movements were led by revolutionary leaders who made significant contributions to social and political movements in the United States. FOCAL 2. Black Power movements transformed many areas of life for Black Americans by fostering political activ- POINT Although the Black Panthers extended tremendous energy on social programs ism and influence, inspiring Black arts movements, and to benefit the Black community, their encouraging Black people to proudly embrace their cul- legacy is often remembered only as one ture and identities. of militant resistance. FROM THE BIRTH OF THE BLACK PANTHERS

Procedure

VIEW WHEN Use during and after viewing. MARCUS GARVEY (publication forthcoming; check website for updates) MALCOLM X: HOW DID HE INSPIRE A MOVEMENT? HOW BLACK POWER 1. Post the essential questions in a visible location. THE BIRTH OF THE BLACK PANTHERS 2. Have students watch the videos at least one time. Encourage them to read the captions to support learning. INFORMATION PROCESSING: FIRST TURN, LAST TURN PROTOCOL 3. Instruct them to note three to four observations WHAT Students explore and discover information from on a piece of paper, electronic document or General videos through group sharing

BLACKHISTORYINTWOMINUTES.COM | POWER PRIVILEGE | LEADING THE REVOLUTION 27 MARCUS GARVEY WAS THE FOUNDER AND LEADER OF UNIVERSAL NEGRO IMPROVEMENT ASSOCIATION, WHICH WAS CREATED TO UNITE ALL BLACK PEOPLE ACROSS WORLD. HE AND HIS ORGANIZATION INFLUENCED THE “BACK TO AFRICA” AND BLACK NATIONALIST MOVE- MENTS.

Notetaking graphic organizer. Observations may include 1. What common themes did you discover in this group direct quotes, main idea(s), details, personal connec- of videos? tions, new learnings or questions. 2. What connections did you make to the essential 4. Put students into small groups of four to eight to pro- questions? cess the information from the videos. 3. What questions do you still have? 5. Tell students to decide which group member will take the first turn. Have that person share one of the items EXTEND YOUR LEARNING: from their notes without offering commentary. DISCOVER BLACK SCHOLARS Each video features a Black scholar or academic who shares 6. Next, each group member comments on the item that was shared one at a time, in round-robin fashion, with historical context with the audience. It’s important to read no cross talk. and learn from Black experts in their respective fields. Take time to research the works of the scholars featured in this 7. The first person who shared the item from their notes group of videos. Consider tracking what you learn using the now shares their thinking about the item, thus getting Student-led Inquiry & Research graphic organizer. the last turn. WHAT Students discover modern Black scholars by explor- 8. The next person in the group then shares an item ing their work. from their notes, followed by round-robin comments WHEN After watching videos. with no cross talk. Repeat until every group member shares at least one item. 1. Armstrong Williams – political commentator 9. Repeat the process for each video. 2. Peniel Joseph – University of Texas 3. Farah Griffin – Columbia University OPPORTUNITY FOR CROSSTALK After engaging in the First Turn, Last Turn protocol, 4. Hasan Jeffries – The Ohio State University give students the opportunity to crosstalk with their 5. Kathleen Cleaver – former Communications small group about their round-robin sharing. Ask them: Secretary of the Black Panther Party

BLACKHISTORYINTWOMINUTES.COM | POWER PRIVILEGE | LEADING THE REVOLUTION 28 RELATED RESOURCES through his focus on Black self-defense and Black power. First Turn/Last Turn Protocol KEY DETAILS How did Malcolm X’s ideologies inform General Notetaking activity and graphic organizer Black Power movement? Answer: He demanded Black Student-led Inquiry & Research activity and dignity and self-respect; for example, he encouraged graphic organizer replacing words like negro and colored with Black and Afro American. TEXT DEPENDENT QUESTIONS MARCUS GARVEY (publication forthcoming; check website for updates) BLACK POWER MAIN IDEA/GENERAL UNDERSTANDING Who was Marcus MAIN IDEA/GENERAL UNDERSTANDING Why did Stokely Garvey? Answer: Garvey is the founder and leader of Carmichael’s message resonate when Dr. King’s mes- Universal Negro Improvement Association, which sage of nonviolence was wearing thin? Answer: Because was created to unite all Black people across world. He violence was everywhere, and Carmichael encouraged and his organization influenced the Back to Africa and people to not be afraid to seek Black power. Black Nationalist movements. INFERENCES What were some of the multiple mean- KEY DETAILS What did Marcus Garvey establish to carry ings of “Black Power”? Answer: Power in elected office; out his vision of Black people reclaiming Africa? power in self-determination; power in education; arts Answer: He established the Black Star Line, a steamship and culture focused on positive Black identity; an end to line used to transport African Americans interested in nonviolence as the only organizing strategy. emigrating to Africa. INFERENCES What was radical about Marcus Garvey’s THE BIRTH OF THE BLACK PANTHERS message at the time? Answer: He was a charismatic MAIN IDEA/GENERAL UNDERSTANDING What was the Black Black man encouraging Black pride and challenging Panther Party? Answer: It was a social program African Americans to reclaim Africa at a time when launched by Bobby Seale and Huey P. Newton to serve lynching was rampant. the Black community and defend it from racism and violence, including police brutality. MALCOLM X: HOW DID HE INSPIRE A MOVEMENT? KEY DETAILS What are the lesser-known programs of the MAIN IDEA/GENERAL UNDERSTANDING Who was Malcolm X and Black Panther Party? Answer: Free medical care; free how did his message differ from other civil rights lead- clothing drives; free breakfast for school children. All ers? Answer: Malcolm X was inspired by the Nation of three later informed federal programs. Islam and embraced empowerment “by any means nec- essary.” He inspired the Black Nationalist movement

Answer Keys

KEY FIGURES MARCUS GARVEY (1887 – 1940) was a Jamaican-born Black nationalist and founder of the Universal Negro Improvement Association (UNIA) who created a “Back to Africa” movement in the United States. His message of race pride attracted thousands and inspired later civil rights activists. Source: BBC History

MALCOLM X (1925 – 1965) was a Nation of Islam leader who articulated concepts of race pride and militant Black nationalism in the early 1960s. The Autobiography of Malcolm X, published after his death FOCAL in 1965, made him an ideological hero, especially among POINT Malcolm X’s theories and philosophies Black youth. Source: Lawrence A. Mamiya, Britannica about Black dignity and self-defense formed the foundation for Black Power ideology. ELIJAH MUHAMMAD (1897 – 1975) was a prominent FROM MALCOLM X leader of the Nation of Islam beginning in the mid- 1930s. His message mixed Black pride, denunciation

BLACKHISTORYINTWOMINUTES.COM | POWER PRIVILEGE | LEADING THE REVOLUTION 29 of white supremacy and the need for Black economic KEY LEGISLATION independence. Source: American Experience, PBS THE VOTING RIGHTS ACT OF 1965 aimed to increase the number of people registered to vote in areas where LYNDON B. JOHNSON (1908 – 1973) was the 36th there was a record of previous discrimination by out- President of the United States who took office after the lawing literacy tests and providing for the appointment assassination of John F. Kennedy. He was known for of federal examiners. It prevented such jurisdictions furthering many progressive reforms, including key from changing voting practices or procedures without civil rights legislation. Source: history.com “preclearance” from either the U.S. Attorney General or the District Court for Washington, DC. It shifted the STOKELY CARMICHAEL (1941 – 1998) was a West- power to register voters from state and local officials to Indian-born civil rights activist and leading proponent the federal government. Source: Center for Legislative of Black nationalism in the United States in the Archives, National Archives 1960s. He played a key role in orienting the Student Nonviolent Coordinating Committee (SNCC) toward KEY ORGANIZATIONS “Black Power,” a rallying slogan he originated. UNIVERSAL NEGRO IMPROVEMENT Source: Britannica ASSOCIATION (UNIA) represented the largest mass movement in African American history at that time. HUEY P. NEWTON (1942 – 1989) was the Minister Proclaiming a political, economic and religious Black of Defense of the Black Panther Party as well as the nationalist “Back to Africa” message, Marcus Garvey co-founder (with Bobby Seale). The Party believed that and the UNIA established 700 branches in 38 states by the Black struggle for justice meant protecting Black the early 1920s. Source: David Van Leeuwen, National communities from racism and violence as well as pro- Humanities Center viding material support for poor people and families. Source: African American Heritage, THE BLACK PANTHER PARTY (originally called National Archives the Black Panther Party for Self-Defense) was a polit- ical organization founded in Oakland in 1966 by Huey BOBBY SEALE (1936 – ) is an African American polit- Newton and Bobby Seale to challenge police brutal- ical activist and co-founder, with Huey P. Newton, of ity and empower African Americans to defend and care the Black Panther Party for Self Defense. He was one for themselves. Their influential “Ten Point Program” of a generation of young Black radicals who broke called for an immediate end to police brutality; employ- away from the traditionally nonviolent Civil Rights ment for African Americans; and land, housing and Movement, instead espousing militant Black empower- justice for all. The Party also started popular commu- ment. Source: Britannica nity social programs, including free breakfast programs for school children and free health clinics. Source: History.com

BLACKHISTORYINTWOMINUTES.COM | POWER PRIVILEGE | LEADING THE REVOLUTION 30 LESSON | STRUGGLE AND PROGRESS INJUSTICE & MEDIA

WARNING The videos upon which this lesson is based contain graphic images. Viewer discretion is advised. TARGET GRADE LEVELS 9-12 (DUE TO GRAPHIC CONTENT) In this lesson, students will learn about the first Black newspaper and how the Black press became an outlet for resistance movements and a medium for Black Americans to speak truth to power. They will learn about the terrorism of lynch- ing—a grotesque form of mob-rule white people used to control Black communities—and meet Ida B. Wells, a prominent investigative journalist who documented hundreds of lynchings. They will learn about how the National Association for the Advancement of Colored People (NAACP) organized the resistance against the racist film The Birth of a Nation using the Black press to spread its campaign. And they will learn about Oscar Micheaux, the first major Black filmmaker to pro- duce and direct his own films, including a film that directly challenged the racism depicted in The Birth of a Nation.

KEY FIGURES • FILMS The Birth of a Nation, The Homesteader, Within • EDITORS AND PUBLISHERS Samuel Cornish, John Our Gates Russwurm, Frederick Douglass, Pauline Hopkins, W.E.B DuBois, John H Johnson KEY ORGANIZATIONS • NAACP • JOURNALISTS & WRITERS Ida B. Wells • VICTIMS OF LYNCHING Emmett Till, Michael Donald, ESSENTIAL QUESTIONS Thomas Moss, Calvin McDowell, William “Henry” 1. How have Black writers and producers used their craft Stewart and influence to shed light on racial and social injustice? • MOTHERS Mamie Till, Beulah Mae Donald 2. How does society benefit from the contributions of its Black writers, reporters and producers? • FILMMAKERS Oscar Micheaux, Spike Lee, John Singleton, Julie Dash ENDURING UNDERSTANDINGS KEY MEDIA & PUBLICATIONS 1. American media and popular culture have been influ- • “Southern Horrors Lynch Law in All Its Phases” by enced by the Black press and its prominent writers, Ida B. Wells publishers and filmmakers for centuries. • NEWSPAPERS Freedom’s Journal, The North Star 2. Black writers, publishers and filmmakers consistently use their craft and influence to provide a platform for • MAGAZINES The Colored American, Ebony, Jet dissenting voices that push America forward. • JOURNALS The Crisis

Procedure

VIEW PERSONAL REFLECTIONS: THE BLACK PRESS SAY SOMETHING PROTOCOL LYNCHING WHAT Students construct meaning from video content IDA B. WELLS : FEARLESS INVESTIGATIVE REPORTER and reflect on connections between new learning and OF SOUTHERN HORRORS current understandings. THE BIRTH OF A NATION AND THE ORIGINS WHEN Use during and after viewing. OF THE NAACP (publication forthcoming; check website for updates) OSCAR MICHEAUX (publication forthcoming; check website for updates) HOW 1. Have students watch each video and interact with

BLACKHISTORYINTWOMINUTES.COM | STRUGGLE AND PROGRESS | INJUSTICE & MEDIA 31 DO NEXT Ask students to research a modern social issue and cre- ate something based on their learning that sheds light on the issue and challenges the audience to make change. Possibilities include an op-ed, visual art, a social media cam- paign or content for another media channel of their choice.

EXTEND YOUR LEARNING: DISCOVER BLACK SCHOLARS Each video features a Black scholar or academic who shares historical context with the audience. It’s impor- tant to read and learn from Black experts in their respective fields. Take time to research the works of the scholars featured in this group of videos. Consider tracking what you learn using the Student-led Inquiry & Research graphic organizer. WHAT Students discover modern Black scholars by exploring their work. WHEN After watching videos. 1. Bryan Stevenson – Equal Justice Initiative IDA B. WELLS REPORTING TECHNIQUES SERVE 2. Farah Griffin – Columbia University TODAY AS BASIC PRINCIPLES OF MODERN INVESTIGATIVE JOURNALISM. 3. Imani Perry – Princeton University FROM IDA B. WELLS 4. Vincent Brown – Harvard University 5. Mia Bay – University of Pennsylvania the content by taking notes. Notes can include a brief 6. Paula Giddings – Smith College summary, key details, interesting ideas, a question, new learning or a personal connection. Prepare students to 7. Evelyn Brooks Higginbotham – Harvard University “Say Something” to a partner after watching each video. 8. Donald Bogle – New York University & University 2. After watching the first video, have students find of Pennsylvania a partner. RELATED RESOURCES 3. Instruct each partner to say something about the first Say Something Protocol from Expeditionary Learning video. Responses should be succinct, thoughtful and related General Note-Taking Activity graphic organizer to the video content. Students can refer to their notes. Ida B. Wells “Southern Horrors: Lynch Law In All Its Phases” 4. Prompt students to repeat this process for each video in this group, finding a new partner each time. TEXT DEPENDENT QUESTIONS Note: Consider spacing out this activity. It’s important to THE BLACK PRESS take a breath, take time to personally reflect, then con- MAIN IDEA/GENERAL UNDERSTANDING How was Freedom’s nect with others after watching videos containing brutal Journal important in establishing the Black press? images of violence. Answer: It proved there was Black readership for Black publications in the U.S. GROUP DEBRIEF: WRITING FOR JUSTICE KEY DETAILS Who were key figures and publications in After engaging in the Say Something protocol, give stu- establishing the Black press? Answer: Samuel Cornish dents the opportunity to debrief big ideas with their and John Russwurm of Freedom’s Journal; Frederick partner or in a small group. Post these essential ques- Douglass of The North Star; Pauline Hopkins of The tions where everyone can see them: Colored American; Jet; Ebony. 1. How have Black writers and producers used their craft INFERENCES Why is the Black press important? Answer: It gave and influence to shed light on racial and social injustice? Black writers a platform to speak truth to power; it gave African Americans a voice outside of mainstream media; 2. How does society benefit from the contributions of its and it allowed Black people to share their own stories. Black writers, reporters and producers?

BLACKHISTORYINTWOMINUTES.COM | STRUGGLE AND PROGRESS | INJUSTICE & MEDIA 32 LYNCHING Nation? Answer: It was America’s first full-length film. MAIN IDEA/GENERAL UNDERSTANDING What is lynching? Although it was a technological advancement for the Answer: Lynching refers to acts of domestic terror, time, the film was racist propaganda steeped in tropes including a grotesque form of mob rule without judge and stereotypes about Black people, especially casting or jury. During lynchings, Black people were hanged Black men as dangerous. and burned in public as a way to incite terror and fear KEY DETAILS How did the campaign against The Birth of among Black communities. A Nation galvanize the NAACP? Answer: The campaign KEY DETAILS What infamous lynching catalyzed the Civil garnered a great deal of support for the NAACP and Rights Movement? Answer: Emmett Till, a 14-year-old grew its national prominence because people agreed Black boy who was kidnapped and murdered after being with the stance that the film was blatantly racist. accused of accosting a white woman. His mother demanded an open casket to show his brutalized body to the world. INFERENCES What role did Black women and mothers FOCAL play when lynching was at its peak? Answer: Emmett POINT Long before Spike Lee, John Singleton Till’s mother demanding an open casket helped start and Julie Dash broke barriers for Black a social movement; Ida B. Wells and her investigative cinema, Oscar Micheaux became the reporting built the NAACP’s platform; Michael Donald’s first major Black filmmaker to produce mother fought the KKK at SCOTUS and won. and direct his own films. FROM OSCAR MICHEAUX IDA B. WELLS: FEARLESS INVESTIGATIVE REPORTER OF SOUTHERN HORRORS OSCAR MICHEAUX MAIN IDEA/GENERAL UNDERSTANDING What is Ida B. Wells known for? Answer: She is known for her activism and (publication forthcoming; check website for updates) investigative journalism on lynching in South; she used MAIN IDEA/GENERAL UNDERSTANDING Who growing Black literacy to change the narrative and was Oscar Micheaux? Answer: He was the first major spread awareness about these ultra-violent crimes. Black filmmaker to independently write and produce his own films. INFERENCES Why was Ida B. Wells’ life in danger? Why was she eventually driven out of Memphis? Answer: KEY DETAILS What is The Homesteader? Answer: It is a She wrote and published anti-lynching articles and book written and published by Oscar Micheaux, which drew attention to the wrongful extralegal convictions he eventually adapted into a silent film that he inde- of African Americans. This angered a white lynch mob pendently produced. who came to the newspaper office looking for Wells and INFERENCES What is significant about Oscar Micheaux’s threatening her life. work? Answer: It portrayed Black people in a way that challenged stereotypes during the era of The Birth of a THE BIRTH OF A NATION AND THE ORIGINS OF THE NAACP Nation. It included strong, diverse characters and social (publication forthcoming; check website for updates) themes that were not yet evident in mainstream media. MAIN IDEA/GENERAL UNDERSTANDING What is The Birth of a

Answer Keys publisher and colonizer of Liberia. He was also one KEY FIGURES of the first African American to graduate from an EDITORS AND PUBLISHERS American college. As the co-founder of Freedom’s Journal SAMUEL CORNISH (1795 – 1858) was an abolitionist , Russwurm challenged the ways in which white and editor who co-founded (with John Russwurm) the media perpetuated stereotypes of African Americans. Source: Kathleen Cairns, BlackPast nation’s first African American newspaper, Freedom’s Journal, in 1827. A Presbyterian minister who organ- ized the first Black Presbyterian Church in Manhattan, FREDERICK DOUGLASS (1818 – 1895) was the most Cornish later helped found the American Anti-Slavery famous African American of the 19th century. He escaped Society among other abolitionist organizations. slavery and achieved fame and respect in the North as Source: Robert Stirling, BlackPast an abolitionist lecturer and writer. He was the founder of the North Star, an abolitionist newspaper, and author Narrative of the Life of Frederick JOHN RUSSWURM (1799 – 1851) was an abolitionist, of the seminal memoir

BLACKHISTORYINTWOMINUTES.COM | STRUGGLE AND PROGRESS | INJUSTICE & MEDIA 33 Douglass (1845). Source: The News Media and the Making killing of a white police officer. They beat Donald, slit of America 1730 – 1865, American Antiquarian Society his throat and hung his body from a tree. The incident PAULINE HOPKINS (1859 – 1930) was a pioneer- is sometimes referred to as “the last documented lynch- ing author who explored social and racial themes in ing in America.” Source: Leada Gore, al.com romantic novels. She reached a wide audience through numerous publications in the Colored American maga- THOMAS MOSS, CALVIN MCDOWELL AND zine, the widest circulating African American literary WILLIAM “HENRY” STEWART owned and managed publication prior to the NAACP’s The Crisis. the People’s Grocery Company in Memphis, Tennessee, Source: The Pauline Elizabeth Hopkins Society a Black-owned business that competed with a nearby white-owned store that formerly held a monopoly in the W. E. B. DUBOIS (1868 – 1963) was an African area. This angered the owners of the other store; some American writer, teacher, sociologist and activist. His white men in the area also accused the People’s Grocery writing, in particular the 1903 book The Souls of Black of being a meeting place for Black men planning an attack Folk, shifted the way the way Black people were seen on white residents. A white mob attacked the store, in American society, including the way Black citizens and the owners were arrested. The mob then broke the saw themselves. DuBois also co-founded the Niagara arrested men out of jail and lynched them. Ida B. Wells, a Movement and was an early leader of the NAACP, friend of the three murdered men, was deeply impacted where served as the editor of the organization’s news- by these murders. Source: Equal Justice Initiative paper The Crisis. Source: history.com MOTHERS JOHN H. JOHNSON (1918 – 2005) founded the MAMIE TILL (1921 – 2003) was the mother of lynch- Johnson Publishing Company in Chicago, IL, and ing victim Emmitt Till. She confronted the world with is widely regarded as the most influential African the brutality her young son endured by insisting on an American publisher in U.S. history. Johnson was the open casket at his funeral. Source: Rebekah Buchanan, founding publisher of Ebony magazine, which launched Tri States Public Radio in 1945 and remained the most popular African American magazine in the world for decades. BEULAH MAE DONALD (1919 – 1988), whose son Source: The History Makers Michael Donald was lynched by the KKK, successfully advocated for her son’s murders to be brought to jus- JOURNALISTS AND WRITERS tice after police were slow to respond. She also sued the IDA B. WELLS (1862 – 1931) was born into slavery KKK for Michael’s murder, winning a settlement for $7 and became a pioneering investigative journalist and million dollars that bankrupted the Klan in Alabama. activist. Beginning in the 1890s, her work brought inter- Source: history.com national attention to the horrors of lynching of African Americans in the South. She helped launch the National FILMMAKERS Association of Colored Women (NACW), was a found- OSCAR MICHEAUX (1884 – 1951) was a pioneering ing member of the NAACP and also campaigned for African American author and independent filmmaker. women’s suffrage. Source: Tyina Steptoe, BlackPast He formed his own movie production company and, in 1919, released The Homesteader, the first film made by VICTIMS OF LYNCHING an African American. Source: NAACP EMMETT TILL (1941 – 1955) was a 14-year-old African American boy from Chicago who was lynched while SPIKE LEE (1957 – ) is an influential African American visiting family in Money, Mississippi, in 1955. After filmmaker, producer, screenwriter and actor who uses Till allegedly insulted a white woman, Roy Bryant and his movies to look critically at race relations, political J. W. Milam kidnapped, tortured and killed him, then issues, urban crime and violence. Lee’s production com- threw his body into the Tallahatchie River. His mother, pany, 40 Acres and a Mule Filmworks, has produced over Mamie, insisted on an open casket at his funeral to 35 films since 1983. Source: Robert Stirling, BlackPast show the nation the viciousness of her son’s death. Source: Quin’nita F. Cobbins-Modica, BlackPast JOHN SINGLETON (1968 – 2019) was an American film director and screenwriter whose films often examined MICHAEL DONALD (1961 – 1981) was brutally mur- urban and racial tensions. He was best known for his 1991 dered in Mobile, Alabama, in 1981 by Henry Hays and directorial debut Boyz n the Hood. Source: Britannica James Knowles, Ku Klux Klan members who were angry over the recent acquittal of a Black man for the JULIE DASH (1952 – ) is a writer, producer and film

