Author:
Woodson Collaborative, Taylor M. Snow
Subject:
History/Social Sciences, American History, Government and Civics
Material Type:
Lesson
Level:
Middle School, High School
Tags:
  • Changemaker
  • Civil Rights
  • Hero
  • Ida B. Wells
  • Ida Wells
  • Leadership
  • Malala Yousafzai
  • US-II
  • Woodson Collaborative
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    Ida B. Wells and Malala Yousafzai

    Ida B. Wells and Malala Yousafzai

    Overview

    Students will read two secondary sources. The first is on Ida B. Wells and the second on Malala Yousafzai. Once they’ve read and analyzed these documents, they will create in collaborative groups a definition of “changemaker.” They will use that definition to identify and celebrate a changemaker in their world or in their community

    INSTRUCTOR PAGE

     

    What does it take to be a changemaker?

     

    US History II/ 6-8

    Authors: Taylor Snow (Henrico County Public Schools)

     

    Task Overview: Students will read two secondary sources. The first is on Ida B. Wells and the second on Malala Yousafzai. Once they’ve read and analyzed these documents, they will create in collaborative groups a definition of “changemaker.” They will use that definition to identify and celebrate a changemaker in their world or in their community

     

    Targeted SOLs: 

    USII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

    a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

    d) using evidence to draw conclusions and make generalizations;

    e) comparing and contrasting historical, cultural, and political perspectives in United States history;

    g) explaining connections across time and place;

     

    USII.4c The student will apply social science skills to understand how life changed after the Civil War by

    c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South;

    Ida B. Wells-Barnett fought against lynching and the many other injustices suffered by African Americans, publicizing the lynchings in newspaper articles and other writings.

     

     

    Unpacked Standards: Complete the K.U.D. Chart

    Know (facts)

    Understand (concepts)

    Do (skills)

     

    Ida B. Wells-Barnett fought against lynching and the many other injustices suffered by African Americans, publicizing the lynchings in newspaper articles and other writings.

     

     

     

    Bold action is the means by which social reform and change can occur.

     

    Fighting against injustice takes bravery and means risking upsetting established power structures.

    USII.1a - analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history

     

    USII.1d -  using evidence to draw conclusions and make generalizations

     

    USII.1e - comparing and contrasting historical, cultural, and political perspectives

     

    USII.1g - explaining connections across time and place

     

    Instructor Directions:

    Day 1

    1. Explain to students that they will be reading two passages and answering some questions about two significant women in history. Assign them each of the following passages first and have them answer the corresponding questions in the Paired Text Analysis document (see attached).
      1. Passage 1 - Ida B. Wells-Barnett
      2. Passage 2 - Malala Yousafzai
    2. Have students complete the questions in the Paired Text Analysis document comparing and contrasting Ida B. Wells-Barnett and Malala Yousafzai. You may need to scaffold this process depending on student skill level. This also may be a great opportunity to pair or group students to complete the more cognitively demanding work of comparing and contrasting the individuals and the passages.

     

    Day 2

    1. At this point, students can remain in pairs or groups or work individually based upon class needs. You should ask students to reconsider the common traits and actions they identified the previous day to re-orient them to the task.
    2. Students will then continue progress on the Paired Text Analysis document and will use the Virginia Change Makers Biography site from the Library of Virginia to identify another changemaker whose biography they can analyze alongside the work they did the previous day with those of Ida B. Wells-Barnett and Malala Yousafzai.
    3. Once students have finished that work you may use technology and/or artistic tools at your disposal to have students create an artistic representation of their definition of “changemaker”
    4. The Paired Text Analysis document also includes a summative writing and research component that asks students to identify a changemaker in their community. You should tailor this to your community and your resources by providing access to local news sources, guest speakers, or other resources you’ve collected for your students.

     

    Resources: Embedded above

     

    STUDENT PAGE

     

    Directions: In this activity, you will be reviewing several biographical essays and delving into the question of what makes a changemaker. 

     

    1. Read the first two articles and answer the questions below.

    Passage 1 - Ida B. Wells-Barnett

    Passage 2 - Malala Yousafzai

     

    Ida B. Wells Article Analysis

     

    In the context of this passage, what are the effects of prejudice? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

     

     

    In the context of this passage, how has America changed over time? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

     

     

    In the context of this passage, how do people create change? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

     

     

    Malala Yousafazai Article Analysis

     

    Why do you think Malala captured international attention?

     

     

     

     

    Do you agree that Malala is a “normal, yet powerful” girl? Why or why not?

     

     

    In the context of this article, what does it mean to be brave? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

     

     

    2. Reflect on the two women and consider what they have in common.

     

    Paired Text Analysis Questions

     

    List some common personality traits shared by Ida and Malala

     

     

     

    What is similar about the way in which Ida and Malala responded to injustice?

     

     

     

    3. Browse through the biographies at the Virginia Change Makers web site. Choose one and answer the following questions about the person you have chosen.

     

    1. Which “Changemaker” did you choose?

     

     

    1. Which three sentences in the text best summarize their life story?
      1.  

     

      1.  

     

      1.  

     

    1. List some common personality traits shared by Ida, Malala, and your changemaker.

     

     

     

    1. What is similar about the way in which Ida, Malala, and your changemaker responded to injustice?

     

     

     

    1. What does it mean to be a “Changemaker”

     

    4. Use Google Draw, art supplies, music creation software or some other artistic application to create a representation of your answer for “What does it mean to be a ‘Changemaker.’” Paste or link to your final product here:

     

     

     

     

     

     

     

     

     

     

     

     

    5. Now that you’ve identified what it means to be a changemaker and have expressed that artistically, you can write about a changemaker in your community.  Use research tools at your disposal to identify someone in your school or wider community who is creating positive change.  In the space below, write one paragraph describing what this person has done to create positive change. In a second paragraph, write why you think this person deserves to be considered and celebrated as a changemaker.

     

    Paragraph 1 - Who have you chosen? What changes have they made and attempted to make?

     

     

     

     

     

     

     

    Paragraph 2 - Why should we celebrate this individual as a “changemaker”?

     

     

     

     

     

     By the Dr. Carter G. Woodson Collaborative, 2021

    Image Credits:  Malala Yousafzai, Ida B. Wells