Grades 4-8, Horace T. Ward: Footsoldier for Equal Justice

Events in the Life of Horace T. Ward 
By watching the documentary the students will learn who Horace T. Ward is and the significance of his role in Black History. The lesson incorporates group work, class participation, research and the use of technology. This lesson is to be used in conjunction with general civil rights curriculum.

Primary Learning Outcomes (Teachers’ Questions for Students)
Who is Horace T. Ward and what were the major events in his life? What is segregation and Jim Crow Law in the context of U.S. history? What was the Civil Rights Movement in the 1960s about?

Additional Learning Outcomes (Teachers’ Questions for Students)
What is racism? What is the Civil Rights Act of 1964?

Assessed Georgia Performance Standards

Grade 4:

U.S.History

Students will identify who Horace Ward is and the major events in his life based on the film. Students will define segregation, Jim Crow Law and the Civil Rights Movement.

G rades 5-6:

U.S.History

Students will identify who Horace Ward is and the major events in his life based on the film. Students will define segregation, Jim Crow Law and the Civil Rights Movement. Students will examine the issues of racism and equality and will form their own opinion.

Grades 7-8:

U.S.History

Students will identify who Horace Ward is and the major events in his life based on the film. Students will define segregation, Jim Crow Law and the Civil Rights Movement. Students will utilize critical thinking in the analysis of a written document. Students will examine the issues of racism and equality and will form their own opinion.

Procedures/Activities

Step 1 : Duration: 30 minutes

Review concepts of civil rights and segregation. A good tool for review is Brainpop: http://www.brainpop.com/socialstudies/seeall/

A few options are Civil rights, Martin Luther King, Jr., Brown vs. B.O.E ., or Malcolm X

Step 2 : Duration: 1 hour

Students will watch documentary Horace T. Ward: Foot Soldier for Justice Part 1. The entire documentary is 60 minutes. If the teacher would like to show only 30 minutes and focus more specifically on Horace T. Ward, without including the broader context and concepts, the recommended segment is from 07:33 to 35:19.

Step 3 : Duration: 10 minutes

Have the students divide into small groups and write down 10 facts they remember from the film.

Step 4 : Duration: 20 minutes

Bring the students back together and have each group share their facts while a student writes the facts down on the blackboard. Lead a discussion about the similarities and differences between the lists. Bring any major facts or events that were omitted to the students’ attention.

  Grade 4 Grades 5 & 6 Grades 7 & 8
Step 5:

Duration:

Grade 4: 30 minutes

Grades 5-8: 45 minutes

 Depending on availability of computers, have students work individually or in groups, using the internet to find answers to grade appropriate Civil Rights Worksheet.

 

 Depending on availability of computers, have students work individually or in groups, using the internet to find answers to grade appropriate Civil Rights Worksheet.

 

 Depending on availability of computers, have students work individually or in groups, using the internet to find answers to grade appropriate Civil Rights Worksheet.

 

Attachments for step 5:

Title: Grade 4 Civil Rights Worksheet (PDF) (DOC)

Title: Grade 4 Civil Rights Worksheet Answers (PDF) (DOC)

Title: Grades 5-8 Civil Rights Worksheet (PDF) (DOC)

Title: Grades 5-8 Civil Rights Worksheet Answers (PDF) (DOC)

  Grades 5 & 6 Grades 7 & 8
Step 6:

Duration:

15 minutes

 Distribute copies or have students go directly to the website of Red and Black editorial Created Equal and No Other Road Open by Bill Shipp. Distribute copies or have students go directly to the website of Red and Black editorial Created Equal and No Other Road Open by Bill Shipp .

Website for Step 6 (Red and Black Editorials):

Title: The Red and Black: Editors Stand Up for Equality and Free Speech

URL: http://www.libs.uga.edu/russell/exhibits/red-and-black-exhibit/lundy-articles.shtml

Step 7 :

Duration:

15 minutes

 Either in class or for homework, have students write a response to the editorials, stating their opinion clearly and defending it with material from the documentary. Have the students analyze the article using the Document Analysis Worksheet.

Website for Step 7- Grades 7 & 8:

Title: Document Analysis Worksheet

URL : http://www.edteck.com/dbq/worksheets/write.html  

Step 8:

Duration:

15 minutes

   Either in class or for homework, have students write a response to the editorial, stating their opinion clearly and defending it with material from the documentary.

Materials and Equipment

  1. Horace T. Ward: Foot Soldier for Justice Part 1 DVD
  2. TV or projection screen
  3. DVD player
  4. Blank paper (1 sheet for each student)
  5. Pencil (1 for each student)
  6. Blackboard and chalk (or suitable substitute)
  7. Civil Rights Worksheet (1 for each student or each group)
  8. Grades 5-8: Copy of Created Equal editorial (1 for each student)
  9. Grades 7-8: Document Analysis Worksheet (1 for each student)
  10. Computers with internet access

Standards (Local and/or National)

Total Duration

Grade 4: 2 hours 30 minutes

Grades 5 & 6: 3 hours 15 minutes

Grades 7 & 8: 3 hours 30 minutes

Technology Connection

Students will use the internet to research questions to Civil Rights Worksheet.

Assessment

Grades 4-8: Evaluate students’ ability to gather information through observation and listening by feedback on the documentary and written lists of facts.

Grades 4-8: Evaluate students’ ability to utilize technology in order to research facts and complete Civil Rights Worksheet.

Grades 5-8: Evaluate students’ ability to process an opinion piece and form their own response to that piece through writing a letter.

Grades 7-8: Evaluate students’ ability to critically analyze a written document using the Document Analysis Worksheet.

Extension

Using the school and local libraries and the internet, the student will research the desegregation of their own school. (If the student’s school was not segregated, have the student research another school in the city or county that was.) Students will write a 2-3-page report on their findings.