Model Social Studies Lesson Plan



Suggestions for Leading a Discussion around “Stealing North”

1. Assign students to read “Stealing North” as homework.

2. Set the historical context for the reading by asking students to state the two major purposes of the Jim Crow laws (denial of equal rights to blacks and racial segregation of blacks and whites).

3. Ask students to draw upon the reading to give examples of Jim Crow laws, for example denial of voting rights through literacy tests and poll taxes and segregation of the races in schools, places of public accommodation, and most other places.

4. Ask students to use evidence from the reading to assess whether the Jim Crow laws were successful in accomplishing their goals, for example the sharp decline in black registered voters after adoption of the Jim Crow laws.

5. Focus attention on the facts of the case drawing upon experiences reported in excerpts of Richard Wright’s autobiography (Black Boy) presented in the story. Ask students to describe how Richard was treated by various employers.

6. Set the stage for small group discussion by asking a student to describe how “the ticket scheme” worked. (Tickets were sold at the booth and returned whole by the ticket-taker for resale. Proceeds from more than one sale of the same tickets were secretly divided by theater employees. From his proceeds, Richard purchases a train ticket to Chicago in pursuit of his ambition to be a writer.)

7. Pose the ethical issue and write it on the board: “Should Richard have participated in the ticket scheme?” On the board, record the number of students inclined, respectively, to answer “yes,” “no,” and “undecided.” Point out that this is merely a preliminary indication of opinions and that reasonable people are free to change their minds in light of discussion and reflection.

8. Divide the class into groups, each comprising if possible, students with differing preliminary positions on the ethical issue. Instruct each small group to discuss the issue. Remind the class of some basic ground rules for a civil but robust discussion: one person speaks at a time; all members of the group are encouraged to express their thoughts; ideas are challenged but people are not attacked; participants ask clarifying questions of each other. Urge students in their small groups to consider opposing positions on the issue and to emphasize reasons that might be offered in support of each position.

9. After 15 minutes of discussion in small groups, call the class together to pool their thinking and to pursue the discussion as an entire class.

10. Listing them separately on the board, ask students to report reasons supporting the “yes” and “no” positions that were mentioned in their small groups. Elicit from students elaborated reasoning in support of these positions.

11. Once the reasons are listed, ask whether students would like to ask any clarifying questions of those who expressed them or to challenge any reasoning. If students overlook important ethical considerations, raise them yourself. For example:

Is it important to consider that Richard broke the law?

Did Richard have an obligation to keep the promise he made to the theater owner that he would be honest with him?

12. Pose probing questions to stimulate reflection on the ethical reasoning offered. For example:

Why is it important for people to keep their promises? Is there a relationship between keeping promises and trust? Is it important to maintain trust in society? How can it be maintained?

Is Richard bound by the laws of the state of Mississippi? Those laws were adopted by a Jim Crow legislature that disenfranchised black citizens including Richard. If government “derives its just powers from the consent of the governed,” is Richard obliged to comply with laws to which he was denied any opportunity to consent?

Other than the law, does Richard have any obligation to respect the property

rights of his employer?

Did Richard commit an act of civil disobedience? If so, he would have had to act publicly as a protest against injustice, and he would have had to be willing to accept the consequences for his actions (e.g., as Dr. King did when he went to jail in Birmingham as a protest against Jim Crow segregation).

13. Encourage students to respond to one another and to pose questions about the statements made. Engage students in the discussion drawing in those who have not spoken. As appropriate, ask individual students to comment on the remarks of others. For example, “Edna, do you agree with Leroy? Why or why not?”

14. Bring closure to the discussion by reminding students that the purpose of the discussion is to clarify thinking about the issue and not necessarily to reach consensus. Then ask whether anything was said during the discussion that gave anyone pause, i.e., that triggered reflection or influenced one’s thinking. Invite students to state examples of comments by other students that gave them pause and stimulated their thinking. Conclude by using students’ reports of comments by others to point out that we learn from each other through discussion.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download