Sample Lesson Plans
How Race and Gender Intersect: A Case Study
Objective: Evaluate and discuss the intersection of race and gender during key periods in civil rights history and women’s suffrage.
Materials:
- “Various, beautiful and Terrible: The Life and Legacy of Ida B. Wells-Barnett” by Hollie Pich
- Chart paper or poster board
- Markers, pens, highlighters
Procedure: This activity will take place in the early or middle portion of the unit. It will be necessary to have defined the essential terminology and social strata that form the basis of the unit before beginning a thorough examination of the intersection of race and gender. The goal of this lesson is to show that at various points in history, despite the fact that there were growing coalitions for expanded civil rights for African Americans and women’s suffrage, traditional notions of gender norms at the time inhibited progress in significant ways. Particularly in the case of Ida B. Wells-Barnett, the added racial dimension complicated her work and its legacy, especially by her contemporaries who also advocated for the same causes.
Distribute the text of the Pich article to the class. Given that the article is lengthy, it may be beneficial to divide the article into 3-5 page chunks and have students read them in small groups. Explain to students that their task is to extract key points from the reading to show how race and gender played a role in Ida B. Wells-Barnett’s work and legacy. Have students underline, highlight, and annotate their respective sections of the reading to capture their thoughts and supporting evidence.
After providing time for the students to work in their reading groups, have each group member rotate to another group, so that the new groups have one member from each of the first round reading groups. Distributed the chart paper and markers to each group. Students will then share their findings from the first round, recording them on the chart paper. After each group finishes their synthesis, post the chart paper around the room, either at students’ desks or on the wall. Students will then complete a gallery walk around the classroom to analyze each group’s findings.
After the gallery walk ends, have students return to their seats. Students will end by writing a reflection on the activity, including what surprised them about Ida B. Wells-Barnett’s life and work, and how strata such as race and gender played a role in her successes, hardships, and ultimately her legacy.
Community Leader Spotlight Project
Objective: To synthesize knowledge gained from this curriculum unit by creating a case study of a local community leader, weaving in unit content and terminology throughout. Students will choose someone in their community who they look to as a leader and create a spotlight profile of them which will serve as a sort of case study for the rest of the class. The individuals students select do not have to be people in traditional leadership roles, but could include mothers, fathers, community organizers, local business owners, and others.
Materials:
- Recording device such as a cellphone, camera or camcorder
- A computer with word processing and presentation capabilities
- Student-selected materials based on the format of their project (posters, slides, etc.)
Procedure: The culminating project for this unit will be a community leader spotlight project. Students will select someone in their neighborhood or community that has displayed leadership qualities of some sort. They will then interview that community leader, drafting a set of questions that attempt to unearth the ways in which the social strata described in this unit have impacted them, and how they have transcended them.
Students should spend two to three days in class identifying their participant, getting their permission for the interview, and drafting their interview questions. It is important that during the interview students explain the terms they will be referencing during the interview and afterwards as they build their subsequent case study. The terms include, but are not limited to, intersectionality, race, class, gender, social strata, and others. The questions that students draft should incorporate these terms, while also delving into the life experience and accomplishments of their participant. Students will have to schedule a date and time to conduct their interview outside of school.
After students complete their interview, time should be provided for students to distill their interview data into a presentation format of their choice. Students may choose to create a series of slides, a poster or large graphic with accompanying text, a written article, a video, or other formats, with teacher approval. Students will present their findings in class as a presentation. While each student presents, their peers will complete an analysis of their case study, connecting it with content learned throughout the unit. Students should show the ways in which each case study parallels with other important periods and figures in American history, such as the push to end racial discrimination in the military, the struggles of the women’s suffrage movement, or how economic insecurity has a disproportinate impact on people of color. Ultimately, each project should identify the issues of intersectionality, but emphasize the positive work their participant has done.
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