Syllabus

 Syllabus

Syllabus 

Jade Jones 

Course Description 

This 4-week mini-unit teaches students how dissent within the Black community,specifically debates like Du Bois versus Washington,shaped major cultural and political changes. Students will analyze “Addressing the Atlanta Compromise” and connect it to modern cultural debates in Black music. The goal is for students to see that conflict, when rooted in care for the community, can lead to creativity, empowerment, and growth. 

Grade Level: 10th Grade 

I chose 10th graders because this is the age where students really start forming their own opinions, questioning the world around them, and understanding the difference between agreeing, disagreeing, and thinking critically. They are mature enough to understand conflict within a community but young enough to still be open to new perspectives. This lesson builds on that by teaching them how disagreement in Black history and culture has created progress rather than destroying unity. 

Texts (3 total, with justification) 

1. W.E.B. Du Bois – “Addressing the Atlanta Compromise” 

Justification: Introduces students to historical dissent and shows how critiques helped reshape civil rights strategies. 

2. Booker T. Washington – Excerpt from the Atlanta Compromise Speech Justification: Provides the opposing viewpoint so students understand the disagreement from both sides. 

3. Selected music texts (lyrics) from artists with generational or cultural conflicts (ex: Lauryn Hill, Kendrick Lamar, Jay-Z vs. “new school”). 

Justification: Connects historical dissent to modern music so students see patterns repeating in culture and politics.

Learning Objectives 

By the end of this unit, students will be able to: 

● Explain how dissent strengthened Black political movements. 

● Compare conflicting viewpoints and evaluate their impact. 

● Connect historical debates to modern cultural disagreements. 

● Create original work showing how conflict leads to growth. 

Assignments (4 total) 

1. Reflection Journal: Students respond to Du Bois’s criticism of Washington in their own words. 

2. Music Analysis: Students choose a song that includes cultural disagreement and explain its message. 

3. Debate Day: Half the class represents Du Bois; half represents Washington. 

4. Final Project: Students create a poster or mini-presentation showing how dissent creates progress. 

Activity 

“Then & Now” Discussion Circles 

Students rotate in groups comparing historical and modern conflicts (Du Bois vs. Washington and old-school vs. new-school hip-hop). 

Justification: Encourages critical thinking and connection to their daily lives. Field Trip 

Visit to a local African American history museum Justification: Students see real examples of the progress shaped by historical debates and cultural creativity.

4-Week Timeline 

Week 1: 

● Introduce dissent in Black Studies 

● Read Washington + Du Bois 

● Journal reflection 

Week 2: 

● Deep dive into Du Bois’s critique 

● Group discussion 

● Assignment: Music analysis 

● Test 

Week 3: 

● Debate activity 

● Prepare final project ( collage art project) 

Week 4: 

● Field trip 

● Final presentations 

● Wrap-up discussion on how conflict = progress

Week 1:introduction

Week 1: Introduction to Dissent, Debate, and Black Identity 

Monday – Introducing the Theme 

To start the unit, I’d introduce the idea of dissent with a simple question: “Is disagreement always a bad thing?” 

Most students will say yes at first, so this opens the door to challenge their thinking. I’d explain that in Black history, some of the biggest moments of progress came from people not agreeing on the same path. We’d talk briefly about Washington and Du Bois,not diving deep yet, just giving them a sense that both wanted progress but had different strategies. This sets the tone for the whole unit. 

Tuesday – Reading the Texts (Washington & Du Bois) 

Students would read Washington’s Atlanta Compromise excerpt first because his approach is more “go along to get along.” After reading, I’d ask them what they think Washington is trying to protect by taking a safer route. 

Then, they’d read Du Bois’s response, “Addressing the Atlanta Compromise.” Here, I’d guide them toward the big line where Du Bois basically says Washington is asking Black people to give up too much. Students would underline what they think is the strongest disagreement he has. 

The goal this day is to let them feel the tension, not solve it. 

Wednesday – Discussion Circle: “Who Do You Agree With More?” 

Students would sit in a circle and talk through their reactions. But instead of asking them who is “right,” I’d ask: 

● Which argument feels safer? 

● Which argument feels riskier? 

● Which argument feels more familiar based on things you see today? This helps them connect history to modern life. It also keeps the tone open so no one feels pressured to pick a “correct” side.

Day 4 – Journal Reflection 

Students write a one-page reflection responding to: 

“What does Du Bois criticize about Washington, and why do you think this disagreement mattered?” 

I want them to write honestly, not formally,almost like a personal diary entry. The point is for them to understand that disagreements inside a community can mean people care deeply about the outcome. 

