tlp_11_lhiggins

=Larry Higgin's Teacher Lesson Page (Student Side)=

Higgin's Primary Source page

Teacher Side

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Lesson Plan

 * State Standards:**


 * USI.20:** Explain the evolution and function of political parties, including their role in federal, state and local elections.
 * WHI.34** Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H)
 * WHI.35** Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H)

__**Grade Level:**__

Eight and Nine

__**Essential Question**__**:**

How has "immigration" contributed to the narrowing and expansion of American civic ideals?

__**Lesson Question:**__

1. How can individuals use freedom of speech to promote equality?

2. What motivates people to exercise free speech?

__**Introduction:**__

Recall that in Enlightenment Europe Voltaire passionately advocated for freedom of speech, in support of justice, and against oppression. However, his advocacy and speech on behalf of these causes was met with great resistance by authorities resulting in him spending time in jail on two occasions and being forced to flee his country on several other occasions. //Recall, too, the impact that Voltaire had on the advancement of freedom of speech and the First Amendment to the United States Constitution.//

In the early 20th century United States, William Monroe Trotter, a Boston native and owner and publisher of the "Guardian" newspaper, confronted similar issues on behalf of himself and his fellow African-Americans --- millions of whom began to migrate from the South to the North in a historical period known as "The Great Migration" seeking more and better paying jobs, better education, greater rights and more opportunity to participate in the political process.

During this three-day lesson, you will be guided by two lesson questions --- (1) How can individuals use freedom of speech to promote equality? (2) What motivates people to exercise free speech?

To answer these questions, we will take seven steps over this three-day period: (1) First, we will briefly review //the ideas of Voltaire and their impact on the First Amendment to the United States Constitution;// (2) Second, we will learn about a historical event/period in American/African-American history known as "The Great Migration;" (3) Third, we will learn about the life, work and ideas of William Monroe Trotter; (4) Fourth, we will examine the views of Voltaire and Trotter on //**freedom of speech**// //**and equality** by looking at selected quotes made by each man on these topics;// (5) Fifth, we will consider and assess the extent to which each man had this right, and how having this right or not having this right impacted the life of each of these men; (6) Sixth, we will consider and assess how William Monroe Trotter utilized freedom of speech as a vehicle to make social change --- pursue equal rights for African-Americans; and (7) Seventh, we will consider the power of freedom of speech and how it can be used as a vehicle to promote social change.


 * Task:**

You will be commissioned to create a 30-60 second radio spot to answer the lesson questions. (How can individuals use freedom of speech to promote equality? What motivates people to exercise free speech?) Your spot will be based on your research and analysis of the writings of Trotter and Voltaire.


 * __Lesson Experiences__:**


 * Day 1:**
 * A. Voltaire and Founding Documents:**

Review Prezi/clip on Voltaire and complete Frame, Focus, Follow-up Handout

Freedom of Speech: Concept vs. Right?

Frame, Focus, Follow-up:

Frame: How did speaking out against intolerance and for free speech impact Voltaire's life? How did Voltaire's advocacy for free speech impact the U.S. Constitution? And, how would Voltaire's life had been different if he had the right to free speech? Focus: What makes a quote memorable? Follow-up: Which quote from the list of Voltaire quotes in the Prezi did you find most memorable? Why? Next, take five minutes to explain and support your position on your favorite quote to your assigned partner.

media type="custom" key="12569210"
 * Prezi Presentation on Voltaire**

Review clip on Great Migration and complete Frame, Focus, Follow-up Handout
 * B. The Great Migration:**

The Great Migration Prezi: media type="custom" key="13143936" []

Frame: Why do ethnic groups migrate? Focus: Why did African-Americans migrate from the South? Follow-up: For the next five minutes turn and talk to your assigned partner about what you heard from the video about why African-Americans migrated from the South. Revise your notes based on this discussion.

Listen to audio summarizing the life of William Monroe Trotter
 * C. William Monroe Trotter and the Guardian Newspaper:**

Embedded Questions:

Who was William Monroe Trotter? Did he have the right to freedom of speech? If so, how did he chose to exercise his freedom of speech? What were some of his accomplishments/sacrifices? Did he have the right to equality? What were his views on equality? How did he advocate for these rights?

You will respond to these questions while listening to an audio summarizing the life and accomplishments of William Monroe Trotter. Then, you will review your responses with your assigned partners and revise your answers as needed. William Monreo Trotter Bio (Audio): []

Recall what you learned about Voltaire and William Monroe Trotter from day one.
 * Day 2:**


 * A.** Review quotes made by each man on freedom of speech and/or equality:

Freedom of Speech or Equality?

