tlp_11_lhiggins_teacherside

=Teacher Side Template-- Larry Higgins=


 * My Lesson Title: The Use of Free Speech to Effect Social Change**
 * Unit Title: Great Migration**
 * Grade Level(s): Grade 8 and 9**
 * Age Level(s): 13-15**
 * Subject Areas: History and Social Studies**


 * Essential Question:**

How did William Monroe Trotter, **on behalf of himself and all //African Americans during the Great Migration,//** exercise freedom of speech, a democratic principal originally espoused and championed by Voltaire, in pursuit of equality for African-Americans.


 * Unit Goal**
 * o1 Your Unit’s goal**


 * Objectives:**
 * o2 Lesson Objective 1**


 * o3 Lesson Objective 2**


 * o4 Lesson Objective 3**


 * Curriculum Standards:**
 * o1 Standard 1**


 * o2 Standard 2**


 * o3 Standard 3**


 * Materials/Resources:**
 * o1 Primary source 1**


 * o1 Primary source 2**


 * o2 Primary source 3**

o4 Other o5 Other
 * o3 Other**


 * Timeframe: __(Hours)__**

__o**4 Skill 4**__
 * __Student Foundational Skills:__**
 * __o1 Skill 1__**
 * __o2 Skill 2__**
 * __o3 Skill 3__**

(In reviewing the relevant quotes, you will determine which man made each quote, determine its meaning, consider the conditions under which they were written (did the writer/speaker have freedom of speech at the time the quote was made and/or the freedoms or rights that he was advocating for), consider what risk was being taken by the man writing it, and consider what impact(s) each statement might have had on promoting free speech and/or other democratic principals.
 * __Activities:__**
 * __(1)__**

(2) >>> **Finish for H.W. and review to start next class.**
 * Letter to newly elected President Woodrow Wilson from William Monroe Trotter as Corresponding Secretary to the National Independent Political League and Manager of its Campaign Headquarters for the Eastern States: **"We stand for Men and Measures Rather than for Party."**
 * And,**"In a Republic the Citizens Most Effective Weapon is his Ballot."**
 * //The Guardian**"We have come to protest forever against being proscribed or shut off in any caste from equal rights with other citizens, and shall remain forever on the firing line at any and all times in defense of such rights."**//
 * (Differentiation: Trotter Quotes: All students should read and respond to Guardian motto and first sentence of mission statement; then assign 3 remaining quotes via levels of difficulty --- second sentence of mission statement, quote regarding "Men and Measures" and quote regarding "power of the ballot" in this order from highest difficulty to lowest.) (Voltaire Quotes: Differentiation: "To be governed by law is man's most cherished right," "... defend to the death your right to say it." and ... ):
 * **A later writer expressing Voltaire's feelings about freedom of speech --- "I disapprove of what you say, but I will defend to the death your right to say it."**
 * Voltaire Quotes: BrainyQuotes
 * Stand upright, speak thy thoughts, declare The truth thou hast, that all may share; Be bold, proclaim it everywhere: They only live who dare.[|Voltaire]
 * Injustice in the end produces independence. [|Voltaire]
 * Prejudices are what fools use for reason.[|Voltaire]
 * Man is free at the moment he wishes to be.[|Voltaire]
 * It is dangerous to be right in matters on which the established authorities are wrong.[|Voltaire]
 * It is better to risk saving a guilty man than to condemn an innocent one.[|Voltaire]
 * We have a natural right to make use of our pens as of our tongue, at our peril, risk and hazard. [|Voltaire]
 * **What do you think would have happened to Voltaire if he did not use a pen name, if he confronted the King of France like Trotter did President Wilson, or ...? Why?**
 * **Did having this right theoretically translate into having this right in reality? To what extent?**
 * Students will break into three groups to review one of three different letters sent to different Presidents of the United States of America by Trotter (Differentiation: Harding letter 5/10/21, Harding letter 5/7/21 and Wilson letter in this order from highest difficulty to lowest.)
 * (Differentiation: Harding letter 5/10/21, Harding letter 5/7/21 and Wilson letter in this order from highest difficulty to lowest.)
 * **Model first, one letter per student per group.**


 * __Organizational Notes:__**


 * __(2)__**


 * __Organizational Notes:__**


 * __(3)__**


 * __Organizational Notes:__**

**INSERT 5-10 assessment items from Assessment item page.**
 * __Assessments: Limited to this lesson.__**
 * List by question number. **


 * __o1 Assessment 1__**


 * __o2 Assessment 2__**


 * __o3 Assessment 3__**


 * __Teacher Notes: Helpful lesson tips.__**
 * __o1 Note 1__**


 * __o2 Note 2__**


 * __o3 Note 3__**

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