Day 5 – Introducing the Bridge to Music 

On the last day of Week 1, I’d bring up how Black culture has always had internal debates,especially in music. For example, old-school vs. new-school hip-hop. I’d play short clips to show how artists call each other out, challenge ideas, or push the culture forward. 

This makes the unit feel modern and helps students see that dissent isn’t something that only existed in textbooks.

Week 2: Deep Dive

Week 2: Deep Dive Into Du Bois + Connecting History to Music and Culture 

Day 1 – Breaking Down Du Bois’s Critique 

To start Week 2, I’d focus completely on Du Bois and help students understand why he pushed back so hard on Washington’s approach. We’d reread the most important parts of “Addressing the Atlanta Compromise” together, but this time out loud and slowly. 

I’d ask students to highlight anything that sounds like he’s frustrated or drawing a line. For example, when Du Bois says Washington’s plan essentially asks Black people to “give up political power, civil rights, and higher education,” I want students to feel that tension. 

Then we discuss: Why would Du Bois see this as dangerous? What could be lost if the nation followed Washington’s plan? 

Day 2 – Group Work: “What’s the Bigger Message?” 

Students would break into small groups and answer one guiding question: “What do you think Du Bois wanted the future of Black people to look like?” Each group creates a short poster with their answer. But it won’t be formal,it’s more like creative notes with quotes, drawings, or keywords. 

The point is to make them think about how disagreement shapes long-term goals for a community. 

Day 3 – Music Comparison Activity 

This day shifts into cultural connections. I’d pick two songs that show conflict inside the Black community,maybe generational differences, social commentary, or even artists calling out each other’s mindset. 

Students would listen to short clips and read selected lyrics. Then we compare: ● How is this musical disagreement similar to Du Bois vs. Washington? 

● How is it different? 

The goal is for them to recognize patterns: Black culture has always had debates about progress, identity, and what “the right path” looks like. 

Day 4 – Quiz Day 

A short quiz just to make sure they understand the core ideas. 

Quiz Topics:

● Who Washington was and his position 

● Du Bois’s main critiques 

● Why their disagreement mattered historically 

● One modern example of cultural disagreement (from music) 

The quiz wouldn’t be meant to stress them out,just to check that they’re following the bigger theme. 

Day 5 – Class Discussion: “Is Dissent Healthy?” 

We end the week with an open conversation: 

“Can disagreement actually help a community grow?” 

Students use examples from both the texts and the music clips. I’d let them disagree respectfully because I want them to actually feel what healthy dissent looks like in real time. This day sets the foundation for the debate in Week 3.

Test

Multiple Choice (1 point each, 8 points) 

1. In Addressing the Atlanta Compromise, Du Bois critiques Washington’s approach because: 

A. He thinks Washington is too focused on industrial training 

B. He believes Washington ignores the importance of political rights and higher education 

C. He disagrees with Washington personally 

D. He thinks Washington’s approach is too radical 

2. When Washington says, “Cast down your bucket where you are,” he is encouraging: A. Black and white Southerners to work together locally 

B. Migration to the North 

C. Immediate rebellion 

D. Ignoring social issues 

3. Which of the following best describes a key similarity between Du Bois and Washington? A. Both wanted to maintain the status quo 

B. Both sought to advance the lives of Black people in America 

C. Both rejected the value of education 

D. Both avoided discussing politics 

4. In your own words, what does “belonging” mean in the context of the texts we read? A. Following all the rules 

B. Feeling accepted and recognized in a community 

C. Living near family 

D. Being invisible in a group 

5. Which of these best represents the role of conflict in Black music or culture? A. It divides the community permanently 

B. It encourages dialogue and creative growth 

C. It is only about personal disagreements 

D. It has no cultural significance 

6. Du Bois says that leadership requires: 

A. Appeasing all sides 

B. Compromising on key principles 

C. Courage, education, and advocacy for justice 

D. Avoiding conflict entirely 

7. How does the short story about the new student demonstrate the challenges of belonging? 

A. The student hides from others completely

B. The student adjusts gradually while facing social obstacles 

C. The student instantly becomes popular 

D. The student moves to a different school 

8. Which of the following examples shows how disagreement can lead to progress in Black history or culture? 

A. Artists collaborating despite creative tension 

B. Leaders arguing over the best approach to education and civil rights 

C. Musicians using conflict to create meaningful songs 

D. All of the above 

Short Answer (2 points each, 8 points) 

9. Explain in two to three sentences why Du Bois criticized Washington’s philosophy as limiting, even though Washington was trying to protect Black communities. 

10. Choose one moment from the memoir or short story we read where the character struggles with identity or belonging. Describe what happens and how it connects to your own experiences or observations. 

11. Give one example from Black music or culture where disagreement or conflict led to something positive, like creativity or growth. Explain why this example matters. 

