Lesson Plan Template
Name: Blake Bodine
Course/Grade Level: 8th Grade Soc. Stud.
Content Area: History-Social Sciences
Lesson Focus/Topic: Struggle for Equal Opportunity during the Progressive Era for Minorities
Essential Question(s): How were African Americans and other minorities treated during the
Progressive Era?
What ways did African Americans and minorities believe they could achieve equal citizenship,
and what actions did they take to achieve these goals?
Materials and Resources Required**:
Teacher: The American Journey textbook, primary source by W.E.B. Du Bois, primary
source by Booker T. Washington, introductory worksheet, Youtube video.
Student: The American Journey textbook, utensils, paper.
Lesson Assessments
for each objective
(formative & summative)
Lesson Instructional Objectives
(concrete, conceptual, application, critical)
1. Formative Assessment: Students will be
assessed by their participation in discussion
1. Students will evaluate the beliefs and
after reading pages 666-668 in The American
actions taken by African Americans and other Journey and how well they answer the
minorities to achieve equality in the United
discussion questions.
States during the Progressive Era.
2. Students will analyze two primary
documents from W.E.B. Du Bois and Booker
T. Washington.
Standards Addressed
(Label and copy)
2. Summative Assessment: The summative
assessment will be the question sheet that
is associated with the two primary
documents over W.E.B. Du Bois and
Booker T. Washington.
16.A.2c Ask questions and seek answers by collecting and analyzing
data from historic documents, images and other literary and nonliterary sources.
16.D.2c (US) Describe the influence of key individuals and groups,
including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil
rights, in the historical eras of Illinois and the United States.
The American Journey
Texts Used in Lesson
Excerpt from “The Souls of Black Folk” by W.E.B. Du Bois,
1903.
Excerpt from Booker T. Washington’s “Atlanta Compromise”
Speech, 1895.
Video: KKK: A Secret History Pt. 3 (2:09-3:12)
https://www.youtube.com/watch?v=oWUBWppvQDw
Academic Language
Considerations
*Phase 1:
Activating and
Connecting
Analyze, infer, evaluate, discuss, question.
I will ask students several questions that will arouse curiosity,
motivate readers, build and activate prior knowledge, and set a
purpose. Some examples of questions I will ask are: How were
African Americans and other minorities treated during the
Progressive Era? What are some examples of organizations and
institutions minorities were banned from? What type of
discrimination and prejudice did they experience? Who
discriminated against African Americans and minorities? The
students will then watch the Youtube video, “KKK-A Secret
History Pt. 3”, and they will answer two questions. How did the
film “Birth of A Nation” depict the Ku Klux Klan? How did it depict
African Americans? What were the films effects on African
Americans?
UDL Principles:
1.1, 1.2, 2.5, 3.1, 3.2, 3.3, 4.1, 5.1, 7.2, 8.3.
*Phase 2:
Monitoring and
Checking
Students will read pages 666-668 in The American Journey and
they will do a worksheet/reading guide. The worksheet asks
students to identify the most important information of the section,
and it also has the students identify different components of the
text such as primary sources and a bibliography. It also asks
students if they have any previous knowledge over the subject.
This will allow students to make predictions, build vocabulary,
use text structures, ask questions, apply prior knowledge, and it
will allow me to monitor their understanding.
UDL Principles:
1.1, 2.1, 2.3, 3.1, 3.2, 4.1, 5.2, 5.3, 6.4, 7.3, 8.3, 9.2.
*Phase 3:
Consolidating and
Students will use the method of REAP (Read, Encode,
Annotate, Ponder). Students will read the two primary sources
Reconnecting
and analyze each one. They will find the main ideas of each
source, then they will compare and contrast the two documents.
They will then answer questions over the two documents in a
worksheet
UDL Principles:
2.1, 3.1, 6.3, 6.4, 7.3, 8.3, 9.1
*Phase 4:
Extending and
Reflecting
Students will extend and reflect through discussion. We will
come together as a class, and go over the two primary sources
together. We will go over their answers, and we will discuss who
they agree more with Booker T. Washington or W.E.B. Du Bois
and why they do so.
UDL Principles:
2.1, 2.2, 3.1, 6.3, 6.4, 7.3, 8.3, 9.1, 9.2.

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*Annotate the phases of instruction to demonstrate integration of UDL by principle, guideline & checkpoint.
**Include all materials and resources to be used with the lesson.
Document A: Booker T. Washington (Modified)
Booker T. Washington was born a slave in 1856 and was nine years old when slavery ended.