BLACKHISTORYINTWOMINUTES.COM | STRUGGLE AND PROGRESS | INJUSTICE & MEDIA 34 director. She received her highest acclaim for the 1991 film Daughters of the Dust, for which she also wrote the original screenplay. Dash is the first African American woman to have a full-length general theatrical release JOURNALS in the United States. Source: The HistoryMakers THE CRISIS was first published in 1910 as the official publication of the NAACP. Its founding editor W. E. B. KEY MEDIA AND PUBLICATIONS DuBois used The Crisis to voice agitation toward white “SOUTHERN HORRORS: LYNCH LAW IN ALL ITS Americans while publishing important information and PHASES” is a pamphlet written by Ida B. Wells in 1892 messages of pride to its African American readership. documenting her investigations into the horrors of lynch- Source: NAACP ing. Based on eye-witness accounts and statistics gathered from newspapers all over the country, it is considered one FILMS of the first examples of investigative journalism and data THE BIRTH OF A NATION (1915) was a landmark in reporting. Source: Sarah Larson, JD Supra American filmmaking and the industry’s first block- buster. The storyline is racist propaganda that begins NEWSPAPERS FREEDOM’S JOURNAL was the first Black-owned and operated newspaper in the United States. It was established FOCAL One of the most important early initiatives in 1827, the same year that slavery was abolished in New York POINT of the NAACP was organizing against the State. Source: The Black Press: Soldiers Without Swords, PBS filmThe Birth of a Nation and the Orgins of the NAACP. THE NORTH STAR was an abolitionist newspaper FROM THE BIRTH OF A NATION AND THE founded by Frederick Douglass in Rochester, New York, ORIGINS OF THE NAACP in 1847. In addition to offering a wide variety of news, it also reprinted documents and reader correspond- ence on slavery and abolitionist work, and material to support the diaspora of free Black people in the North. with the Civil War and ends with the Ku Klux Klan sav- Source: The News Media and the Making of America, 1730 ing the South from Black rule during Reconstruction. – 1865, American Antiquarian Source: All Things Considered, NPR THE HOMESTEADER was the first film by Oscar MAGAZINES Micheaux and an adaptation of his 1917 autobio- graphical novel of the same name. The story is based THE COLORED AMERICAN was published from 1900 on Micheaux’s experiences as a South Dakota home- to 1909. Its editors and publishers included such prom- steader. Source: Smithsonian National Museum of African inent African Americans as Booker T. Washington and American History and Culture Pauline Hopkins, and it was one of the first general mag- azines that explicitly focused on Black history, biography, WITHIN OUR GATES was a 1920 silent film directed by art, literature and culture. Source: The Colored American Oscar Micheaux that countered the racism of The Birth of a Nation. The film features a complex plot that cap- EBONY was first launched in 1945 by the Chicago- tures the hardships of Black life during the Jim Crow based Johnson Publishing Company. Created by John era, pushes back against negative portrayals of African H. Johnson, who modeled his publication after the pic- American in art and media, and champions the idea torial news magazine Life, Ebony depicted positive that racism is caused by ignorance. Source: W. Fitzhugh stories and images of African American life and culture, Brundage, Perspectives on History avoiding stereotypes and inspiring readers to pursue personal success. Source: Bruce Glasrud, BlackPast KEY ORGANIZATIONS JET magazine was founded in 1951 by John H. Johnson NAACP is a civil rights organization founded in 1909 and published by the Johnson Publishing Company. to advance justice for African Americans. W.E.B. Initially billed as the “Weekly Negro News Magazine,” DuBois and Ida B. Wells were among its founders. The Jet was an important publication during the early Civil NAACP’s mission was and is to ensure the political, Rights Movement, documenting events such as the lynch- educational social and economic equality of all citizens ing of Emmett Till. Later, Jet’s focus shifted toward Black of the United States and to eliminate race prejudice and popular culture. Source: Robert Channick, Chicago Tribune racial discrimination. Source: NAACP

BLACKHISTORYINTWOMINUTES.COM | STRUGGLE AND PROGRESS | INJUSTICE & MEDIA 35 LESSON | MEMBERSHIP AND SOLIDARITY BLACK EXPLORATION

TARGET GRADE LEVELS 3-5, 6-8 In this lesson, students will learn about several Black explorers and pioneers who overcame unimaginable odds to explore the world around them and expand the boundaries of what is possible for Black people. They will meet Juan Garrido, the first African to set foot on what is now U.S. soil, who challenges our assumptions about Black people in the New World, and Esteban, an enslaved African brought to the Americas by Spanish conquistadors, who traveled over 15,000 miles on foot after a failed expedition. They will also learn about Matthew Henson, who was one of the first Westerners to reach the North Pole. And students will meet Guion Bluford and Mae Jemison, the first African American man and woman to go into space; Ronald McNair, a mission specialist; and Katherine Johnson, a mathe- matical genius who used her brilliance to break barriers in space while breaking gender and racial barriers on Earth.

KEY EXPLORERS LeÓn or John Glenn but not pioneering Black explorers • EARLY EXPLORERS Juan Garrido, Ponce de LeÓn, like Juan Garrido or Katherine Johnson? Esteban, Matthew Henson 3. How does American society benefit from the contri- • SPACE PIONEERS Ronald McNair, Guion Bluford, Mae butions of its Black explorers and pioneers of land, sea Jemison, Katherine Johnson and space?

KEY ORGANIZATIONS ENDURING UNDERSTANDINGS • National Aeronautics and Space Administration (NASA) 1. Black explorers and pioneers overcame unimaginable odds to expand the boundaries for what is possible for ESSENTIAL QUESTIONS Black people. 1. How is Black exploration a critical part of 2. Black Americans have improved daily life for all Black history? Americans and laid the foundation for other talented pro- 2. Why might Americans have learned about Ponce de fessionals in fields of exploration, science and technology.

Procedure

VIEW PERSONAL REFLECTIONS: BEFORE/NOW JUAN GARRIDO (publication forthcoming; check website for updates) WHAT Students connect prior knowledge to new BLACK EXPLORERS learning. KATHERINE JOHNSON WHEN Use during viewing to make connections between BEFORE VIEWING what students know and new learning from the videos. 1. Ask students to consider these questions. HOW 1. Have students watch the three videos on Black • What does an explorer do? exploration. • Who are explorers? 2. For each video, ask them to use the Before/Now 2. Instruct students to list the names of explorers they graphic organizer to answer the questions listed below have heard about. Record the names in a place that is visi- using this sentence: I used to think ______, but now I ble to the whole class. know ______. • What? What do I know about exploration? • Impact? How has exploration affected my life?

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | BLACK EXPLORATION 36 I Used to Think... Exploration But Now I Think/Know...

WHAT What do I know about exploration?

IMPACT How has exploration affected my life?

INFLUENCE How has Black exploration influenced other fields? CHALLENGES What makes it harder for exploration to advance?

• Influence? How has Black exploration influenced The first African to set foot on what would other fields? FOCAL POINT become U.S. soil was a free Black man • Challenges? What makes it harder for exploration named Juan Garrido. to advance? FROM JUAN GARRIDO

DISCUSSION: BIG IDEAS DEBRIEF 1. How is Black exploration a critical part of Black history? TEXT DEPENDENT QUESTIONS 2. Refer to the list of explorers you made before view- JUAN GARRIDO ing. Why might Americans have learned about Ponce de (publication forthcoming; check website for updates) LeÓn or John Glenn but not pioneering Black explorers MAIN IDEA/GENERAL UNDERSTANDING Who was Juan like Juan Garrido or Katherine Johnson? Garrido? Answer: He was a free Black man and conquis- tador (Spanish conqueror), as well as the first African to 3. How does American society benefit from the contri- set foot on land that is now the United States. butions of its Black explorers and pioneers of land, sea and space? INFERENCES What is significant about Garrido’s expe- dition with Ponce de LeÓn to Florida? Answer: As the DO NEXT first recorded Black person in what is now the U.S., he WHAT Students extend and share their learning with others. demonstrates that people of African descent occupied space in the New World without being enslaved. WHEN Use after viewing and discussing. HOW Ask students to try one or both of these activities. BLACK EXPLORERS KEY DETAILS Which Black man saw more of the North 1. Write a news article. Give students an opportunity to showcase their learning about Black exploration American continent on foot than any other explorer Answer: and Black explorers. Have them write an original news before Lewis and Clark? Esteban, an enslaved story explaining how African Americans broke bound- African brought to Florida. aries exploring land, sea and space. Ask them to share INFERENCES Why might students have learned about their piece on social media or send it to an editor at Lewis and Clark but not Esteban? Answer: Textbooks your school’s website or newsletter. and lessons often omit the contributions of Black people. 2. Uncover the unknown. Give students an opportu- KATHERINE JOHNSON nity to highlight new learning from the videos. Plan MAIN IDEA/GENERAL UNDERSTANDING Who was Katherine Johnson and carry out an investigation using the Student-led and why did she receive Presidential Medal of Freedom? Inquiry & Research graphic organizer, supporting stu- Answer: Katherine Johnson was a mathematical genius who dent research about another African American explorer worked at NASA and broke racial and gender barriers. or pioneer. INFERENCES What milestones did Katherine Johnson RELATED RESOURCES accomplish? Answer: She went to high school at 10 Before/Now graphic organizer years old, college at 15, and was one of three Black stu- Student-led Inquiry & Research graphic organizer dents—and the only woman—to integrate West Virginia University’s graduate school.

