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LSTA Grant Lesson Plan Writing Cohort Submitted by Rebecca Griffith, Isaac Bear Early College High School

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LSTA Grant Lesson Plan Writing Cohort Submitted by Rebecca Griffith, Isaac Bear Early College High School William Madison Randall Library LSTA Grant Lesson Plan Writing Cohort Submitted by Rebecca Griffith, Isaac Bear Early College High School Overview Abstract Examine the work performed by the women and teenagers of the Women’s Good Will Committee of High Point, North Carolina as they labor to bridge race relations in their community. Explore primary source documents using close reading strategies. Discover how the work of the High Point Women’s Good Will Committee serves as a positive model for other groups to replicate. Extrapolate and apply the work of the High Point Women’s Good Will Committee to a current societal ill and seek areas in which adults and students can cooperatively find solutions to these problems. Standards AH2.H.4 – Analyze how conflict and compromise have shaped politics, economics and culture in the United States. AH2.H.5 – Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. AH2.H.7 – Understand the impact of war on American politics, economics, society and culture. Objectives AH2.H.4.1 – Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted (e.g., Populism, Progressivism, working conditions and labor unrest, New Deal, Wilmington Race Riots, Eugenics, Civil Rights Movement, Anti-War protests, Watergate, etc.). AH2.H.4.3 – Analyze the social and religious conflicts, movements and reforms that impacted the United States since Reconstruction in terms of participants, strategies, opposition, and results (e.g., Prohibition, Social Darwinism, Eugenics, civil rights, anti-war protest, etc.). AH2.H.5.2 – Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government since Reconstruction (e.g., New Deal, Great Society, Civil Rights, etc.). AH2.H.7.3 – Explain the impact of wars on American society and culture since Reconstruction (e.g., relocation of Japanese Americans, American propaganda, first and second Red Scare movement, McCarthyism, baby boom, Civil Rights Movement, protest movements, ethnic, patriotism, etc.). Time Required One class period (90 minutes) Recommended Grade Level High School Topics Civil Rights, North Carolina (Good Will Committee of the City of High Point, Local Good Neighbor Council, State Good Neighbor Council, Goldsboro Bi-Racial Committee) Mary Jane McLeod Bethune Algerian War Era Civil Rights Movement, United States, North Carolina, High Point, 1960s Preparation Materials and Resources 1) Copies of the Cover Letter https://digitalcollections.uncw.edu/digital/collection/p17190coll13/id/572/rec/2 2) Copies of the “Women and Teenagers Are Helping” document https://digitalcollections.uncw.edu/digital/collection/p17190coll13/id/396/rec/1 3) Copies of the Mary Jane McLeod Bethune Biography 4) Copies of the “On This Day: French-Algerian Truce” document 5) Copies of the Student Activity Sheet 6) Writing Utensils 7) Computers Procedure Distribute copies of the cover letter and the “Women and Teenagers Are Helping” document. – 2 minutes As a whole class, conduct an oral read aloud of both the cover letter and the “Women and Teenagers are Helping” document. – 10 minutes Divide students into small groups of 3 students. One student is designated as the “recorder” writing down the group answers. One student is designated as the “spokesperson,” sharing out the group’s answers during discussion time. The third student is the group “facilitator,” guiding the discussion and keeping the group on task. – 3 minutes Each small group is to use “Think, Pair, Share” to read and answer the questions for the documents. – 30 minutes If the teacher would like to use the extension activities for Paragraph IX question 2, provide the students with the Mary Jane McLeod Bethune biography, and the “On This Day: French-Algerian Truce” documents. See extension notes below. After the students have completed the “Think, Pair, Share” activity, the teacher should conduct a whole class discussion allowing the spokesperson from each group to share out answers. – 20 minutes Follow these activities with the assessment. – 25 minutes Evaluation Method of Assessment Have students write a paragraph answering the following questions: 1) With what current issue are you concerned? 2) Would you be willing to work with a group of like-minded adults to find a solution to the issue? Why? Why not? 3) What are some practical ways in which you could work to help alleviate the problem? 4) Conduct a discussion allowing volunteer students to share their responses from their writing. A possible follow-up question could be “Have you ever worked with adults to solve a societal problem? If so, share your experiences with the class.” Possibilities for Remediation 1) Have the student orally re-read the documents with the teacher, a tutor, or another student. 