12. How does understanding both Du Bois and Washington help students think about leadership, identity, and making choices in their own lives? 

Essay Question (6 points) 

13. In a short essay ( 3 paragraphs), explain how conflict and disagreement within Black leadership, culture, or communities can actually lead to progress. Use examples from the readings, and you may include examples from music, art, or history. Make sure to include at least one quote or idea from Du Bois or Washington and explain how it supports your point.

Week 3: Debate+ Project

Week 3: Debate Week + Introducing the Final Collage Project 

Day 1 – Debate Prep: Choosing Sides 

This day is all about getting students ready to take on the roles of Du Bois or Washington. I’d split the class into two groups, but let them choose which side they personally connect with more. That way they feel more invested. 

Each group gets time to reread the main texts and pull out 3–5 quotes they can use in the debate. I’d walk around helping them turn their quotes into arguments. 

The focus isn’t on “winning” the debate,it’s about understanding why the disagreement even existed and what both men were trying to protect. 

Day 2 – Debate Strategy + Building Confidence 

On this day, each group comes up with a strategy. They choose who will speak first, who will rebuttal, and who will close things out. I’d also help them think about tone—Washington’s side would be more calm and focused on survival, while Du Bois’s side would be more urgent and demanding full rights. 

We’d do short practice rounds so students can get comfortable speaking out loud. Even the quieter kids get a role, whether it’s timekeeper, quote collector, or question writer. 

Day 3 – Debate Day 

This is the big moment. I’d set the room up like a real debate, with each group sitting on opposite sides. 

The debate goes like this: 

1. Washington’s team opening 

2. Du Bois’s team opening 

3. Two rounds of rebuttals 

4. Audience questions (students not speaking get to ask both sides something challenging) 

5. Closing statements 

After the debate, we talk as a class,not about who “won,” but about what they learned. Most of the time, students start to see both viewpoints differently after having to defend one.

Day 4 – Introducing the Final Project: Collage 

I’d explain that the final project is a creative collage showing how dissent leads to growth in Black culture. It can include images, quotes, song lyrics, magazine cutouts, drawings,basically anything that visually represents conflict turning into progress. 

The collage must connect: 

● Du Bois vs. Washington 

● A modern debate in Black music or culture 

● One personal reflection about conflict in their own lives 

This gives students a chance to express creativity while tying all the themes together. 

Day 5 – Collage Work Day 

Students start planning their collage in class. They sketch their layout, pick quotes, choose images, and write a short explanation of their theme. 

I’d walk around helping them think about symbolism,like broken lines becoming whole, or two different colors blending, or musical notes alongside civil rights quotes. 

This day is meant to be calm, creative, and reflective after the intensity of the debate.

Week 4: Final week

Week 4: Final Project & Reflection Week 4 is really about bringing everything together,everything the students learned about belonging, identity, and how texts connect to their own lives. This week is lighter on readings and heavier on creation, reflection, and sharing, because I want students to actually use what they learned instead of just repeating it back to me. 

Monday – Project Workshop Day (Collage Planning) 

We’ll start the week with a full workshop period so students can plan out their final collage. I’ll remind them that the collage isn’t just random pictures,it should visually represent their identity, the communities they feel connected to, and at least one idea from the texts we studied. I’ll circulate and help students brainstorm images or symbols. I want this day to feel supportive and low-pressure, like they have the space to think and experiment without worrying about grades yet. 

Tuesday – Field Trip day 

We’ll start this day traveling to Washington D.C to visit the African American History Museum. This way the students can visually see the growth and pain of Black history. This would also allow them to get more inspiration for their final project 

Wednesday – Final Collage Creation Day 

Students will spend the entire class actually making their collages. They can use magazine clippings, printed images, or draw elements themselves. I’ll encourage them to think about layout and symbolism,not just what images they pick, but why and how they’re arranged. By this point they’re usually excited to show who they are, which is exactly the outcome I’m hoping for. 

Thursday – Reflection Writing 

After the collage is made, students will write a short reflection (about one page) explaining what each part of their collage represents. I’ll prompt them to connect at least one quote or idea from any of the course texts to their final piece. The goal is for them to see themselves inside the literature we read, not outside of it. 

Friday – Showcase Day

We’ll end the week with a “gallery walk.” Students will hang their collages around the room and walk around observing their classmates’ work. This builds community and lets them see how different everyone’s identity journeys are. I’ll give them sticky notes so they can leave positive comments on each other’s projects,nothing heavy, just supportive and encouraging. 

This final day ties the whole course together: belonging, identity, and understanding others through stories. It really helps the students see that everyone brings something unique, and that they aren’t alone in figuring out who they are.