Objectives

Students will visit The Sumner museum and explain how Sumner school was a landscape of protest.

Students will be able to compare and contrast the Dunbar museum artifacts to the Sumner Dunbar museum artifacts.

Students will search old yearbooks for evidence of school sponsored clubs where the roots of activism can be seen. 

Standards

Resources

Dunbar museum

Sumner museum 

Warm Up

Students will answer the following question in their journals

What value do museums hold when you can virtually get all the information you want online?

New Material

Students will take a fieldtrip to the  historic Sumner museum, site of the first graduating class of Dunbar. Students will learn important facts from the docent about Dunbar's connection to Sumner. Facts like Frederick Douglass attended the first graduation. Students will also be responsible for identifying clues about Dunbar's contribution to the long civil rights movement. The primary tool that we will be using will be old yearbooks. Students will record the information into their journals

Practice

Students will be allowed to collect photographs on a camera or cellphone in order to accumalate data that helps them defend their hypotheis.

Students will also be allowed to explore the Dunbar room at the Sumner museum for additional clues to record in their journals. 

Assessment

Students will turn in a list of clubs or groups or clues along with a one sentence explanation as to how their findings coincide with civil rights activity.

Closure and Reflection

Students will reflect in their journals for homework and answer the following questions

Why do you think that Dunbar produced so many activists during its early years? and

Identify three issues that Dunbar students can begin to create an activist agenda around.