Resources for teaching about the Lynching in Duluth ... - David Beard
Resources for teaching about the Lynching in Duluth ... - David Beard
Resources for teaching about the Lynching in Duluth ... - David Beard
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<strong>Resources</strong> <strong>for</strong> <strong>teach<strong>in</strong>g</strong> <strong>about</strong> <strong>the</strong> <strong>Lynch<strong>in</strong>g</strong> <strong>in</strong> <strong>Duluth</strong>:<br />
Align<strong>in</strong>g Local History with State and National Standards<br />
1<br />
<strong>Resources</strong> <strong>for</strong> <strong>teach<strong>in</strong>g</strong> <strong>about</strong> <strong>the</strong> <strong>Lynch<strong>in</strong>g</strong> <strong>in</strong> <strong>Duluth</strong>:<br />
Align<strong>in</strong>g Local History with State and National<br />
Standards<br />
Coord<strong>in</strong>ators:<br />
Ca<strong>the</strong>r<strong>in</strong>e Nachbar (ISD 709, CSS), <strong>David</strong> <strong>Beard</strong> (UMD), Carl Craw<strong>for</strong>d (LSC)<br />
(All page numbers refer to <strong>the</strong> CJMM Curriculum)<br />
Welcome<br />
12:25-12:30 Introductory Diagnostic Assessment<br />
• In groups of 3, complete questions on handout (reproduced p. 17-18 of<br />
Curriculum)<br />
12:30-12:40 Distribute Answers; Discuss Answers (pages 19-20)<br />
• Which of <strong>the</strong>se events do you already discuss <strong>in</strong> your classes?<br />
• What events might you add to our list (a) from that time and (b) after?<br />
Contemporary Significance<br />
12:40 Introductions<br />
• Ca<strong>the</strong>r<strong>in</strong>e Nachbar on Contemporary Events of Resonance<br />
• Carl Craw<strong>for</strong>d on Significance of Our Work Toge<strong>the</strong>r<br />
Local History, National Significance<br />
1:00 Watch Northstar video<br />
1:10 Discuss Northstar video<br />
1:20 PowerPo<strong>in</strong>t on Local History<br />
• For more local resources, see <strong>the</strong> CJMM Curriculum, with materials by Warren<br />
Read (speech on p. 96; <strong>in</strong>terview on p. 100), photos (p. 44) and o<strong>the</strong>r materials.<br />
Activity 1: Understand<strong>in</strong>g <strong>the</strong> Past<br />
1:40 Goal: To compare and contrast primary and secondary research on <strong>the</strong> lynch<strong>in</strong>g.<br />
Ei<strong>the</strong>r:<br />
• Activity 1A:<br />
Read pages 37-38 by Heidi Bakk Hansen; answer both questions on page 38.<br />
• Activity 1B:<br />
Read pages 33-35. Answer questions on page 32.<br />
2:00-2:10 Pair/Share<br />
2:10-2:20 Large-group discussion<br />
Break 2:20-2:25
<strong>Resources</strong> <strong>for</strong> <strong>teach<strong>in</strong>g</strong> <strong>about</strong> <strong>the</strong> <strong>Lynch<strong>in</strong>g</strong> <strong>in</strong> <strong>Duluth</strong>:<br />
Align<strong>in</strong>g Local History with State and National Standards<br />
2<br />
Activity 2: Understand<strong>in</strong>g <strong>the</strong> Present<br />
2:25 Goal: To critically <strong>in</strong>vestigate <strong>the</strong> legacy of lynch<strong>in</strong>g on <strong>the</strong> present.<br />
• Read <strong>the</strong> Resolution on pages 55-56.<br />
• Answer <strong>the</strong> questions <strong>about</strong> <strong>the</strong> Resolution on page 56.<br />
2:35-2:45 Large group-discussion<br />
Activity 3: Look<strong>in</strong>g toward <strong>the</strong> Future<br />
2:45 Goal: To look <strong>for</strong>ward to <strong>the</strong> place of diversity and difference <strong>in</strong> our society.<br />
• Read <strong>the</strong> quotations on <strong>the</strong> CJM Memorial (pages 102-116). The artists selected<br />
<strong>the</strong>se quotes.<br />
• Which quotation offers <strong>the</strong> greatest lesson <strong>for</strong> l<strong>in</strong>k<strong>in</strong>g past to present <strong>in</strong> <strong>the</strong> lives<br />
of our students?<br />
F<strong>in</strong>al Large Discussion of Issues and Questions 3:00<br />
Dismissal 3:15
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