Students will be broken into groups to review quotes and analyze quotes from Voltaire. During this exercise, you will determine the meaning of their assigned quote and then categorize the quote as either relating to free speech or equality. You will then turn and talk to your assigned partner to discuss and revise your response. You will be given ten minutes to complete this assignment.

Can words really effect change? Are words best?

"Is the pen of a scholar more powerful than the blood of a martyr?"
 * Voltaire**


 * __Quotes:__ **(Each student will review and analyze one of the following three quotes)**
 * To hold a pen is to be at war.[|Voltaire]
 * **"To be governed by law is man's most cherished right."**
 * “All the citizens of a state cannot be equally powerful, but they may be equally free.” Voltaire ** (Thinkexist.com --- Voltaire quotes on equality) **

Students will be broken into groups to review quotes and analyze quotes from Trotter. During this exercise, you will determine the meaning of your assigned quote and then categorize the quote as either relating to free speech or equality. You will then turn and talk with your assigned partner to discuss and revise your response. You will be given ten minutes to complete this assignment.


 * Trotter:**
 * __Quotes__: //**(Each student will review and analyze one of the following three quotes)**//
 * The Guardian Newspaper: //**"For Every Right, With all thy Might."**//
 * //The Guardian Newspaper: **"An organ to voice intelligently the needs and aspirations of the colored Americans."**//
 * 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: **"In a Republic the Citizens Most Effective Weapon is his Ballot**


 * Embedded Questions: Students will select and respond to one of the five questions in the question bank below. After doing so, selected students will share their answers in a brief whole class discussion. This exercise will be completed in 15 minutes.**

__**Question Bank:**__

__**Free Speech**__
 * Did each man believe in free speech? (Support your answer by citing and relying on your assigned quotes and by identifying specific **actions each man took to promote the right to free speech or to use it.)**
 * **Did each man have the right to free speech protected by the laws of their country? (Give examples of the benefits of having the right to free speech by considering how having this right or not having this right impacted the life of Voltaire and the life of Trotter.)**
 * **Did each man think free speech was important to promote, achieve and protect equal rights? (Support your answer by citing and relying on your assigned quotes and by identifying specific actions each man took to promote equality.)**

__**Equality**__
 * Did each man believe in equality for all? (Support your answer by citing and relying on your assigned quotes and by identifying specific **actions each man took to promote equality.)**
 * Did either man have the right to be treated equally based on the laws of their country? If so, to what extent? (Support your answer by citing and relying on your assigned quotes and by identifying specific **actions each man took to promote equality.)**


 * B.** Review and examine letters written by William Monroe Trotter addressed to different Presidents of the United States of America:

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 (Harding letter 5/10/21, Harding letter 5/7/21 and Wilson letter). In reviewing the relevant letters, you will complete an APPARTS Chart to help you identify, among other things,
 * why it was written
 * its main idea
 * historical topics being discussed
 * why it is a significant historical document
 * For homework, you will write at least one well-developed paragraph summarizing your assigned document and explaining what rights Trotter is exercising and/or advocating for in the letter and on whose behalf.

APPARTS Chart
Download chart.

Click the letter thumbnail image to view in full size. (NOTE: requires wiki login)
 * [[image:becomingamerica/harding_letter_may101921_thumb.jpg link="becomingamerica/ps11lhiggins#may10"]] || [[image:becomingamerica/harding_letter_may71921_thumb.jpg link="becomingamerica/ps11lhiggins#may7"]] || [[image:becomingamerica/wilson_letter_mar111913_thumb.jpg link="becomingamerica/ps11lhiggins#march11"]] ||
 * President Harding Letter - May 10, 1921 || President Harding Letter - May 7, 1921 || President Wilson Letter - March 11, 1913 ||

In tomorrow's lesson you will work in your assigned group to create a public service announcement that addresses one of the following topics: (1) the power of free speech, or (2) the motivations for using free. Your radiio spot will incorporate your research and analysis of the writings of Trotter and Voltaire.
 * C. Introduce product for tomorrow:**


 * Day 3:**

Recall what you learned from Day 2 of the lesson about the power of free speech and motivations for using this right. As mentioned breifly yesterday, in today's lesson you will be working with your assigned group to create a 30-60 second radio spot to answer the lesson questions. More specifically, you will create a public service announcement that addresses the power of free speech or motivations for using it. Your spot must incorporate your research and analysis of the writings of Trotter and Voltaire.

The power of free speech, or motivations for using free speech?