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | BLACK EXPLORATION 37 Answer Keys

EARLY EXPLORERS JUAN GARRIDO (1480 – 1550) was a free African man who traveled to the Americas as part of the Spanish conquest of the West Indies and Mexico. He later became a farmer and is credited with bringing the prac- tice of wheat cultivation to the Americas. Source: Luis Escamilla, BlackPast

PONCE DE LEÓN (1471 – 1521) was a Spanish colonizer who claimed the territory of Florida for the Spanish crown. Source: history.com

ESTEBAN (1500 – 1539) was an enslaved man of African descent and the first non-Native person who spent ten years exploring—on foot—the territory that is today known as Arizona and New Mexico. Source: National Park Service

MATTHEW HENSON (1866 – 1955) was an African American explorer who accompanied Robert E. Peary on eight of his Arctic expeditions. He was among the first group of Western explorers ever to reach the North IN 1983, GUIAN BLUFORD BECAME THE FIRST Pole and, in 1912, he published A Negro Explorer at the AFRICAN AMERICAN TO GO INTO SPACE. North Pole detailing his experience. Source Britannica FROM BLACK EXPLORERS

SPACE PIONEERS GUION BLUFORD (1942 – ) is an aerospace engineer KATHERINE JOHNSON (1918 – 2020) was a NASA and astronaut who, in 1983, became the first African mathematician who helped send the first Americans American to be launched into space. Over the next ten into space. As a Black woman working for NASA in years he continued to work for NASA and participated the 1950s and ‘60s, Johnson overcame social bounda- in several additional space missions. Source: John M. ries and racial discrimination. President Barack Obama Logsdon, Britannica awarded her the Medal of Freedom in 2015. In 2016, her impressive career became the subject of a book and RONALD MCNAIR (1950 – 1986) was an astronaut who movie called Hidden Figures. Source: Joanna Stauss, became the second African American to go to space as Space.com Mission Specialist aboard the space shuttle Challenger in 1984. He died in the 1986 Challenger explosion. KEY ORGANIZATIONS Source: McNair Scholars Program, UC Berkeley NASA (National Aeronautics and Space Administration) MAE JEMISON (1956 – ) is a medical doctor, engi- is an independent agency of the United States Federal neer, NASA astronaut and the first African American Government responsible for the civilian space program woman in space. On September 12, 1992, Jemison and as well as aeronautics and space research. Source: NASA six other astronauts went into space on the space shut- tle Endeavor. Source: Kerri Lee Alexander, National Women’s History Museum

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | BLACK EXPLORATION 38 LESSON | MEMBERSHIP AND SOLIDARITY THE BLACK CHURCH & FISK JUBILEE SINGERS

TARGET GRADE LEVELS 6-8, 9-12 In this lesson, students will learn how African Americans transformed Christianity and created a new cultural site that would play a critical role in their freedom struggle: the Black Church. For centuries, the Black Church has inspired Black Americans to envision a new life and provided space where its members and their allies could organ- ize to defeat racism and promote economic equality. Students will also learn about the Fisk Jubilee Singers, the lyrical voice of Reconstruction, who popularized the sacred tradition of spirituals passed on by their ancestors.

KEY FIGURES ESSENTIAL QUESTIONS • Richard Allen 1. Why is the Black Church a critical part of the Black community and the Black freedom struggle? • Dr. Martin Luther King, Jr. 2. How does society benefit from the contributions of • Fisk Jubilee Singers Black entertainers like Fisk Jubilee Singers? KEY ORGANIZATIONS • African Methodist Episcopal (AME) Church ENDURING UNDERSTANDINGS 1. The Black Church serves as a place for African • Fisk University Americans to rebuild their spirits after suffering racist assaults and segregation. 2. Groups such as churches or gospel choirs foster com- munity solidarity in the struggle for Black freedom.

Procedure

VIEW DISCUSSION: BIG IDEAS DEBRIEF THE BLACK CHURCH WHAT Students engage in conversation about HOW THE FISK JUBILEE SINGERS SAVED new learning. THEIR UNIVERSITY WHEN Use after viewing and completing the Close CLOSE READING: CONNECTIONS TO SELF Reading activity. WHAT Students connect new learning to themselves and HOW Ask students to answer the following questions their identities. with a partner or small group. WHEN Use during viewing to track personal connections. 1. Why is the Black Church a critical part of the Black community and the Black freedom struggle? HOW Have students watch the videos and take notes using the View and Share graphic organizer to track 2. How does society benefit from the contributions of connections between themselves, their experiences and Black entertainers like the Fisk Jubilee Singers? their new learning. Ask students: DO NEXT 1. What was your favorite part? Why? WHAT Students extend and share their learning with others. 2. What information was new to you? WHEN Use after viewing and discussing. 3. What learning will you share with others? How will HOW Ask students to try one or more of the you share it? following activities.

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | THE BLACK CHURCH & FISK JUBILEE SINGERS 39 AFRICAN AMERICANS TRANSFORMED CHRISTIANITY AND CREATED A NEW CULTURE THAT WOULD SERVE AS THE FOUNDATION OF THE BLACK FREEDOM STRUGGLE.

1. Explore your community. Ask students to locate the RELATED RESOURCES Black churches in their community. Research and dis- View and Share graphic organizer cover their history. Are there Black entertainment General Notetaking graphic organizer groups, like the Fisk Jubilee Singers, in your area? Share what you find with others. TEXT DEPENDENT QUESTIONS 2. Create an original piece of art. Give your students THE BLACK CHURCH an opportunity to showcase what they learned about MAIN IDEA/GENERAL UNDERSTANDING What predicated the the Black Church and the Fisk Jubilee Singers. Have founding of the Black Church? Answer: Enslavers pre- them produce an original piece of art (visual art, music, viously used Christianity to pacify enslaved people; drama, poetry, dance, etc.) to convey what they learned. African Americans transformed Christianity, creating a Plan a showcase of their original work. new culture that supported community and resistance. EXTEND YOUR LEARNING: KEY DETAILS How was the Black Church part of the free- DISCOVER BLACK SCHOLARS dom struggle? Answer: It took an abolitionist stance; Each video features a Black scholar or academic who shares Black religious leaders led the community in military historical context with the audience. It’s important to read services, by holding public office and by organizing and learn from Black experts in their respective fields. Take social movements. time to research the works of the scholars featured in this INFERENCES What tactics of the Black Church were used group of videos. Consider tracking what you learn using the in the Civil Rights Movement by leaders like Dr. King? Student-led Inquiry & Research graphic organizer. Answer: Combining religion with nonviolent resistance; WHAT Students discover modern Black scholars by organizing via congregations; utilizing prophetic tradi- exploring their work. tion, oration and spirituals/music.

WHEN After watching videos. HOW THE FISK JUBILEE SINGERS SAVED • Brittney Cooper – Rutgers University THEIR UNIVERSITY MAIN IDEA/GENERAL UNDERSTANDING Who were the Fisk • Peniel Joseph – University of Texas Jubilee Singers? Answer: A singing group that became • Farah Griffin – Columbia University the lyrical voice of Reconstruction and brought African American spirituals to the larger world. • Victoria Sanders – Fisk University student INFERENCES Why were the Fisk Jubilee Singers impor- • Dwayne Mitchell – Fisk University student tant for the entertainment industry at the time? Answer: Historically, most audiences only saw Black people por- trayed in minstrel shows. The Fisk Jubilee Singers were audiences’ first introduction to Black religious tradi- tions and music.

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | THE BLACK CHURCH & FISK JUBILEE SINGERS 40 Answer Keys 1794 and went on to found the AME denomination in KEY FIGURES 1816 to establish Bethel’s independence from inter- RICHARD ALLEN (1760 – 1831) was an educator, fering white Methodists. Source: African Methodist writer and minister who was born into slavery but pur- Episcopal Church chased his freedom as a young man. When his church instituted segregated seating, he and other parishioners FISK UNIVERSITY is a private Historically Black walked out and formed a separate church that would University in Tennessee. It was established in 1865 to become Bethel African Methodist Episcopal Church. educate formerly enslaved people, and its 40-acre cam- After numerous conflicts with the white Methodist pus is listed on the National Register of Historic Places. denomination, in 1816 Allen formed his own: the Source: Fisk University African Methodist Episcopal (AME) Church, the first independent Black denomination in the United States. Source: Priscilla Pope-Levison, BlackPast

DR. MARTIN LUTHER KING, JR. (1929 – 1968) was an African American minister and non-violent activist who became the most visible spokesperson and leader in the modern Civil Rights Movement. He was murdered by James Earl Ray, a white racist, in 1968. Source: The King Center

FISK JUBILEE SINGERS were a singing group that toured to earn money for their school, Fisk University. The group gained a reputation among both white and Black audiences for the quality of their singing voices and for their musical selections—spirituals—which FOCAL were rarely heard outside of Black homes and churches. POINT The Fisk Jubilee Singers performed The popularity of the Fisk Jubilee Singers contributed spirituals for white audiences, sharing to the recognition of spirituals as a legitimate genre of the dignity, purpose and beauty of music. Source: Britannica Black culture. FROM HOW THE FISK JUBILEE SINGERS SAVED THEIR UNIVERSITY KEY ORGANIZATIONS AFRICAN METHODIST EPISCOPAL (AME) CHURCH was established after African American ministers Richard Allen, Absalom Jones and others rec- ognized that that racism within the Methodist Church was preventing them from worshiping freely. Allen founded the Bethel AME Church in Philadelphia in

BLACKHISTORYINTWOMINUTES.COM | MEMBERSHIP AND SOLIDARITY | THE BLACK CHURCH & FISK JUBILEE SINGERS 41 GRAPHIC ORGANIZERS

These graphic organizers accompany the scripted lessons and independent study activities. Alternately, they can be used with any video-based lesson to structure close viewing, reflection, research and discussion.

BLACKHISTORYINTWOMINUTES.COM | SEASON 1 | TEACHING GUIDE 42 3,2,1… ENGAGE! As you watch, record three connections you notice, illustrate two ideas that stand out to you, and capture one way you can use your learning to engage your community.

Me and VIDEO TITLE

3 Connections

to myself to the world to another text

2 Sketches or Illustrations

1 Way to Engage My Community

BLACKHISTORYINTWOMINUTES.COM | 3,2,1...ENGAGE! 43 3,2,1… ENGAGE! As you watch, record three connections you notice, illustrate two ideas that stand out to you, and capture one way you can use your learning to engage your community.

Me and Reconstruction: The VIDEOVote TITLE

3 Connections

to myself to the world to another text There are a lot of More than 2000 Black This reminds me of March protests in the news office holders served by John Lewis. In the today, too. “Rights every level of public office book March, Lewis talks during Reconstruction. about the Voting Rights can never be taken for In 2018, 117 women were Movement of the 1960s. granted.” elected to Congress, the most in history.

2 Sketches or Illustrations

1 Way to Engage My Community

I want to find out what elected positions I can vote for and who currently serves in those positions. Then, we can help others learn about that, too.

