INSTRUCTIONAL APPROACH AND RATIONALE
INSTRUCTIONAL APPROACH AND RATIONALE
No account of black history in America is complete without an examination of the rivalry between Booker T. Washington and W.E.B. Dubois, which in the late 19th to early 20th centuries changed the course of the quest for equality in American society, and in the process helped give birth to the modern Civil Rights Movement. Though Washington and Dubois were both born in the same era, both highly accomplished scholars and both committed to the cause of civil rights for blacks in America, it was their differences in background and method that would have the greatest impact on the future.
The compelling question pushes students, through the study of primary documents, to …show more content…
Students will then have a chance to discuss their research in a Paideia Seminar.
The first supporting question—“How did the background of Booker T Washington and W.E.B. Dubois shape their views?”-- launches the inquiry by asking students to place the Progressive Era Leaders in a historical context. By examining the biographies of Washington and Dubois, students should see how a range of circumstances shaped their perspectives. The formative performance task asks students to complete a graphic organizer and explain the top three early life experiences that most impacted the philosophies of Booker T Washington and W.E.B. Dubois.
The second supporting question—“How did Washington and Dubois differ in their plans for the equality of African Americans?” -- directs students to the specific details of Washington and Dubois’ philosophies. The formative performance task asks students to read and analyze the featured sources: excerpts from “Up From Slavery” by Booker T. Washington and The Souls of Black Folk by W.E.B. Dubois. Following the reading, students will complete a graphic organizer that illustrates the differences of philosophy between Washington and Dubois using textual evidence. Given what students have learned about the conditions that existed for African Americans following the Civil …show more content…
As the formative performance task, students consider the question by engaging in a Paideia Seminar. To answer the compelling question, students use information from the featured sources, which present Washington’s arguments for accommodation and manual training, while Dubois urges resistance and the liberal arts. In addition, students may discuss: Was Washington an uncreative booster of commercialism or a savvy politician? Was Dubois a heroic intellectual activist or an elitist whose path to uplift was open only to the "Talented Tenth"? Then, the performance task asks students to debate the value of vocational education versus liberal arts education and write a reflection letter to share with the DCPS Office of College and Careers informing it about their perspective on how schools should best prepare students for life after graduation.
Looking Ahead: Students should recall the racial inequality that existed during the Progressive Era, and also be reminded throughout the next unit, as the United States grapples with its role as a world power. Students will discover the international justifications for World War I, as they read primary and secondary accounts of imperialism, isolationism, and
INSTRUCTIONAL APPROACH AND RATIONALE
No account of black history in America is complete without an examination of the rivalry between Booker T. Washington and W.E.B. Dubois, which in the late 19th to early 20th centuries changed the course of the quest for equality in American society, and in the process helped give birth to the modern Civil Rights Movement. Though Washington and Dubois were both born in the same era, both highly accomplished scholars and both committed to the cause of civil rights for blacks in America, it was their differences in background and method that would have the greatest impact on the future.
The compelling question pushes students, through the study of primary documents, to …show more content…
Students will then have a chance to discuss their research in a Paideia Seminar.
The first supporting question—“How did the background of Booker T Washington and W.E.B. Dubois shape their views?”-- launches the inquiry by asking students to place the Progressive Era Leaders in a historical context. By examining the biographies of Washington and Dubois, students should see how a range of circumstances shaped their perspectives. The formative performance task asks students to complete a graphic organizer and explain the top three early life experiences that most impacted the philosophies of Booker T Washington and W.E.B. Dubois.
The second supporting question—“How did Washington and Dubois differ in their plans for the equality of African Americans?” -- directs students to the specific details of Washington and Dubois’ philosophies. The formative performance task asks students to read and analyze the featured sources: excerpts from “Up From Slavery” by Booker T. Washington and The Souls of Black Folk by W.E.B. Dubois. Following the reading, students will complete a graphic organizer that illustrates the differences of philosophy between Washington and Dubois using textual evidence. Given what students have learned about the conditions that existed for African Americans following the Civil …show more content…
As the formative performance task, students consider the question by engaging in a Paideia Seminar. To answer the compelling question, students use information from the featured sources, which present Washington’s arguments for accommodation and manual training, while Dubois urges resistance and the liberal arts. In addition, students may discuss: Was Washington an uncreative booster of commercialism or a savvy politician? Was Dubois a heroic intellectual activist or an elitist whose path to uplift was open only to the "Talented Tenth"? Then, the performance task asks students to debate the value of vocational education versus liberal arts education and write a reflection letter to share with the DCPS Office of College and Careers informing it about their perspective on how schools should best prepare students for life after graduation.
Looking Ahead: Students should recall the racial inequality that existed during the Progressive Era, and also be reminded throughout the next unit, as the United States grapples with its role as a world power. Students will discover the international justifications for World War I, as they read primary and secondary accounts of imperialism, isolationism, and