The concept and the right to free speech --- the right to freely voice your opinion in writing, speech or action, and to do so with the protection of government and law --- and the courage to advocate for and exercise this right is essential to safeguarding all other democratic principles. By studying the lives, opinions, works and sacrifices of people such as Voltaire and Trotter, we are able to better understand the concept and the right to free speech, its historical importance, and perhaps most importantly, how we might use this cherished right to address issues of concern and importance in our lives, including fighting injustice, promoting equality and other democratic principles.
 * B. Conclusion:**

What role has this concept and right played in effecting social change in the past? How has this concept and right transcended people, places, cultures, governments and other institutions? How is this concept and right continuing to provide people with an essential vehicle for pursuing and achieving social change? How will students utilize this concept and right in their lives?

1. Voltaire Prezi - Frame, Focus, Follow-up; 2. Great Migration Clip - Frame, Focus, Follow-up Handout 3. Trotter Audio - Notes/Responses to embedded questions 4. Trotter/Voltaire Quotes document - Student Responses and revisions 5.Trotter Letters - APPARTS chart and homework assignment; 6. Radio Spot/PSA - Assignment will receive a project grade
 * __Assessments__:**
 * Note:** Assessments 1-5 will receive a binder check grade.


 * Assessment Rubric:**

Content Rubric


 * You will be able to.... || Strong || Good || Adequate || Inadequate || Weighting ||
 * Compare and contrast the concept of free speech to the right to free speech. || Students can accurately and insightfully describe the evolution of free speech from an 18th Century Enlightenment European //concept// to early 20th Century American //right//. In this description, students can (1) cite to 2 individuals who advocated for or exercised the right to free speech and the means they used to do so, and (2) cite to 2 or more historical documents and/or quotes as examples of this advocacy explaining how the document or quote is related to free speech. || Students can accurately describe the evolution of free speech from an 18th Century Enlightenment European //concept// to early 20th Century American //right//. In this description, students can (1) cite to 2 individuals who advocated for or exercised the right to free speech and the means they used to do so, and (2) cite to 2 historical documents and/or quotes as examples of this advocacy explaining how the document or quote is related to free speech. || Students can partially describe the evolution of free speech from an 18th Century Enlightenment European //concept// to early 20th Century American //right//. In this description, students can (1) cite to 1 individual who advocated for or exercised the right to free speech and the means he used to do so, and (2) cite to 1 historical documents and/or quotes as examples of this advocacy explaining how the document or quote is related to free speech. || Students are unable to describe the evolution of free speech from an 18th Century Enlightenment European //concept// to early 20th Century American //right//. Students are also unable to (1) cite to 1 individual who advocated for or exercised the right to free speech and the means he used to do so, and (2) cite to 1 historical documents and/or quotes as examples of this advocacy explaining how the document or quote is related to free speech. || 30% ||
 * Analyze and assess the impact that freedom of speech has had on the democratic principal of equal rights. || Students can accurately and insightfully analyze and assess the imapct that freedom of speech has had on the pursuit/achievement of equal rights by giving a detailed expanation and citing specific examples of how freedom of speech has been used to do so. || Students can accurately analyze and assess the imapct that freedom of speech has had on the pursuit/achievement of equal rights by giving a reasonable expanation and citing an example of how freedom of speech has been used to do so. || Students can accurately analyze and assess the imapct that freedom of speech has had on the pursuit/achievement of equal rights by giving some brief expanation and/or citing an example of how freedom of speech has been used to do so. || Students are unable to accurately analyze and assess the imapct that freedom of speech has had on the pursuit/achievement of equal rights by giving some brief expanation and/or citing an example of how freedom of speech has been used to do so. || 35% ||
 * Analyze and assess the motivations for using free speech. || Students can accurately and insightfully analyze and assess the motivations/reasons for using free speech by giving a detailed expanation and citing specific examples of motivations/reasons for using freedom of speech. || Students can accurately analyze and assess the motivations/reasons for using free speech by giving a reasonable expanation and citing specific examples of motivations/reasons for using freedom of speech. || Students can accurately analyze and assess the motivations/reasons for using free speech by giving a some brief expanation and/or citing an example of a motivation/reason for using freedom of speech. || Students are unable to accurately analyze and assess the motivations/reasons for using free speech by giving some brief expanation and/or citing an example of a motivation/reason for using freedom of speech. || 35% ||
 * Analyze and assess the motivations for using free speech. || Students can accurately and insightfully analyze and assess the motivations/reasons for using free speech by giving a detailed expanation and citing specific examples of motivations/reasons for using freedom of speech. || Students can accurately analyze and assess the motivations/reasons for using free speech by giving a reasonable expanation and citing specific examples of motivations/reasons for using freedom of speech. || Students can accurately analyze and assess the motivations/reasons for using free speech by giving a some brief expanation and/or citing an example of a motivation/reason for using freedom of speech. || Students are unable to accurately analyze and assess the motivations/reasons for using free speech by giving some brief expanation and/or citing an example of a motivation/reason for using freedom of speech. || 35% ||

