tlp_11_ipeters

Inmaculada Peters Teacher Lesson Page (Student Side)
Inma's Primary Source Page

Teacher Side

Lesson Plan

 * State Standards:** 3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person's life and achievements.


 * Grade Level:** 3


 * Essential Question:** How did immigrants define becoming American?

1. Why did William Henry Lewis's family migrate from the South to the North? 2. How did William Henry Lewis overcome racial and economic barriers to make a better life for himself and others? 3. Why was education so important to Lewis?
 * Lesson Question:**

During the Black Migration thousands of African Americans from the Southern states moved North hoping for a better life. This was also the case of William Henry Lewis's family. Lewis was born in Berkley, Virgina in 1868, the son of former slaves. His father moved the family to Portsmouth, Virginia, where he became a respected minister. At age 15, Lewis enrolled in the state's all-black college, the Virginia Normal and Collegiate Institute (now Virginia State University). Later, he graduated from Amherst College and then went to Harvard Law School. At Amherst College and Harvard Law School, William received awards for being a great orator (giving speeches). He also became the first African American to play football at Amherst and the first African American to be captain of the football team at Harvard. Education and sports played a major role in his life and made him a well-respected member of the school communities. But was he treated the same outside of school?
 * Introduction:**

Imagine that you are a reporter and you have to write a newspaper article about William H. Lewis. In this lesson, you will learn about the life of William Henry Lewis and about 'The Great Migration' of many former slaves and their families in the south who moved to other parts of the United States. You will explore newspaper articles and Massachusetts laws to also read an article about the incident between Lewis and a barber who refused to shave his hair. As a reporter, you will write a newspaper article about the incident.
 * Task:**


 * Lesson Experiences:**

__**DAY1**__ Mini Lesson on Black Migration to build background:
 * Read the picture book, "The Great Migration" by Eloise Greenfield.

> you will locate
 * Using the map at the link - http://maps.bpl.org/zoomify.php?baseUrl=http://maps.bpl.org/&viewer=modern&id=06_01_007652,
 * Portsmouth, Virginia,
 * Northampton, Massachusetts (Amherst, MA)
 * Boston, Massachusetts (Cambridge, MA)

__**DAY 2**__ You will look at a powerpoint to learn about William Henry Lewis's life. Students will fill in the blanks of a biography worksheet using the information obtained by the powerpoint -- Henry Lewis Biography Worksheet -

1. Let's read the article about the barber shop incident between Lewis and a white barber in 1893.
 * __DAY3__**
 * Article from Harvard University school newspaper, The Harvard Crimson dated May 26, 1893.
 * Article from The Critic, June 3, 1893 [[file:TheCritic-June3,1893-BostonLetter-a.pdf]]
 * The laws in Massachusetts were as follows: Massachusetts - Acts and Resolves 1885 Ch. 316 - [[file:ActsAndResolves1885mass-Chapter316.pdf]]

Let's talk about why a barber did not want to shave William Henry Lewis's hair.
 * How do you think Lewis felt?
 * Have you ever been told that you can't get your hair cut or nails done, or any other that of service that everyone is entitled to?
 * Do you think some of these issues changed or gotten better over the years?

2. What did William H. Lewis do? published in 1914 p. 95-96 THE NEGRO IN BOSTON
 * Excerpt from "In Freedom's Birthplace: A study of the Boston Negroes" by John Daniels

//In 1893, William H. Lewis, a young Negro then attending Harvard University Law School, and an ardent recruit to the ranks of the agitators for equality, was refused service in a barber shop in Cambridge.^ He and Wilson went before the Legislature and asked that not only barber shops, but all places open to public patronage, be included in the scope of the law. The Act of 1885 was in consequence amended, and made to include "barber shops or other public places kept for hire, gain, or reward, whether licensed or not."^ The ast revision of the law was made two years later. It// > //increased the maximum fine to three hundred dollars, made imprisonment of not more than one year an alternative or additional penalty, and provided also for the recovery of damages, of not less than twenty-five nor more than three hundred dollars, by the person subjected to discrimination.^// > > //By 1895, therefore, the Negro's civil rights — that is, his share in all public privileges of whatever sort — had been made fully equal, in Boston and Massachusetts, to those of other elements of the community. So far as it was possible for the law to accomplish, all obstacles to the Negro's largest opportunity were removed, and he was placed abreast of his white fellow-citizens.//
 * //Acts and Resolves, 1885, chap. 316.// ||
 * Article from the Boston Daily Globe June 16, 1897[[file:BostonDailyGlobe-1897-LovedByAll-a.pdf]]
 * Acts and Resolves of 1885 Ch. 316 amendment of 1893 - Acts and Resolves 1893 Ch. 436 [[file:ActsAndResolves1885mass-amendmentCh316.pdf]]
 * Civil Rights Laws in Massachusetts - http://www.jimcrowhistory.org/scripts/jimcrow/lawsoutside.cgi?state=Massachusetts

What did William Henry Lewis do?
 * What was William Henry Lewis' reaction to being denied service at the barber shop?
 * What changed after the barber shop incident?
 * Did things just change for William H. Lewis? Were changes made for other people too?

Using the information from the last few days, create a report about the barber shop incident.
 * __Day4__**

Informal assessment based on class discussions. The overall assessment will also be based on the newspaper article students create describing William Henry Lewis's life and accomplishments.
 * Assessments:**

You've learned about the life of William Henry Lewis. Lewis became a well-respected and notable man. His achievements changed the course of history and opened many doors for other African Americans during a time when racism was pretty blatant in the United States.
 * Conclusion:**


 * __**CATEGORY**__ || __**4**__ || __**3**__ || __**2**__ || __**1**__ ||
 * **Headline** || Report has a headline that captures the reader's attention and accurately describes the content. || Report has a headline that accurately describes the content. || Report has a headline that does not describe the content. || Report is missing a headline. ||
 * **Supporting Details** || The details in the report are clear and supportive of the topic. || The details in the report are clear but need to be developed more. Some details may not fit in with the topic. || Most details in the report are clear. Report does not focus on the topic well. || The details in the report are neither clear nor related to the topic. ||
 * **Who, What, When, Where & How** || Report adequately addresses the 5 W's (who, what, when, where and how). || The report is missing one of the 5 W's. || The report is missing 2 of the 5 W's. || The report is missing 3 or more of the 5 W's. ||
 * **Lead Sentence** || Lead sentence grabs the reader's attention and focuses the reader on the topic. || Lead sentence tells most important details. || Lead sentence is not clearly connected to the report. || There is no clear lead sentence in the report. ||
 * **Spelling and Grammar** || No spelling or grammar errors. || No more than a couple of spelling or grammar errors. || No more than 3 spelling or grammar errors. || Several spelling or grammar errors. ||


 * You will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||


 * Resources:**