2) Discuss each paragraph and the questions. Have the student ask clarifying questions. Possibilities for Extension Mary Jane McLeod Bethune biography – Students may conduct additional research about the life and works of Mary Jane McLeod Bethune then report their findings to the class “On This Day: French-Algerian Truce” document – Students could conduct additional research in order to hypothesize why the young adults may have chosen to send materials to Algeria Mary Jane McLeod Bethune (1875-1955) The daughter of former slaves, Mary Jane McLeod Bethune became one of the most important black educators, civil and women’s rights leaders and government officials of the twentieth century. The college she founded set educational standards for today’s black colleges, and her role as an advisor to President Franklin Delano Roosevelt gave African Americans an advocate in government. Born on July 10, 1875 near Maysville, South Carolina, Bethune was one of the last of Samuel and Patsy McLeod’s seventeen children. After the Civil War, her mother worked for her former owner until she could buy the land on which the family grew cotton. By age nine, Bethune could pick 250 pounds of cotton a day. Bethune benefited from efforts to educate African Americans after the war, graduating in 1894 from the Scotia Seminary, a boarding school in North Carolina. Bethune next attended Dwight Moody’s Institute for Home and Foreign Missions in Chicago, Illinois. But with no church willing to sponsor her as a missionary, Bethune became an educator. While teaching in South Carolina, she married fellow teacher Albertus Bethune, with whom she had a son in 1899. The Bethunes moved to Palatka, Florida, where Mary worked at the Presbyterian Church and also sold insurance. In 1904, her marriage ended, and determined to support her son, Bethune opened a boarding school, the Daytona Beach Literary and Industrial School for Training Negro Girls. Eventually, Bethune’s school became a college, merging with the all-male Cookman Institute to form Bethune-Cookman College in 1929. It issued its first degrees in 1943. A champion of racial and gender equality, Bethune founded many organizations and led voter registration drives after women gained the vote in 1920, risking racist attacks. In 1924, she was elected president of the National Association of Colored Women’s Clubs, and in 1935, she became the founding president of the National Council of Negro Women. Bethune also played a role in the transition of black voters from the Republican Party —“the party of Lincoln”— to the Democratic Party during the Great Depression. A friend of Eleanor Roosevelt, in 1936, Bethune became the highest ranking African American woman in government when President Franklin Roosevelt named her director of Negro Affairs of the National Youth Administration, where she remained until 1944. She was also a leader of FDR’s unofficial “black cabinet.” In 1937 Bethune organized a conference on the Problems of the Negro and Negro Youth, and fought to end discrimination and lynching. In 1940, she became vice president of the National Association for the Advancement of Colored Persons (NAACP), a position she held for the rest of her life. As a member of the advisory board that in 1942 created the Women’s Army Corps, Bethune ensured it was racially integrated. Appointed by President Harry S. Truman, Bethune was the only woman of color at the founding conference of the United Nations in 1945. She regularly wrote for the leading African American newspapers, the Pittsburgh Courier and the Chicago Defender. Additionally, Bethune was a businesswoman who co-owned a Daytona, Florida resort and co- founded the Central Life Insurance Company of Tampa. Honored with many awards, Bethune’s life was celebrated with a memorial statue in Washington DC in 1974, and a postage stamp in 1985. Her final residence is a National Historic Site. Source Michals, Debra. “Mary McLeod Bethune." National Women's History Museum. 2015. www.womenshistory.org/education-resources/biographies/mary-mcleod-bethune. On This Day: French-Algerian Truce On March 18, 1962, France and the leaders of the Front de Liberation Nationale (FLN) sign a peace agreement to end the seven-year Algerian War, signaling the end of 130 years of colonial French rule in Algeria. In late October 1954, a faction of young Algerian Muslims established the Front de Liberation Nationale (FLN) as a guerrilla organization dedicated to winning independence from France. They staged several bloody uprisings during the next year, and by 1956 the FLN was threatening to overrun the colonial cities, home to Algeria’s sizable European settler population. In France, a new administration, led by Guy Mollet, promised to quell the Muslim rebellion and sent 500,000 French troops to Algeria to crush the FLN. To isolate the rebels and their area of operations, France granted Tunisia and Morocco independence, and their borders with Algeria were militarized with barbed wire and electric fencing. When FLN leaders attempted to travel to Tunisia in October 1956 to discuss the Algerian War, French forces diverted their plane and jailed the men.
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