// [] // []
 * Resources:**
 * National Archieves Historical Document Analysis Form**
 * Preamble to Declaration of Independence:**

[]
 * Bill of Rights:**

// [] // // [] // //** Emancipation Proclamation **// // [] //
 * 13-15 Amendment:**
 * Historical Timeline**


 * Additional Notes:**


 * William Monroe Trotter: **


 * William Monroe Trotter: Bridgewater State University **


 * [] **


 * The Trotter Group: Black Voices in Commentary: About William Monroe Trotter **


 * [] **


 * Images for William Monroe Trotter: Report Images **


 * [] **


 * Google Images: Trotter **


 * [] **

[]
 * The Great Migration: By Taylor Williams **


 * The Great Migration: Up South: African-American Migration in the Era of the Great War – YouTube**

[]

=The Great Migration: Short - YouTube=

[|https://www.google.com/#q=the+great+migration&hl=en&prmd=imvnsb&source=lnms&tbm=vid&ei=WbFGT629DMLh0QGto92JDg&sa=X&oi=mode_link&ct=mode&cd=4&sqi=2&ved=0CCEQ_AUoAw&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=66724d4fef5205e9&biw=1024&bih=547]

=Images for the Great Migration: Report Images=

[] Please copy and paste your notes here.
 * Teacher Notes:**
 * I. State Standard Notes:**
 * USI.20:**
 * (Link):** The evolution of political parties: How have political parties been impacted by different immigrant, ethnic and racial group membership. And, what influence have these different grouups had on political parties and legislatures via the vote, membership and **//exercise of their//** **//right to free speech//**.**)**


 * (Focus:** The exercise of free speech by African Americans in their fight for equality, including their efforts to influence political parties and politicians via the right to vote and participation in the political process.**)**
 * (Link:** William Monroe Trotter --- African-American, newspaper publisher, writer and columnist; Early 20th Century activist for equal rights.)


 * WHI.34 and 35:**
 * (Link):** The accomplishments of Voltaire and how his works and life contributed to the growth of democratic principles of freedom of thought, expression and speech.**)**


 * (Focus:** Francois-Marie Arouet --- pen name --- Voltaire. Enlightenment thinker and writer of the late seventeenth century --- 1694-17 __).__


 * __II. Trotter and Voltaire Quotes:__**


 * __A.__** **Trotter:__**
 * **__Quotes__:**
 * The Guardian Newspaper: //**"For Every Right, With all thy Might."**//
 * //The Guardian**"An organ to voice intelligently the needs and aspirations of the colored American.**//
 * //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."**//
 * 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."**
 * **Quote re: why start newspaper and ...**
 * **Quote re: Pres. Wilson**
 * //**__Letters and Articles and Cartoons__:**//
 * //**Wilson Letter 3/11/1913: Congratulations, reminder of colored support and Trotter's support in various capacities, request/offer to assist in policy re: colored.**//
 * //**Harding Letter 5/7/21: Thank you for rejection of "no black supervisors for white federal employees" and promote equal rights for all.**//
 * //**Harding Letter 5/10/21: Dyer Bill (anti-lynching) and Madden Bill (no railcar segregation) request support and clarification regarding new commission --- don't slow the process.**//
 * //**Articles --- reconstruction, trial, extradition**//
 * //**Cartoons --- segragation, D.A. Race, France**//
 * **Trotter: A local example of African-American exercise of freedom of speech in the early 20th century in an effort to achieve equal rights and influence politics to assist in this aim.**


 * B. __Voltaire__:**
 * **"To be governed by law is man's most cherished rights."**
 * **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."**
 * **Other quotes regarding intolerance and oppression, freedom of thought and expression and speech. ...)**
 * **Voltaire's actual quote - _.**
 * **Voltaire quotes from Candide - poking fun at the idea that the world made by God must necessarily be "the best of all possible worlds." Voltaire beliefed this view prevented people from fighting the evils of the world.**
 * **Voltaire quotes about oppression, justice, reforming society in the name of justice and human happiness,**
 * **Voltaire quotes about issues similar to those pursued by Trotter.**
 * Voltaire:Voltaire Quotes: BrainyQuotes It is better to risk saving a guilty man than to condemn an innocent one.[|Voltaire]It is dangerous to be right in matters on which the established authorities are wrong.[|Voltaire]Man is free at the moment he wishes to be.[|Voltaire]Prejudices are what fools use for reason.[|Voltaire]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]To hold a pen is to be at war.[|Voltaire]

