Grades 9-12, 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 class participation, group work, research and the creation and presentation of a power point. 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? How did segregation and desegregation affect the student’s own school or area? What role, if any, does segregation and racism play in today’s society?

Additional Learning Outcomes (Teachers’ Questions for Students)
What is the history of the desegregation of the University of Georgia ? What is the NAACP and what role did it play in the Civil Rights Movement?

Assessed Georgia Performance Standards

Grades 9-12:

U.S.History

Students will identify who Horace Ward is and the major events in his life based on the film. Students will research the desegregation of their own school or schools in their county. Students will explore to what extent segregation and racism still exist today.

Procedures/Activities

Step 1: 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 2: Duration: 15 minutes

Lead a class discussion to get students’ feedback on the documentary. Do they find it interesting? Are they surprised at the extent to which the university went to keep Ward out? Do they think the NAACP did a good job representing Ward? Do they think Ward should have appealed the verdict? Etc.

Step 3: 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 .

Website for Step 3 (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 4 : Duration: 15 minutes

Have the students analyze one of the articles using the Document Analysis Worksheet.

Website for Step 4:

Title: Document Analysis Worksheet

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

Step 5 : Duration: 15 minutes

Assign students the following task for homework: The student will use school and local libraries and the internet to 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.

Step 6 : Duration: 2 hours

Divide students into groups of 5 or 6. Each group of students will use designated class time as well as their own time to prepare a 15-minute Power Point presentation that answers the question, “ Does segregation and racism still exist today?” Students must come to a conclusion based on statistics, news reports, interviews, current books and journal articles. Each group will present their Power Point for the class.

Materials and Equipment

  1. Horace T. Ward: Foot Soldier for Justice Part 1 DVD
  2. TV or projection screen
  3. DVD player
  4. Pencil (1 for each student)
  5. Copy of Created Equal editorial (1 for each student)
  6. Document Analysis Worksheet (1 for each student)
  7. Computers with Power Point software and internet access.
  8. Access to school and local libraries.

Standards (Local and/or National)

Total Duration

4 hours

Technology Connection

Students will use the internet to research and to present a Power Point presentation.

Assessment

Evaluate students’ ability to gather information through observation and listening by feedback and depth of insight on the documentary.

Evaluate students’ ability to critically analyze a written document using the Document Analysis Worksheet.

Evaluate students’ ability to utilize technology in order to research facts and complete Civil Rights Worksheet.

Evaluate students’ ability to gather information and use the data to back up a statement.

Extension

Research the role of the NAACP in the Civil Rights Movement and write a report that can be shared with classmates in an oral presentation.