He became the principal of the Tuskegee Institute in Alabama, a school designed to teach
blacks industrial skills. Washington was a skillful politician and speaker, and he won the support
of whites in the North and South who donated money to the school. Washington argued that
blacks should gain success in the economy and that it would gradually result in them achieving
equal rights. On September 18, 1895, Booker T. Washington spoke before a mostly white
audience in Atlanta.
Ignorant and inexperienced, it is not strange that in the first years of our freedom we
began at the top instead of at the bottom; that a seat in Congress or the state legislature
was more attractive than starting a dairy farm or garden.
A ship lost at sea for many days passed a friendly ship and sent out a signal, “Water,
water; we die of thirst!” The answer from the friendly ship at once came back, “Cast
down your bucket where you are.” A second time the signal, “Water, water; send us
water!” ran up from the distressed ship, and was answered, “Cast down your bucket
where you are” . . . .The captain of the distressed vessel(ship), at last heeding (listening
to) the injunction (order), cast down his bucket, and it came up full of fresh, sparkling
water.
To those of my race I would say: “Cast down your bucket where you are”— cast it down
in making friends with the Southern white man, who is your next-door neighbor. Cast it
down in agriculture, mechanics, in commerce, in domestic service. . . . No race can
prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is
at the bottom of life we must begin, and not at the top.
To those of the white race who look to foreign immigrants for the prosperity of the South,
I would repeat what I say to my own race, “Cast down your bucket where you are.” Cast
it down among the eight millions of Negroes, whose fidelity(loyalty) and love you have
tested. . . . As we have proved our loyalty to you in the past . . . so in the future, in our
humble way, we shall stand by you with a devotion that no foreigner can approach. . . .
In all things that are purely social we can be as separate as the fingers, yet one as the
hand in all things essential to mutual progress.
Source: Excerpt from Booker T. Washington’s ‘Atlanta Compromise’ speech, 1895.
STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu
Document B: W.E.B. DuBois (Modified)
The most influential public critique of Booker T. Washington came in 1903 when black leader
and intellectual W.E.B. DuBois published an essay in his book, The Souls of Black Folk. DuBois
rejected Washington’s message and instead called for political power, insistence on civil rights,
and the higher education of African-American youth. DuBois was born and raised a free man in
Massachusetts and was the first African American to earn a PhD from Harvard.
The most striking thing in the history of the American Negro since 1876 is the rise of Mr.
Booker T. Washington. His leadership began at the time when Civil War memories and
ideals were rapidly passing; a day of astonishing commercial development was dawning;
a sense of doubt and hesitation overtook the freedmen’s sons. Mr. Washington came at
the psychological moment when whites were a little ashamed of having paid so much
attention to Negroes [during Reconstruction], and were concentrating their energy on
dollars.
Mr. Washington practically accepts the alleged inferiority of the Negro races. Mr.
Washington withdraws many of the high demands of Negroes as men and American
citizens. He asks that black people give up, at least for the present,three things—First,
political power; Second, insistence on civil rights; Third, higher education of Negro
youth,— and concentrate all their energies on industrial education, the accumulation of
wealth, and the pacifying (calming down) of the South.
As a result of this tender of the palm-branch (peace offering), what has been the return?
In these years there have occurred:
1. The disfranchisement (taking away the right to vote) of the Negro; 2. The legal
creation of a distinct status of civil inferiority for the Negro; 3. The steady withdrawal of
aid from institutions for the higher training of the Negro. Mr. Washington’s doctrine has
tended to make the whites, North and South, shift the burden of the Negro problem to
the Negro’s shoulders and stand aside as critical spectators (onlookers); when in fact
the burden belongs to the nation, and the hands of none of us are clean if we do not all
work on righting these great wrongs.
Source: W. E. B. DuBois, The Souls of Black Folk (Chicago, 1903).
Booker T. Washington vs. W.E.B. Dubois
1. Who do you believe Booker T. Washington is calling ignorant and inexperienced?
2. What does Washington mean when he says “Cast down your bucket where you are”?
3. In what ways does W.E.B. Dubois argue that Booker T Washington “accepts the alleged inferiority of the
Negro races”?
4. According to W.E.B. Dubois, what are the results of Booker T. Washington’s “peace offering”?
5. Opinion: Who do you agree with the most? Does Booker T. Washington or W.E.B. Dubois have the best
argument on how African Americans should achieve equality? Why?