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TEACHER'S GUIDE: The Important Role of HBCUs During Social Movements

TEACHER'S GUIDE: The Important Role of HBCUs During Social Movements

This lesson focuses on one main idea:

 

  • Interpret and explain the historical significance that HBCUs had on social movements.

PROCEDURE

Introduction (20 minutes)

  1. To connect to prior learning, teachers may ask students to discuss and provide examples of what life was like for African Americans in the first half of the 20th century. 
  2. Explain that students will be learning about how HBCUs had a positive impact on Thurgood Marshall and other African Americans.
  3. Explain the historical significance that HBCUs had on social movements. Play the video clip.
  4. As a class, discuss the lesson’s essential question and the thinking questions. This could be done via a whole-group discussion or using a think-pair-share format.

Extension (30 - 120 minutes)

Complete the supplemental extension activities with students, as you see fit.

Summative Assessment (30 minutes)

Have students apply their newfound knowledge on the lesson by using the Claim, Evidence, Reasoning (CER) framework to answer the following essential question: What is the historical significance of HBCUs on social movements? Use evidence and reasoning from the video clip and activity resources to support your claim. 

 

 

Summative CER Rubric

Use the provided rubric to evaluate students’ work.

 

No Response

Score Point 0

Not There Yet

Score Point 0.5

Beginning To

Score Point 0.75

Yes

Score Point 1.0

The claim is missing.The claim is incorrect or irrelevant.The claim partially takes a position on the topic or issue addressed within the prompt.The claim takes an appropriate position on the topic or issue addressed within the prompt.
There is no type of evidence in the response.The evidence is irrelevant or does not support the claim.The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.Use of words, phrases, and clauses fails to show or explain any relationship between the claim and evidence.Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.

Reflection (10 minutes)

Have students complete a reflection in response to the following questions: 

 

  • What part of this lesson connected with you most? Why?
  • How does the new knowledge you gained connect to something you already know or believe?
  • How have HBCUs played a role in changing the lives of African Americans?
  • What role do HBCUs play in our society today?

STANDARDS

ADDITIONAL RESOURCES

Reference

Becoming Thurgood: America’s Social Architect

A film clip from Becoming Thurgood: America’s Social Architect was used in this lesson. Continue to watch the full documentary to hear Thurgood Marshall tell his own story through a rare eight-hour oral history that serves as the documentary’s foundation.

 

Resources