BLACKHISTORYINTWOMINUTES.COM | 3,2,1...ENGAGE! 44 WHILE I WATCH VIDEO TITLE Think about... How does Black history show up in my life and my experiences? • How have Black people and Black history shaped the United States? • How do we know what we know about Black history? • How do the enduring struggles for progress throughout Black history connect to other social movements historically and today? • How can I take action for racial justice?

Main Ideas (What?)

Key Details Supporting Details

On My Own (So What?) Tell Me More (Now What?) Connecting to My Life Questions

BLACKHISTORYINTWOMINUTES.COM | WHILE I WATCH 45 WHILE I WATCH Convict LeasingVIDEO TITLE Think about... How does Black history show up in my life and my experiences? • How have Black people and Black history shaped the United States? • How do we know what we know about Black history? • How do the enduring struggles for progress throughout Black history connect to other social movements historically and today? • How can I take action for racial justice?

Main Ideas (What?)

Labor system created to ensure cotton remained king > get arrested, locked up, hired out to corporation w/highest bid > prison to profit pipeline

Key Details Supporting Details

Convict leasing diff from slavery b/c * loophole in 13th amendment labor was cheaper; could drive workers > convicts can be forced to work to death b/c there were more convicts to for free choose from * prisons make large profits

On My Own (So What?) Tell Me More (Now What?) Connecting to My Life Questions

* I can see the effects of convict leasing * How can we close the loophole in the today with increased people in pri- 13th amendment? vate prisons * Can the criminal justice system be * people are calling for prison reform just if it makes profits on incarcerated * I have family members incarcerated people?

BLACKHISTORYINTWOMINUTES.COM | WHILE I WATCH 46 VIEW AND SHARE As you watch, record your responses in each section below.

VIDEO TITLE

My favorite part Why?

New to me I can’t wait to tell others about...

BLACKHISTORYINTWOMINUTES.COM | VIEW AND SHARE 47 VIEW AND SHARE As you watch, record your responses in each section below.

Madame CJ Walker: The VIDEOFirst TITLE Black Millionairess

My favorite part Why?

Madame CJ Walker’s perfect Our greatest ideas some- combination secret recipe times come when we least for hair growth came to her expect them. in a dream.

New to me I can’t wait to tell others about...

I didn’t know stress could How Madame CJ Walker make our hair fall out. shared her knowledge with other women!

BLACKHISTORYINTWOMINUTES.COM | VIEW AND SHARE 48 BEFORE/NOW For each video, record the topic and four questions based on the prompt provided, plus any additional questions you may have. During viewing, answer the questions by filling in the blanks in this sentence: I used to think ______, but now I know ______.

VIDEO TITLE

topic

What?

I used to think… but now I know…

Impact

I used to think… but now I know…

Influence

I used to think… but now I know…

Challenges

I used to think… but now I know…

My Question

I used to think… but now I know…

BLACKHISTORYINTWOMINUTES.COM | BEFORE/NOW 49 BEFORE/NOW For each video, record the topic and four questions based on the prompt provided, plus any additional questions you may have. During viewing, answer the questions by filling in the blanks in this sentence: I used to think ______, but now I know ______.

The Tuskegee Study VIDEO TITLE

topic Public Health

What? What do I know about the US public health service?

I used to think… but now I know… The United States Public Health Service helps In 1932, they launched an unethical research all Americans study The Tuskegee Study

Impact What was the impact of the Tuskegee Study on the patients?

I used to think… but now I know… The men thought they were being Some of the men in the study received treatment. treated. Penicillin was withheld from all of the men. Lack of treatment led to death for some.

Influence How did the study influence the way medical research was done?

I used to think… but now I know… Participation in a medical study was always Consent of the volunteers in studies was not al- beneficial for the patient. ways prioritized; the study helped to change that.

Challenges Why was it hard to hold the scientists accountable?

I used to think… but now I know… Despite many men dying, it took 40 Because the men thought they were years before the surviving men brought their case to being treated. a civil rights attorney and the study finally ended

My Question Why do some African Americans distrust doctors?

I used to think… but now I know… The medical system doesn’t have very There is a long history of unethical medical ex- many African American doctors. periments being done on African Americans.

BLACKHISTORYINTWOMINUTES.COM | BEFORE/NOW 50 CONNECTIONS TO SELF, OTHERS, FAIRNESS AND ACTION As you watch the video, record words, ideas and details that illustrate each of the social justice domains.

VIDEO TITLE

I know and like who I am. I know how I am the same and different from others. IDENTITY DIVERSITY

I recognize unfairness when I see it. I believe I can make a difference in the world. JUSTICE ACTION

BLACKHISTORYINTWOMINUTES.COM | CONNECTIONS TO SELF, OTHERS, FAIRNESS AND ACTION 51 CONNECTIONS TO SELF, OTHERS, FAIRNESS AND ACTION As you watch the video, record words, ideas and details that illustrate each of the social justice domains.

Black Feminism VIDEO TITLE

I know and like who I am. I know how I am the same and different from others. IDENTITY DIVERSITY

Double burden of being – Black women & girls at center Black & female of story…for once!

Angela Davis – Intersectionality coined by Alice Walker all wrote about Kimberlé Crenshaw Toni Morrison } gender through the > different experiences of being a context of race woman and being Black

I recognize unfairness when I see it. I believe I can make a difference in the world. JUSTICE ACTION

– double burden – “The only people who are enough about our liberation to fight for us is us.” – concerns of Black women – Black Lives Matter – #MeToo – create policies that address all parts both movements inspired of who we are (intersectional policies by Black feminists & movements)

BLACKHISTORYINTWOMINUTES.COM | CONNECTIONS TO SELF, OTHERS, FAIRNESS AND ACTION 52 VIDEO TOUR Record your first video selection in the box #1. Then, for each additional video, record the connection that led you to choose it. Repeat this process until you have selected a total of five videos. Then, answer the reflection questions.

VIDEO 1 CONNECTIONS

CONNECTIONS VIDEO 2

VIDEO 3 CONNECTIONS

CONNECTIONS VIDEO 4

VIDEO 5 CONNECTIONS

REFLECTION: What did I learn from the video tour that I did not expect? What did I learn about how my mind makes connections?

BLACKHISTORYINTWOMINUTES.COM | VIDEO TOUR 53 VIDEO TOUR Record your first video selection in the box #1. Then, for each additional video, record the connection that led you to choose it. Repeat this process until you have selected a total of five videos. Then, answer the reflection questions.

VIDEO 1 CONNECTIONS Abolition in the North Slavery was legal in all 13 colonies. Mum Bett sues for freedom.

CONNECTIONS VIDEO 2 Enslaved Africans Americans escape behind Union lines. Civil War and They were referred to as “contraband” Emancipation

VIDEO 3 CONNECTIONS Robert Smalls was fighting for (by force) the Confederacy, sailed to freedom in plain sight

CONNECTIONS VIDEO 4 She walked 90 miles from MD to PA to freedom and then Harriet Tubman returned to guide others to freedom

VIDEO 5 CONNECTIONS Frederick Douglass Also played a role in the abolition of slavery, like Lincoln. Also escaped slavery.

REFLECTION: What did I learn from the video tour that I did not expect? What did I learn about how my mind makes connections? My mind found common actions among people in the videos. * I learned that slavery was legal in both the North and the South * I learned that Frederick Douglass was important in the movement to abolish slavery. * Frederick Douglass was a social media influencer of his time. * I learned that Robert Smalls escaped slavery in broad daylight.

BLACKHISTORYINTWOMINUTES.COM | VIDEO TOUR 54 4 A’S PROTOCOL What assumptions does the speaker/writer of the video hold? What do you agree with in the video? What do you want to argue with in the text? What parts of the text do you want to aspire to (or act upon)?

VIDEO TITLE

IDEAS GO HERE IDEAS GO HERE

AGREE

ASSUMPTION

IDEAS GO HERE ASPIRE/ACT IDEAS GO HERE

ARGUE

BLACKHISTORYINTWOMINUTES.COM | 4 A’S PROTOCOL 55 4 A’S PROTOCOL What assumptions does the speaker/writer of the video hold? What do you agree with in the video? What do you want to argue with in the text? What parts of the text do you want to aspire to (or act upon)?

Fort Mose VIDEO TITLE

IDEAS GO HERE IDEAS GO HERE

The speaker assumes… I agree with…

– I know Imperial Powers & – Spanish FL & Fort Mose we the historical context of 1600s “promised land” for free Black people – I know geography of Colonial America and who controlled – enslaved people fighting for their which land freedom, i.e., the Stono Rebellion

AGREE

ASSUMPTION

IDEAS GO HERE ASPIRE/ACT IDEAS GO HERE

ARGUE I aspire to… I argue with …

– learn more about Fort Mose and – this not being taught in history other Black settlements class – have never-ending drive for – trying and beheading Black freedom “rebels” and “fugitives” to instill fear – imposing harsh slave laws, i.e., Black people can’t be taught to read and write

BLACKHISTORYINTWOMINUTES.COM | 4 A’S PROTOCOL 56 THINKING THROUGH VIEWING Record responses to each question as you view each video. Add to bottom row as you go.

VIDEO TITLE VIDEO TITLE

What do I know about the people named in this video?

What more do I need to know about…?

What do I want to know more about?

How do the videos overlap? What do they have in common?

In summary, what is the central message?

BLACKHISTORYINTWOMINUTES.COM | THINKING THROUGH VIEWING 57 THINKING THROUGH VIEWING Record responses to each question as you view each video. Add to bottom row as you go.

Double V CampaignVIDEO TITLE of WWII Harlem HellfightersVIDEO TITLE of WWI

What do I know about the people named in this video? Af. Am. Veterans demand full Army’s 369th Infantry citizenship upon return from Regiment introduces Europe to war jazz; fight for 191 days

What more do I need to know about…? What desegregation of the Why it took so long for soldiers military looked like to be recognized by the US government

What do I want to know more about? Specific details of DV Individual members of the campaign: What did it 369th Regiment include? Who?

How do the videos overlap? What do they have in common? Black people serving in the military Af Am veterans demanding equal rights and citizenship

In summary, what is the central message? African American soldiers and veterans contributed a great deal to the US military, including fighting for desegregation, equal pay and opportunity to participate in democracy, & influencing the end of Jim Crow and the Civil Rights Movement

BLACKHISTORYINTWOMINUTES.COM | THINKING THROUGH VIEWING 58 TEXT- DEPENDENT QUESTIONS

Use these questions in assessments, journal prompts, speaking and listening activities, or a variety of other instructional tasks.

BLACKHISTORYINTWOMINUTES.COM | SEASON 1 | TEACHING GUIDE 59 1 ABOLITION IN THE NORTH: ELIZABETH FREEMAN SUES FOR FREEDOM KEY DETAILS Option One: Who were the first enslaved people to sue for and win their freedom? Answer: INFERENCES Why might Mum Bett discard her name as Elizabeth Freeman (Mum Bett) and Brom. an enslaved person for the name Elizabeth Freeman? Option Two: What led to the abolition of slavery Answer: Many formerly enslaved people chose new in Massachusetts? Answer: A lawsuit brought by names to declare their freedom from the names Elizabeth Freeman (Mum Bett). enslavers had given them.

