Leaders of Change

Curriculum Area and Level

U.S. History (8th Grade) - New South Era
This lesson aligns with U.S. history standards focusing on post-Reconstruction America, analyzing the lives and contributions of individuals who worked toward the progress of African Americans in the late 19th and early 20th centuries.

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Lesson Objectives

By the end of this 45-minute lesson, students will be able to:

1. Explain the contributions of Booker T. Washington, W.E.B. Du Bois, and Alonzo Herndon in advancing African American rights.
2. Compare and contrast the approaches of Washington and Du Bois to social and economic progress.
3. Analyze how Herndon's entrepreneurial success contributed to breaking barriers in the New South Era.

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Materials Needed

• Smartboard/Projector
• A large printed timeline for display in class
• Copies of a handout comparing Booker T. Washington’s Atlanta Compromise with W.E.B. Du Bois’ Niagara Movement
• Visuals: Historical images of Washington, Du Bois, and Herndon; maps of the New South
• Sticky notes
• Chart paper for group work

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Detailed Lesson Breakdown

0:00-5:00 – Warm-Up Activity

Objective: Activate prior knowledge of Reconstruction and set the stage for the New South Era.

1. Start by asking students:
   • “What were the biggest challenges facing African Americans in the South after Reconstruction ended?”
   • “What kinds of leaders do you think could help bring about change?”
     Write 2-3 key points from their responses on the board (e.g., segregation laws, lack of economic opportunities).
2. Briefly introduce the New South Era, explaining it as a time of transformation where African Americans worked to overcome barriers framed by Jim Crow laws.

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5:00-15:00 – Exploring the Key Leaders

Objective: Introduce the three figures and summarize their contributions.

1. Booker T. Washington

• Display a picture of Booker T. Washington and the Tuskegee Institute.
• Explain his belief in economic self-reliance and vocational education.
• Briefly summarize the Atlanta Compromise Speech (1895):
  • Argued for gradual progress through skill-building and cooperation with white leaders.

2. W.E.B. Du Bois

• Show Du Bois’ photo and Niagara Movement imagery.
• Discuss his emphasis on fighting for full civil rights, political equality, and higher education for the “Talented Tenth.”
• Highlight his role in co-founding the NAACP in 1909.

3. Alonzo Herndon

• Show a picture of Herndon’s Atlanta Life Insurance Company and his earlier career as a barber.
• Discuss his rise as a business pioneer who created jobs and opportunities for African Americans.
• Emphasize how his success inspired African Americans in the South to believe in the possibility of upward mobility.

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15:00-25:00 – Compare and Contrast Exercise

Objective: Encourage critical thinking about Washington and Du Bois’ contrasting strategies.

1. Distribute a comparison handout outlining the main ideas of Washington (vocational education, cooperation) vs. Du Bois (political activism, higher education).
2. Guide students in filling out a chart comparing strengths and weaknesses of their approaches.
   Example prompts:
   • Which leader’s ideas might lead to faster progress? Why?
   • Which strategy would you personally agree with in their time?
3. Take 3-4 student responses to spark discussion.

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25:00-35:00 – Group Activity: Herndon’s Legacy

Objective: Help students apply historical context to real-world examples.

1. Divide the class into groups of 4-5 students (use name card or number distribution to make this quick for 101 students).
2. Pose the question: How did Alonzo Herndon use his wealth and business to fight inequality?
   • Provide Herndon’s biography snippets on paper slips to each group (e.g., his barber business’ success, investments in Atlanta Life Insurance, civic philanthropy).
3. Each group will create a poster or infographic illustrating Herndon’s impact on society, using the provided chart paper and markers.
4. Each group appoints a spokesperson to share their poster summary with the class (limit brief shares to 1-2 min per group).

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35:00-40:00 – Culminating Reflection

Objective: Synthesize ideas and anchor personal connections.

1. Pose the following reflective question on the board: “If you were alive during the New South Era, would you align with Washington, Du Bois, or follow in Herndon’s footsteps? Why?”
   • Ask students to write their individual responses on sticky notes, deliberately emphasizing age-appropriate personal reflection: “Which approach do you feel would have had the greatest impact on your family or community?”
2. Collect sticky notes and place them on the chart paper under three labeled sections: “Washington,” “Du Bois,” and “Herndon.”

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40:00-45:00 – Exit Ticket and Wrap-Up

Objective: Assess understanding of lesson objectives.

1. Ask students to complete an exit ticket with the following prompts:
   • One thing I learned about Booker T. Washington today is…
   • Du Bois’ ideas differ from Washington because…
   • An inspiring detail about Alonzo Herndon is…
2. As students exit, lightly evaluate responses to gauge understanding and check for individual engagement.

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Homework/Extension (Optional):

Assign students to write a short paragraph imagining themselves as advisors to one of the three men. What would they recommend for the next steps in fighting for equality in the New South?

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Assessment Strategies

• Formative Observations: During group discussions and poster presentations.
• Exit Tickets: To verify understanding of the contributions and strategies of Washington, Du Bois, and Herndon.
• Sticky Note Exercise: To analyze preferences in leadership and perspective-based learning.

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Differentiation

• For Visual Learners: Use the timeline and images to anchor historical content.
• For Auditory Learners: Provide rich explanations and encourage group discussions.
• For Kinesthetic Learners: Engage them in poster creation and group debate exercises.
• Advanced Students: Challenge them to analyze the long-term outcomes of Washington and Du Bois’ strategies on the Civil Rights Movement.

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This engaging and highly structured lesson provides both depth and interaction, ensuring every student grasps the significant roles of Washington, Du Bois, and Herndon as intellectuals and leaders of the New South Era.