Teacher's Guide for COBBLESTONE ® Ida B. Wells-Barnett
Teacher Guide prepared by: Sandra J. Swan, M.L.S., M.P.H., adult education instructor with the Wichita Area Technical College, Wichita, Kansas
COMPARE AND CONTRAST
- Students will visually represent the significant events in the life of Wells-Barnett as well as important national events.
- February 2001 issue of COBBLESTONE®; 8 ½" by 14" (legal size) paper; drawing materials such as pencils, pens, or markers; books and reference materials on U.S. history
- Teacher will demonstrate the construction of a timeline by drawing a sketch on the board or by showing an example on an overhead. Students will draw a line length wise in about the middle of their paper. Events related to the life of Wells-Barnett will be noted on the top half of the line and national events on the bottom half of the line. Drawings, pictures, or clipart may be added for greater visual interest.
- Students will compare and contrast two historical events related to discrimination in public transportation: Wells-Barnett's encounter with the Chesapeake and Ohio Railroad ("Ida Takes a Stand," pp. 8 - 10) and Rosa Parks' encounter with the Montgomery, Alabama bus system.
- Students will need familiarity with the Montgomery Bus Boycott. See the May 2000 issue of FOOTSTEPS, From Montgomery to Birmingham.
- February 2001 issue of COBBLESTONE®. May 2000 issue of FOOTSTEPS. Paper and writing materials, reference materials on the Montgomery Bus Boycott.
- Teacher will guide the class in a discussion of the similarities and differences between the events of Wells-Barnett's discrimination from the Chesapeake and Ohio Railroad with those of Rosa Parks and the Montgomery, Alabama, bus system. Teacher takes notes of students' ideas on the board. Students will then write a five paragraph compare and contrast essay.
- Discussion questions:
- What happened to each person?
- How did each person respond immediately?
- How did the transportation officials respond?
- How did each person respond over time?
- What role did the media play?
- How did other people react?
- What tactics were used?
- What were the relevant laws at the time?
- What long term implications resulted?
- Students will analyze local newspaper's coverage of important community issues.
- After reading about Ida B. Wells-Barnett, teacher will guide class discussion on the role of journalism in important community social issues.
- February 2001 issue of COBBLESTONE®. Classroom subscription to local newspaper. Teacher-created worksheet for tracking coverage of community social issues. Worksheet should have places to record the type of issues, the dates of the articles, the reporters covering the issue, number and type of interviews reported, the length of the article, follow-up articles, related editorial pieces.
- Teacher will prepare a worksheet for students to track coverage of community social issues. Students will review issues of the newspaper for two to four weeks. They will identify the types of community social issues covered by the newspaper, the frequency of coverage, and the depth of coverage. Students will write a five paragraph essay, summarizing and interpreting their results. The essay should present a conclusion about how well the local newspaper covers important community social issues.
- A field trip to the local newspaper office or a class visit from one of the newspaper staff.