2 AFFIRMATIVE ACTION KEY DETAILS In what year did the freshman class at Yale TEXT-TO-TEXT Why are Lyndon B. Johnson’s words from his University admit the largest number of Black students up speech at Howard in 1965 important to affirmative action? to that point? Answer: September 1969 Answers will vary and may include: Johnson acknowl- edged that civil rights alone were not enough to create equal access to opportunity for African Americans.

3 AFRICAN AMERICAN HIGHER EDUCATION KEY DETAILS Which institutions were the first INFERENCES Why were these first institutions of higher Historically Black Colleges and Universities education for African Americans important? Answer: (HBCUs)? Answer: Wilberforce University in Ohio, Educational opportunities, especially in higher edu- Lincoln University and Cheyney University in cation, were quite limited for African Americans. Pennsylvania. HBCUs created opportunities and continue to provide campus climates that are welcoming and affirming to African American students.

4 19TH CENTURY BLACK DISCOVERIES MAIN IDEA / GENERAL UNDERSTANDING What do Lewis INFERENCES Why might American students have learned Latimer and Sarah Boone have in common? Answer: about Thomas Edison but not Lewis Latimer? Answer: Latimer and Boone are innovative Black inventors Latimer was a Black man, and Black people, histori- who transformed their respective fields, paving the cally, have not been recognized for their contributions. way for other Black inventors.

5 BLACK EXPLORERS KEY DETAILS Which Black man saw more of the North INFERENCES Why might students have learned about American continent on foot than any other explorer Lewis and Clark but not Esteban? Answer: Textbooks before Lewis and Clark? Answer: Esteban, an enslaved and lessons often omit the contributions of Black African brought to Florida. people.

6 BLACK FEMINISM MAIN IDEA / GENERAL UNDERSTANDING What is Black fem- TEXT-TO-WORLD What current movements are rooted in inism? Answer: Black feminism looks at gender or influenced by Black feminism? Answers will vary through the context of race and vice versa. It centers and may include: #BlackLivesMatter, #MeToo and the concerns and stories of Black women. #BlackInTheIvory are all modern movements started by Black women.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 60 7 BLACK POWER KEY DETAILS Why did Stokely Carmichael’s message res- INFERENCES What were some of the multiple meanings onate when Dr. King’s message of nonviolence was of “Black Power”? Answer: Power in elected office; wearing thin? Answer: Because violence was every- power in self-determination; power in education; arts where, and Carmichael encouraged people to not be and culture focused on positive Black identity; an end afraid to seek Black power. to nonviolence as the only organizing strategy.

8 BOOKER T. WASHINGTON MAIN IDEA / GENERAL UNDERSTANDING What is Booker INFERENCES How was Booker T. Washington a complex T. Washington known for? Answer: Booker T. historical figure? Answer: Although he advised African Washington is known for advocating for African Americans to make the best of their current circum- Americans to gain economic power through indus- stances (“cast down your bucket where you are”), trial education, principally through his work at the behind the scenes, he funded anti-discrimination law- Tuskegee Institute in Alabama. suits challenging Jim Crow policies.

9 THE CIVIL RIGHTS MOVEMENT KEY DETAILS Who are some of the Black women who INFERENCES Why was the March on Washington an played key roles in launching the modern Civil Rights important event for the Civil Rights Movement? Movement? Answer: Linda Brown, Rosa Parks Answer: It increased visibility and pushed Movement forward, but it also led to backlash and increased bru- tality and violence.

10 CIVIL WAR & EMANCIPATION MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What role did African INFERENCES How did Lincoln’s What is the Emancipation American men play in their libera- thoughts about the Civil War Proclamation? Who issued it and tion and the Union’s victory in the evolve, and what changed his why? Answer: The Emancipation Civil War? Answer: Tens of thou- ideas? Answer: Initially, he viewed Proclamation was a military pol- sands of self-liberated enslaved the war as a means of preserving icy issued by Abraham Lincoln people served in the Union army the Union only and favored colo- declaring people enslaved behind and navy. These soldiers and sailors nization for African Americans; Confederate lines to be free. It “became the wave that the Union over time, he came to see eman- allowed African Americans to would ultimately ride to victory.” cipation and the arming of Black serve in the Union army and navy. men as the only path to victory.

11 CONVICT LEASING KEY DETAILS What is the “loophole” in 13th Amendment? INFERENCES How was convict leasing different than slav- Answer: People convicted of crimes can be forced into ery? Answer: Convict laborers could be leased for involuntary servitude. less money than enslaved people could be purchased; there was no incentive not to work convicts to death; prisons begin to fill.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 61 12 DOUBLE V CAMPAIGN OF WORLD WAR II MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What was Red Summer INFERENCES Why did James G. What was Double V Campaign? of 1919? Answer: Black Americans Thompson’s “Should I Sacrifice Answer: The Double V Campaign returning from war were dehu- to Live Half American?” resonate was launched by the Pittsburgh manized, brutalized and murdered with the general public? Answer: Courier in response to veterans by white citizens and police. His letter demanded full citi- returning from war without guar- zenship rights in exchange for antee of equal protections under sacrificing his life at war. the law. Double V stands for “vic- tory over fascism abroad, victory over racism at home.”

13 ELLA BAKER: THE MOTHER OF THE CIVIL RIGHTS MOVEMENT MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS How did civil rights lead- INFERENCES Which civil rights events Ella Baker was known by what ers describe Ella Baker? Answer: and leaders did Ella Baker influence? nickname? Answer: She was She was an inspiring, energetic Answer: The sit-in at Woolworth’s known as the mother of the Civil leader who honored people’s voices in Greensboro, North Carolina; the Rights Movement. and encouraged them—especially Montgomery Bus Boycott; Rosa young people—to speak out. Parks; John Lewis; Dr. King.

14 FIRST AFRICAN AMERICAN PATENT HOLDERS MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What are some inno- INFERENCES What important decision Who were the first African vations and inventions created did Garrett Morgan make about his Americans to receive patents? by Black people mentioned in the invention, the traffic light? Answer: Answers: Thomas Jennings (dry video? Answer: Traffic light, gas To sell his invention to General scouring), Judy Reed (dough mask, shoemaking machine, fold- Electric because he, as an African kneeder) and Garrett Morgan ing bed. American, wouldn’t have the same (traffic light) were the first African access to the market. Americans to receive patents.

15 HOW THE FISK JUBILEE SINGERS SAVED THEIR UNIVERSITY MAIN IDEA / GENERAL UNDERSTANDING Who were the Fisk INFERENCES Why were the Fisk Jubilee Singers impor- Jubilee Singers? Answer: A singing group that became tant for the entertainment industry at the time? the lyrical voice of Reconstruction and brought Answer: Historically, most audiences only saw Black African American spirituals to the larger world. people portrayed in minstrel shows. The Fisk Jubilee Singers were audiences’ first introduction to Black religious traditions and music.

16 FORT MOSE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What was the Stono INFERENCES What happened to Fort What was Fort Mose? Answer: Rebellion? Answer: It was one of Mose? Answer: The British seized Fort Mose was an all-Black set- the largest slave revolts in history Florida from Spain, and Fort Mose tlement—the first in colonial that occurred when enslaved peo- was destroyed. America—located near St Augustine, ple learned about Fort Mose and Florida. Enslaved people in South burned plantations on their way to Carolina and Georgia fled to Spanish seek freedom in Spanish Florida. Florida where they could be free.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 62 17 FREDERICK DOUGLASS MAIN IDEA / GENERAL UNDERSTANDING What is Frederick KEY DETAILS Why did Frederick Douglass wish to be Douglass known for? Answer: He escaped from slav- photographed? Answer: To reclaim the image of Black ery, became an influential abolitionist speaker and people toward positive representation away from rac- writer, and was the most prominent African American ist stereotypes leader of his generation. He was also the most photo- graphed American of 19th century.

18 FREEDMAN’S BANK MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What was Freedman INFERENCES What were the short Who were patrons of Freedman’s Bank’s greatest flaw at the time? and long-term effects of Freeman Bank and what was its purpose? Answer: African Americans had Bank’s closing? Answer: Black Answer: Newly emancipated Black no money to deposit or invest account holders immediately lost people used the bank for loans because no reparations were given money and lost trust in the gov- and financial advice. for slavery. ernment; generational wealth for families was lost.

19 HANK AARON: BREAKING THE HOME RUN RECORD MAIN IDEA / GENERAL UNDERSTANDING Who was Hank Aaron? INFERENCES Why did Hank Aaron receive hate mail Answer: Henry Louis “Hank” Aaron was one of base- and death threats? Answer: Baseball was historically ball’s greatest players. He started in the Negro Leagues “America’s game” played by white men. Aaron’s home- and eventually eclipsed Babe Ruth’s home-run run chase threatened the legacy of Babe Ruth, a white record. player.

20 THE HARLEM RENAISSANCE MAIN IDEA / GENERAL UNDERSTANDING What KEY DETAILS Who were some Black INFERENCES Why was the Harlem was the Harlem Renaissance? artists who rose to prominence Renaissance a pivotal influence in Answer: An iconic cultural period because of their bold, exciting New Negro Movement? Answer: in African American history in music? Answer: Louis Armstrong, Writers shared Black lived expe- New York during the 1920s, when Duke Ellington, Bessie Smith, riences; Black artists could finally Black artists, writers and musi- Mamie Smith. be their full authentic selves. cians flourished.

21 HARRIET TUBMAN MAIN IDEA / GENERAL UNDERSTANDING Why was Harriet KEY DETAILS What other skills is Harriet Tubman known Tubman called the “Moses of Her People”? Answer: for? Answer: She worked for the Union army as a She walked from Maryland to Pennsylvania over a nurse and a spy during Civil War. She was the first dozen times, leading 70 enslaved people to freedom. woman to lead a major military operation in the his- Using her instructions and contacts, 70 more enslaved tory of the United States, liberating over 700 enslaved people found their way to freedom. people during a raid of Black Union army troops along the Combahee River.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 63 22 HENRIETTA LACKS: THE WOMAN WITH IMMORTAL CELLS MAIN IDEA / GENERAL UNDERSTANDING Who was Henrietta KEY DETAILS Why is the use of HeLa cells for research Lacks and what is “HeLa”? Answer: She was a Black controversial? Answer: Henrietta Lacks’ cells were woman and farm worker whose cells were studied extracted and used for research without her con- and led to advancements in medical science. Her cells sent; she (posthumously) and her family only recently were called “HeLa” to anonymize the source. received recognition and have never received financial compensation.

