Black History Month Presentations
Grade Level: 9–12
Subject/Content: Social Studies
Summary of Lesson
Students will use research to create presentations about events and issues in African
American history to share with the class during Black History Month.
Focus Question
What events or issues in African American history have had an impact on our history,
culture, and development as a nation?
Database(s): Student Resources in Context
Procedures:
Steps/activities by teacher:
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In a class discussion, ask students to think about significant events or issues in
African American history.
Ask students to break into groups of four. Each group will research a significant
event or issue in African American history and create a presentation for the rest of
the class.
Provide students with copies of the topic list [link]. Ask each group to select an event
or issue that interests them. Do your best to avoid overlap in topics/issues among
the groups.
Pass out copies of the research outline [link] to students. Remind students to keep
careful notes as they complete their research.
Allow students time to access the Student Resources in Context database to
complete their research. Remind students that their presentations should explain
how each event or issue had an impact on society.
Provide time for students to plan and create their presentations. The form of the
presentations may vary. Some groups may prefer to create a PowerPoint
presentation, while others may decide to perform a skit. Allow students to use their
creativity to make their presentations unique.
Encourage students to use audio and visual aids in their presentation. Students may
choose to include audio from speeches or video from historic events.
Assign groups times to present projects to the class.
Steps/Activities by student(s):
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Think about some of the significant events and issues in African American history.
How have these events and issues affected our society?
Divide into groups of four and select a topic or issue from the list provided by your
teacher. Your group will create a presentation for the class that explains the
significance of your topic or issue.
Access the Student Resources in Context database to research your topic. Use the
outline provided by your teacher to guide your research.
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Once your research is complete, meet with your group members to discuss how you
will present your findings to the class. You may choose to do a PowerPoint
presentation, a skit, or some other presentation. Use your creativity to make your
presentation unique.
Consider what audio and visual aids would best complement your presentation.
Make the final adjustments to your presentation before sharing it with the class.
Outcome:
Students educate themselves and their peers about significant events and issues in African
American history.
Related Activities: This activity can be easily integrated with the activities suggested.
English
Ask students to use their research to create a newspaper article about their event/issue.
Students should writer their articles as if the event/issue has just occurred. This activity will
allow students to understand how newspaper writing often differs from other forms of
writing.
Learning Expectation: Students will research events and issues in African American
history to understand the impact they have had on American society.
National Curriculum Standards for Social Studies
High School
I. Culture
Social studies programs should include experiences that provide for the study of culture and
cultural diversity.
Learners will be able to:
H. Analyze historical and current issues to determine the role culture has played.
II. Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the past
and its legacy.
Learners will be able to:
B. Research and analyze past periods, events, and recurring issues using a variety of
primary sources (e.g., documents, letters, artifacts, and testimony) as well as
secondary sources; validate and weigh evidence for claims, check the usefulness and
degree of reliability of sources, and evaluate different interpretations to develop their
own interpretation supported by evidence.
C. Evaluate the impact of institutions, values, and beliefs of people in the past on
important historical decisions and developments and compare different
interpretations of the causes and consequences of these decisions and
developments.
Standard Source: NCSS 2010
ISTE NETS for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
B.
create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
B.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
C.
evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
D.
process data and report results.
Standard Source: ISTE NETS for Students, 2007
Information Power; Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 7: The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information to a democratic
society.
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and generate
information.
Standard Source: American Library Association, 1998
Topic List
Abolition
African Americans in:
Business
Entertainment
Politics
Religion
Science
Sports
Civil Rights Movement
The Dred Scott Case
Harlem Renaissance
Jim Crow Laws
Segregation
Slavery
The Thirteenth Amendment
Tuskegee Experiment
Underground Railroad
Additional information on the topics listed above can be found in the Student Resources in Context
database.
Black History Month Research Outline
Name ____________________
Hour _____________________
Directions: Use the following prompts to guide your research on your topic or issue. Take thorough
notes and put all information in your own words. Use additional paper when necessary.
Topic ________________________________________________________________
Brief overview/history of the event/issue:
Causes of this event/issue:
How the event/issue affected African Americans:
How the event/issue affected white Americans:
How people reacted to the event/issue:
How the event/issue affected society:
Long term effects/significance of the event/issue: