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**Note to teachers: This lesson comes out of PBS NewsHour’s America at a Crossroads series with Judy Woodruff. Please adapt this lesson plan as needed to fit the specific needs and dynamics of your classroom.

Introduction

The fact that our country is divided isn’t new. In many respects, it can be traced back to the founding of a nation on the promise of freedom while dependent on slavery, a time when many couldn’t participate in the new democracy.

In this lesson, students will watch a video in which Judy Woodruff examines how that founding contradiction has evolved and what it means for us today. They will then examine a primary source chosen by the teacher and connect it to the themes of the NewsHour story.

Materials

• Computers or tablets with internet access
• Projector and screen for displaying the news article
• Whiteboard and markers
• Copies of the news article (if available)

Grades: 9-12

Estimated time: One or two 50-minute periods

Objectives

• Students will critically analyze a NewsHour segment about the history of racism in America and its impact on contemporary divisions.
• Students will examine a primary source to deepen their understanding of the topic.
• Students will reflect on the implications of this history for political divisio today.

Warm-up activity

Begin the lesson by asking students if they are aware of the concept of systemic racism or the history of racism in the United States. Write down key terms and concepts on the whiteboard.

1. Explain that today's lesson will focus on understanding the history of racism in America and how it influences contemporary societal divisions. Show the headline and image from the NewsHour Story: "A look at the history of racism in America and its role in today's divisions."

Main activity

Part 1 (20 minutes)

As a class, watch this NewsHour story (11 minutes)

1. Instruct students to watch the story carefully, highlighting key points and taking notes. They can also follow along or annotate the transcript found here.
2. After watching the video, discuss as a class:

• What are the main historical events and policies mentioned in the story that have contributed to racism in America?
• How do these historical factors continue to impact American society today?
• Are there specific quotes or statistics from the article that stood out to you? Why?

Part 2 (20 minutes)

1. Divide the class into small groups and provide each group with a primary source related to a significant event or period mentioned in the article (e.g., excerpts from historical speeches, documents, or photographs related to the Civil Rights Movement).
2. Ask each group to analyze their primary source and discuss how it reflects the effects of racism within the source's historical context. They should also consider how this source connects to issues in today's society.
3. Have each group share their findings with the class.

Reflection and Discussion

Lead a brief class discussion on the following questions:

• How does understanding the history of racism help us make sense of current societal divisions and challenges?
• What can individuals and society do to address the legacy of racism discussed in the article?

Wrap-up

1. Conclude the lesson by summarizing the key takeaways and emphasizing the importance of understanding historical context in addressing contemporary issues related to racism.
2. Assign homework or further reading related to the topic, if desired.

Extension activities

• Watch a relevant documentary or movie that further explores the history of racism in America.
• Invite a guest speaker, such as a local historian or community activist, to discuss their experiences and insights on this topic.
• Encourage students to research and present on a specific event or figure mentioned in the article in more detail.
• Assign a short essay or reflection paper where students elaborate on the implications of the article for modern-day America.

Standards

Common Core

CCSS.ELA-LITERACY.RH.6-8.2; 9-10.2; 11-12.2

Determine the central ideas or information of a primary or secondary source…

College, Career, and Civic Readiness

D2.Civ.2.6-8. Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

About the lesson author

Brittany Copeland has been an educator for 15 years and proudly serves as a special education teacher for Center City Public Charter Schools, Shaw Campus, in Washington, D.C. Brittany strives to create a classroom where differences are celebrated, and success is defined by growth, not just grades. Through patience, creativity, and an understanding of diverse learning needs, Brittney nurtures the unique potential in every student.

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