23 IDA B. WELLS: FEARLESS INVESTIGATIVE REPORTER OF SOUTHERN HORRORS MAIN IDEA / GENERAL UNDERSTANDING What is Ida B. Wells INFERENCES Why was Ida B. Wells’ life in danger? Why known for? Answer: She is known for her activism and was she eventually driven out of Memphis? Answer: investigative journalism on lynching in South; she used She wrote and published anti-lynching articles and growing Black literacy to change the narrative and drew attention to the wrongful extralegal convictions spread awareness about these ultra-violent crimes. of African Americans. This angered a white lynch mob who came to the newspaper office looking for Wells and threatening her life.

24 JACK JOHNSON: WINNER OF THE “FIGHT OF THE CENTURY” MAIN IDEA / GENERAL UNDERSTANDING Why was Jack Johnson KEY DETAILS How did Jack Johnson’s victory over the the most controversial boxer in history? Answer: “Great White Hope” impact society? Answer: It spiked Johnson defeated two white opponents during Jim racial insecurity. Racial clashes across the country Crow; he married three white women; many white increased resulting in hundreds of injuries and dozens and Black people alike frowned upon his brash and of deaths. flamboyant behavior.

25 JACKIE ROBINSON MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who pressured major INFERENCES What did Jackie Who was Jackie Robinson? league baseball to integrate the Robinson do after baseball and Answer: He was an extraordinary sport? Answer: Black sports writ- why? Answer: He became a baseball player who fought segre- ers and the Black press. key figure in the Civil Rights gation in the army, started baseball Movement who supported pro- in the Negro Leagues and inte- tests, attended the March on grated Major League Baseball. Washington and raised money for the NAACP.

26 JESSE JACKSON’S RUN FOR THE PRESIDENCY KEY DETAILS Jesse Jackson was not the first Black per- INFERENCES Why were some people hopeful about Jesse son to run for president. Who was? Answer: Shirley Jackson’s presidential run? Answer: They were hope- Chisholm ful that he could become the first Black president and because he was running on an agenda representing the people and democracy.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 64 27 JOHN LEWIS: THE FIGHT FOR THE RIGHT TO VOTE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What historic leg- INFERENCES What is John Lewis Who was John Lewis? Answer: islation was signed into law as most known and recognized for? Lewis was an activist and organ- result of John Lewis’ leadership? Answer: He fought for voting izer who became one of the most Answer: Voting Rights Act of 1965 rights, led the march from Selma well-known civil rights lead- to Montgomery, and was bru- ers. He helped plan the March on talized by state troopers while Washington and was the youngest crossing the Edmund Pettis speaker at the event. Bridge on what is now known as “Bloody Sunday.”

28 JUAN GARRIDO MAIN IDEA / GENERAL UNDERSTANDING Who was Juan Garrido? INFERENCES What is significant about Garrido’s expedi- Answer: He was a free Black man and conquistador tion with Ponce de LeÓn to Florida? Answer: As the (Spanish conqueror), as well as the first African to set first recorded Black person in what is now the U.S., he foot on land that is now the United States. demonstrates that people of African descent occupied space in the New World without being enslaved.

29 KATHERINE JOHNSON MAIN IDEA / GENERAL UNDERSTANDING Who was Katherine KEY DETAILS What milestones did Katherine Johnson Johnson and why did she receive Presidential Medal accomplish? Answer: She went to high school at 10 of Freedom? Answer: Katherine Johnson was a math- years old, college at 15, and was one of three Black ematical genius who worked at NASA and broke racial students—and the only woman—to integrate West and gender barriers. Virginia University’s graduate school.

30 THE L.A. RIOTS MAIN IDEA / GENERAL UNDERSTANDING What events led to INFERENCES What were the short- and long-term effects the LA Riots in 1992? Answer: Increased violence of the LA Riots? Answer: Short-term effects were $1 and police brutality in LA were the context for the billion in property damage, at least 50 deaths and riots. The immediate cause was the acquittal of police many more injuries. Long-term effects were nation- officers on trial for the assault of Rodney King, a brutal wide concern about police brutality, poverty, racism attack caught on camera. and protests—concerns still relevant to the national conversation today.

31 LAND: 40 ACRES & A MULE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who developed INFERENCES What was significant What does the phrase “40 Acres the plan for redistribution of about Sherman’s Reserve? Answer: and a Mule” refer to? Answer: Confederate land? Answer: Union Newly freed slaves could gain This phrase refers to the prom- General William T. Sherman and economic independence by gen- ise of land ownership for freed 20 Black ministers and commu- erating personal and generational African Americans in the South at nity leaders. wealth. the end of the Civil War.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 65 32 LYNCHING MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What infamous lynch- INFERENCES What role did Black What is lynching? Answer: ing catalyzed the Civil Rights women and mothers play when Lynching refers to acts of domes- Movement? Answer: Emmett Till, lynching was at its peak? Answer: tic terror, including a grotesque a 14-year-old Black boy who was Emmett Till’s mother demand- form of mob rule without judge or kidnapped and murdered after ing an open casket helped start a jury. During lynchings, Black peo- being accused of accosting a white social movement; Ida B. Wells and ple were hanged and burned in woman. His mother demanded an her investigative reporting built public as a way to incite terror and open casket to show his brutalized the NAACP’s platform; Michael fear among Black communities. body to the world. Donald’s mother fought the KKK at SCOTUS and won.

33 MADAME C.J. WALKER: THE FIRST BLACK MILLIONAIRESS MAIN IDEA / GENERAL UNDERSTANDING How did Madame C.J. INFERENCES Beyond business, what gifts did Madame Walker become the first Black female millionaire? C.J. Walker possess? Answer: The ability to empower Answer: She created and sold pioneering hair products and mentor Black women entrepreneurs. and founded the company; she was a master sales- woman and a marketing genius.

34 MALCOLM X: HOW DID HE INSPIRE A MOVEMENT? MAIN IDEA / GENERAL UNDERSTANDING Who was Malcolm X KEY DETAILS How did Malcolm X’s ideologies inform and how did his message differ from other civil rights Black Power movement? Answer: He demanded Black leaders? Answer: Malcolm X was inspired by the dignity and self-respect; for example, he encouraged Nation of Islam and embraced empowerment “by any replacing words like negro and colored with Black and means necessary.” He inspired the Black Nationalist Afro American. movement through his focus on Black self-defense and Black power.

35 MARCUS GARVEY MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What did Marcus INFERENCES What was radical about Who was Marcus Garvey? Answer: Garvey establish to carry out his Marcus Garvey’s message at the Garvey is the founder and leader vision of Black people reclaiming time? Answer: He was a charis- of Universal Negro Improvement Africa? Answer: He established matic Black man encouraging Association, which was created the Black Star Line, a steamship Black pride and challenging to unite all Black people across line used to transport African African Americans to reclaim world. He and his organization Americans interested in emigrat- Africa at a time when lynching influenced the Back to Africa and ing to Africa. was rampant. Black Nationalist movements.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 66 36 MARTIN LUTHER KING JR.: WAS HIS “I HAVE A DREAM” SPEECH IMPROVISED? MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Why is Dr. King’s “I INFERENCES For what reasons might What is significant about Dr. King’s Have a Dream” speech so mov- Dr. King have changed his speech “I Have a Dream” speech? Answers ing for many Americans? Answer: halfway through? Answer: People will vary and may include: This The famous refrain showed say his favorite singer, Mahalia speech was many white Americans’ Americans, especially white Jackson, prompted him to tell the first experience with the Black Americans, the power of the Black fading audience about his dream. Baptist oratorical tradition; the Baptist oratorical tradition for the speech has lasting impact today. first time.

37 MAYA ANGELOU: 20TH CENTURY RENAISSANCE WOMAN MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS To which famous civil INFERENCES Why does Maya What is Maya Angelou known for? rights leaders and campaigns Angelou’s life and writing inspire Answer: She was famous for being was Maya Angelou connected? people, especially Black women? a writer but she was also a singer, Answer: Dr. King; the Poor Answers will vary and may include: dancer, actor, filmmaker, professor Peoples Campaign; Malcolm X; After years spent in silence, she and political activist. the Black liberation movement. overcame adversity to inspire mil- lions of people through her writing.

38 MIGRATIONS MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Name key migrations in INFERENCES What were the results What does “migrations” refer to U.S. history? Answer: The Great of Black migration to the North? in this video? Answer: Migrations Exodus, beginning 1879 (post Civil Answer: Black urban population refer to waves of Black people War); the Great Migration (post hubs were cultural and political leaving the South during var- Jim Crow); the Second Great centers that influenced move- ious periods, including from Migration post (WW2). ments, e.g., Detroit (the birthplace Reconstruction through the Jim of Motown) and New York City Crow era, in search of equal (the Harlem Renaissance). rights, personal safety and eco- nomic opportunities.

39 OBAMA’S ELECTION MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Why were people skep- INFERENCES Why did then-candidate What was historic about Barack tical about Obama’s ability to win Obama feel compelled to deliver Obama’s election in 2008? Answer: the presidency? Answer: He was a speech on race in Philadelphia Obama is the first Black President a first-term Senator; people won- during the lead-up to the election? of United States. His election dered if Americans would vote for Answer: He was running for presi- showed African Americans that a Black man. dent so votes were on the line. He a family that looked like theirs wanted to address race head-on could occupy the White House. by sharing his story while deliver- ing a unifying message.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 67 40 OSCAR MICHEAUX MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What is The INFERENCES What is significant Who was Oscar Micheaux? Homesteader? Answer: It is a book about Oscar Micheaux’s work? Answer: He was the first major written and published by Oscar Answer: It portrayed Black people Black filmmaker to independently Micheaux, which he eventually in a way that challenged stereo- write and produce his own films. adapted into a silent film that he types during the era of The Birth independently produced. of a Nation. It included strong, diverse characters and social themes that were not yet evident in mainstream media.

41 RECONSTRUCTION: THE VOTE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who were the first INFERENCES Why was there back- What is significant about Black men to hold political office wards movement in the 44th Reconstruction era? Answer: After during Reconstruction? Answer: Congress after so much progress? the Civil War, Black men had Hiram Revels was the first African Answers will vary and may include: the right to vote and many Black American in the U.S. Senate; African American access to voting Americans were elected to public Joseph Rainey was the first Black and other civil rights were rolled office for the first time. It was the U.S. Congressman. back. first exercise in interracial democ- racy in the United States.

42 ROBERT SMALLS: A SLAVE WHO SAILED HIMSELF TO FREEDOM MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What steps did Robert INFERENCES Why is Robert Smalls Who was Robert Smalls? Answer: Smalls take to ensure success- viewed as a hero of the Civil War Smalls was an enslaved man ful emancipation? Answer: He and Reconstruction? Answers forced into a Confederate mil- observed the ship and crew for will vary and may include: He lib- itary troop who planned and months, impersonated the cap- erated himself in plain sight; he executed his escape by setting sail tain, passed through Confederate led a group of enslaved people to on a Confederate ship, freeing the check points, and replaced flags freedom. entire crew. with white sheets when arriv- ing in Union territory to evade attack.