We have a natural right to make use of our pens as of our tongue, at our peril, risk and hazard.[|Voltaire] Injustice in the end produces independence. [|Voltaire] “All the citizens of a state cannot be equally powerful, but they may be equally free.” Voltaire ** (Thinkexist.com --- Voltaire quotes on equality) **


 * Note: Day 3: the risks associated with free speech; south, ...; free speech - not during Enlightenment, but exists in early 20th century, not without risk

Day 3: Do Now: TWPS regarding outlines for Front Page or one well-developed paragraph responding to Lesson Question or Can words really effect change? Are words best? And, "Is the pen of a scholar more powerful than the blood of a martyr?"
 * Free Speech:**
 * **Did each man believe in free speech?**
 * **Why?**
 * **Did each man have the right to free speech protected by the laws of their country?**
 * **What actions did each man take to promote the right to free speech or to use it?**
 * **How does having the right to free speech provide protection to someone who has this right? (What is its benefit?)**
 * **Give examples of the benefits of having the right to free speech by considering how having this right or not having this right impacted the life of Voltaire and the life of Trotter.**
 * **What, if any, personal risks did Voltaire and Trotter take in promoting and/or exercising the right to free speech?**
 * **What impact did these actions have on each man's life?**
 * **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?**
 * Equality:**
 * **Did each man believe in equality for all?**
 * **Why?**
 * **Did either man have the right to be treated equally based on the laws of their country?**
 * **If so, to what extent?**
 * **Did having this right theoretically translate into having this right in reality? To what extent?**
 * **What actions did each man take to promote equality?**
 * **Did each man think free speech was important to achieve, promote, protect other democratic ideas?**

1. Will students complete Voltaire/Founding Documents Comparrison handout? It is probably better to do this when covering chapter 35. (LPH Created Handout - List of Voltaire Ideas/Quotes on top; Below portions of Preamble and 1st, 13th-15th Amendment. Students highlight portions of founding documents influenced by Voltaire. Have dates showing when each founding doucment became effective during the period 1776-1870.) 2. See, M. Napoli sources, Summer Institute sources for clip on the Great Migration. 3.For Lesson 1: Find short video on history channel or Google search with key words, See PBS, Time period, motivations, multimedia and have students complete brief recall/summary exercise. Same for Great Migration; Same for Trotter; Or, complete Venn Diagram or Cause - Effect table addressing Voltaire and Founding Fathers; and Trotter???)
 * Additional Notes and Sources:**
 * 4. Trotter background**
 * 5.** **Model how to decipher quotes and letters first.**
 * 6.** **Computer Lab???**
 * 7. Both arrested! Quote regarding same from each.**
 * 8.** Postcard --- Return to Voltaire's homeland. Irony. Peace Conference ...

James Monroe Trotter was born in Mississippiin 1842, the son a slave named Letitia and her owner, Richard S. Trotter. Around 1854, James Monroe Trotter, his mom and 2 siblings were sent to live in Cinncinati Ohio, a free city. James Trotter was well-educated at a famous school for blacks and taught for a while. Two years after the Civil War began, blacks were allowed to fight in the war for the Union Army on behalf of the North. He served in the Fifty-Fifth Massachusetts, an all black regiment headed by white officers. He distinguished himself and rose in rank from private to second lieutenant. James married Virginia Isaacs (the granddaughter of Thomas Jefferson based on oral tradition). James had a successful career in the U.S.post office and in politics eventually being appointed to a lucrative political job as recordership of deeds in Washington,D.C.which was the highest federal office held by negroes in this era. They settled in Boston early in their marrage and eventually had 3 children. One of them was named William --- William Monroe Trotter.

Like his dad, William was well-educated. He went to Harvard Universityand distinguished himself. He was the first negro at Harvard Universityt o be elected to Phi Beta Kappa. He was on the typical path of a "colored elite." **//Salons. Meets wife.//** He considered and hoped for a career in business or banking but hit a racial glass ceiling. He eventually decided to pursue a career in real estate. **//Does well. He meets ...//** at reading club and decide to open black newspaper, at first thinking this would be a part-time endevour. As time moved on, this part-time interest became a passion to which William Monroe Trotter dedicated his life. **//He said, ...//** **//How he got involved in civil rights. Now let's explore his life and work as newspaper owner, publisher and editor and advocate for equality. Arrested like Voltaire.//**

//**.**//