43 SCHOOL INTEGRATION MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What’s significant about INFERENCES Why were mid- What is Brown v Board of Boston’s role in school integra- dle-class white people opposed Education? Answer: It is the land- tion? Answer: In 1974, a federal to integration, and what were mark 1954 SCOTUS ruling that judge ruled that students must the consequences? Answer: They found segregated public schools be bused to racially balance the didn’t want integrated public to be unconstitutional. school system. schools because white schools received more resources and money; with integration that would no longer be the case.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 68 44 SECOND MIDDLE PASSAGE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What caused the INFERENCES What were the conse- What was the Second Middle Second Middle Passage? Answer: quences of the Second Middle Passage? Answer: The Second Eli Whitney’s cotton gin and Passage? Answer: It scrambled Middle Passage is the largest newly acquired Native lands both communities, separated relatives forced migration in U.S. history, a required more labor. These fac- and devastated Black families for domestic slave trade system that tors generated a profit for wealthy, generations. involved the sale and transport of land-owning, slave-holding white enslaved people to the deep South people. and the West.

45 SEPARATE BUT EQUAL: HOMER PLESSY AND THE CASE THAT UPHELD THE COLOR LINE MAIN IDEA / GENERAL UNDERSTANDING What does the phrase, KEY DETAILS Who is Homer Plessy and why is his story “separate but equal” encompass? Answer: This phrase important? Answer: He was an African American refers to racial segregation across systems made con- shoemaker from New Orleans, Louisiana, who sued stitutional in Plessy v Ferguson. the state because of segregated seating on a train car. He lost when SCOTUS ruled that separate-but-equal accommodations are constitutional.

46 SHIRLEY CHISHOLM: THE FIRST BLACK CONGRESSWOMAN MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What did Shirley INFERENCES What is one challenge Who was Shirley Chisholm? Chisholm’s run for president rep- about how we remember and Answer: Chisholm was the first resent? Answer: It represented a talk about Black history and civil African American women to serve in new wave of liberal politics that rights history? Answers will vary U.S. Congress. She was also the first included intersections of the Civil and may include: Black and civil Black person to run for president. Rights Movement (race) and the rights history are overwhelmingly Women’s Movement (gender). remembered in terms of male leadership.

47 SOJOURNER TRUTH: OPRAH’S NO. 1 BLACK HISTORY HEROINE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What made Sojourner INFERENCES What might be supris- Who was Sojourner Truth? Truth a feminist icon? Answer: She ing about Sojourner Truth writing Answer: She was a formerly delivered a speech in 1851 in which a book? Answer: She couldn’t read enslaved African American she allegedly asked the famous or write, so she dictated her words woman who ran away, changed question, “Ain’t I a Woman?” to a white woman. her name, and became an activ- ist and speaker for abolition and women’s rights.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 69 48 SOUL TRAIN MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What did Soul Train INFERENCES What was revolutionary What is Soul Train? Answer: Soul bring to American homes? about Soul Train? Answer: It was Train was a variety television Answer: Black music, culture and a Black program created by Black show created and hosted by radio regional dances; Black love, peace people. It showed Black people host Don Cornelius. Featuring and soul; it showed Black teenag- and Black culture in a positive mostly Black dancers and enter- ers more positively than they were way. It is one of the longest run- tainers, it became a cultural portrayed in the national news. ning syndicated TV programs in phenomenon. American history.

49 THE BIRTH OF A NATION AND THE ORIGINS OF THE NAACP MAIN IDEA / GENERAL UNDERSTANDING What is The Birth of a KEY DETAILS How did the campaign against The Birth of Nation? Answer: It was America’s first full-length film. A Nation galvanize the NAACP? Answer: The cam- Although it was a technological advancement for the paign garnered a great deal of support for the NAACP time, the film was racist propaganda steeped in tropes and grew its national prominence because people and stereotypes about Black people, especially casting agreed with the stance that the film was blatantly rac- Black men as dangerous. ist.

50 THE BIRTH OF HIP-HOP MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS How did hip-hop start INFERENCES How is hip-hop more Who is credited with starting spreading during its early days in than a musical genre? Answer: hip-hop and how was it started? New York City? Answer: On the Hip-hop artists report and com- Answer: DJ Kool Herc threw a streets, also known as the under- ment on the social, political and party in the Bronx where he used ground, rappers would rhyme cultural experiences of African a turntable to create a new sound over boombox beats. Eventually, Americans. called “the break.” cassette tapes would spread hand to hand, and soon hip-hop found itself on the radio.

51 THE BIRTH OF JAZZ MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who were some famous INFERENCES What was controversial How did jazz come to fruition? jazz artists, singers and musi- about jazz music at its found- Answer: New Orleans was a cul- cians? Answer: Louis Armstrong, ing? Answer: It was played in tural melting pot where African, James Reese Europe, Buddy New Orleans’ red-light district, Latin and European forms and Bolden, Jelly Roll Morton which associated the music with styles of music were played, promiscuity. largely by African American musi- cians and artists.

52 THE BIRTH OF THE BLACK PANTHERS MAIN IDEA / GENERAL UNDERSTANDING What was the Black KEY DETAILS What are the lesser-known programs of the Panther Party? Answer: It was a social program Black Panther Party? Answer: Free medical care; free launched by Bobby Seale and Huey P. Newton to serve clothing drives; free breakfast for school children. All the Black community and defend it from racism and three later informed federal programs. violence, including police brutality.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 70 53 THE BLACK CHURCH MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS How was the Black INFERENCES What tactics of the What predicated the founding Church part of the freedom strug- Black Church were used in of the Black Church? Answer: gle? Answer: It took an abolitionist the Civil Rights Movement by Enslavers previously used stance; Black religious leaders led leaders like Dr. King? Answer: Christianity to pacify enslaved the community in military ser- Combining religion with nonvi- people; African Americans trans- vices, by holding public office and olent resistance; organizing via formed Christianity, creating a by organizing social movements. congregations; utilizing prophetic new culture that supported com- tradition, oration and spirituals/ munity and resistance. music.

54 THE BLACK PRESS MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who were key figures INFERENCES Why is the Black press How was Freedom’s Journal and publications in establishing important? Answer: It gave Black important in establishing the the Black press? Answer: Samuel writers a platform to speak Black press? Answer: It proved Cornish and John Russwurm truth to power; it gave African there was Black readership for of Freedom’s Journal; Frederick Americans a voice outside of Black publications in the U.S. Douglass of The North Star; mainstream media; and it allowed Pauline Hopkins of The Colored Black people to share their own American; Jet; Ebony. stories.

55 THE FIRST UNDERGROUND RAILROAD MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What ended free Black INFERENCES What similarities What was the First Underground settlements in Spanish Florida? and differences exist between Railroad? Answer: The first under- Answer: Thomas Jefferson and First and Second Underground ground railroad was a route to the government pressured Spain Railroads (Civil War and freedom for enslaved people who to end its agreement with former Reconstruction)? Answer: fled British rule in the North to slaves; the U.S. eventually seized Similarity: Both were travelled by Spanish Florida in the South, the land from Spain. enslaved people determined to which had become a sanctuary for be free. Difference: The First ran Black Americans. North to South, and the Second ran South to North.

56 THE HARLEM HELLFIGHTERS OF WWI MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What are the Harlem INFERENCES Why were the Harlem Who are the Harlem Hellfighters? Hellfighters known for? Answer: Hellfighters not recognized Answer: The Black troop of the They were the most decorated until 2015 by President Obama? 396th regimen in the segregated troop during WWI. They were tal- Answers will vary and may include: New York National Guard during ented musicians who introduced It required the election of a Black WWI. jazz music to Europe. They were president to acknowledge the assigned to France to fight on the importance of Black veterans. front lines. They fought longer than any other troop during the war.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 71 57 THE TUSKEGEE STUDY MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Why was the Tuskegee INFERENCES What are the effects What was the Tuskegee Study? Study unethical? Answer: No of the Tuskegee Study? Answer: Answer: The Tuskegee Study was consent was given by African Immediately, medical compli- an unethical medical research American male participants. The cations and death; long-term, project conducted on 600 poor U.S. government deceived the sub- mistrust of the U.S. government Black men to examine the effects jects about the intent of the study and of medical professionals by of untreated syphilis. and about withholding treatment. the Black community. Lack of treatment led to complica- tions and death for many men.

58 THE TRANSATLANTIC SLAVE TRADE MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What was inhumane INFERENCES If the Transatlantic What was the Transatlantic Slave about the Transatlantic Slave Slave Trade was banned by Trade? Answer: Europeans pur- Trade and First Middle Passage? Congress in 1808, why did the chased and transported people Answer: In addition to engaging in trading of enslaved Africans from West and Central African via mass kidnapping, enslavers shack- continue? Answer: Enslavers con- ships across the Atlantic Ocean led men and women together tinued to smuggle Africans into to the New World. An estimated and stacked them on top of one the country. 12.5 million enslaved people were another in a practice called “tight transported from Africa to North packing” to try to get as many America between 1525 and 1866. enslaved people as possible onto a ship at one time.

59 THE TULSA RACE RIOTS: BLACK WALL STREET MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS What is significant INFERENCES What were the short- What were the Tulsa Race Riots? about Tulsa in the early 1900s? and long-term effects of Tulsa Answer: In 1921, a white lynch Answer: The Greenwood neigh- Race Riots? Answers will vary and mob raided and looted the thriv- borhood was home to “Black may include: Mass destruction ing Greenwood community Wall Street,” a thriving business of property; death; financial loss; after a Black man was accused community established by Black Black Wall Street never recovered. of accosting a white women. A entrepreneurs. mob assaulted, brutalized and murdered Black residents, and destroyed Black property for days.

60 W.E.B. DU BOIS MAIN IDEA / GENERAL UNDERSTANDING KEY DETAILS Who is W.E.B. Du Bois? INFERENCES How did W.E.B. Du What was “The Exhibition of Answer: He was a well-known Bois’ exhibition influence the New American Negroes,” and what was author, activist and pioneering Negro Movement? Answer: His its purpose? Answer: It was an scholar in sociology and history. exhibition countered Jim Crow exhibition by W.E.B. Du Bois, dis- imagery by showing that Black playing over 350 photos of African people could be highly educated, Americans which served to chal- cosmopolitan and middle class. lenge racist stereotypes and recast how African Americans were perceived.

BLACKHISTORYINTWOMINUTES.COM | TEXT-DEPENDENT QUESTIONS 72 ACKNOWLEDGMENTS The Black History in Two Minutes Teaching Guide is based on season one of the Black History in Two Minutes video series produced by Henry Louis Gates, Jr., the Hutchins Center for African & African American Research and McGee Media. Both the videos and the guide were made possible through the generous support of the Robert F. Smith Foundation. The teaching materials in this guide were writ- ten by Christina Spears and Sara Wicht (Wicht Consulting Inc.). The guide was edited by Adrienne van der Valk and Joanna Williams (Square Lightning Design and Communications). It was designed by Cierra Brinson (CNB Creative) and art directed by Russell Estes (Square Lightning Design and Communications).

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