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Isaiah T. Montgomery, 1847-1924 (Part I & II) lesson plan
Martha Hutson, Clinton, Mississippi
OVERVIEW
Isaiah T. Montgomery was a remarkable man who lived in a very difficult period of Mississippi history. He was lauded by some as a statesman, vilified by others as a traitor. In this lesson, students will examine the challenges of living as a black entrepreneur and politician in the trying times of Reconstruction and its aftermath.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 3, and 4
TEACHING LEVELS
Grades 4 (with modifications) through 12
MATERIALS AND EQUIPMENT
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Mississippi History Now article, Isaiah
T. Montgomery, 1847-1924, Part 1 and Part 2 |
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Mississippi state map |
OBJECTIVES
| Students will: |
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identify elements that made the life of Isaiah
T. Montgomery so remarkable for the time in which he lived; |
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realize how the personal beliefs that guided Montgomery were
both a product of his upbringing and an attempt to live in the
“real” world of racial inequality; and, |
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determine the most accurate way to characterize the life and
deeds of Isaiah Montgomery. |
OPENING THE LESSON
Place the following words on the board for students to define: accommodator;
enigma; realist; traitor; statesman; pragmatist. Explain that these
terms are sometimes associated with the subject of the lesson, Isaiah
T. Montgomery. As students realize the meaning of the words, they should
begin to question the apparent contradictions. Suggest that the lesson
will provide information in helping them assess the most appropriate
terms to describe Mr. Montgomery.
DEVELOPING THE LESSON
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| To discover the personal history regarding
Isaiah Montgomery, divide the class into four large groups
and assign each group one of the sections in Part I, “The
Life and Times of Isaiah Thornton Montgomery.” Subdivide
each group so that there are actually two small groups working
on the same assignment. Ask them to read their section and
to write in their notebooks unusual or surprising events
found in their section. Upon completion, have the two mini-groups
compare their lists, and then come to consensus and understanding
regarding the assignment. |
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Each group will make an innovative presentation
to the class. Suggestions: students can role-play the individuals
in their section; they can present a puppet show; they can conduct
a “news magazine” type interview. After each group’s
presentation, teacher will lead a class discussion to assess understanding
and will ask students to write a paragraph summarizing the information.
(These paragraphs can be merged later for a biography of Montgomery,
if teacher desires.) |
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At this point, have students locate Mound Bayou
on a map of Mississippi. Ask them to identify the county in which
it is located and where it is in relation to where they live.
For pictures of the town go to the following website (accessed
January 2007) Visit the site.
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Ask students to carefully read Part II:
“The Political Life of Isaiah T. Montgomery.”
While reading, they should list in their notebooks ideas
and beliefs which guided Mr. Montgomery’s life. Lead
a large-group discussion on the ideas and beliefs and list
them on an overhead for the entire class. It is important
that students have a grasp of the meaning of these beliefs.
As beliefs are listed, allow students to recall specific
ways Mr. Montgomery’s actions reflected these beliefs. |
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Students will now consider how Mr. Montgomery’s
life was judged by others at the time of his death in the early
20th century. Have them prepare a visual to show this. Ask them
to prepare a second visual to indicate any changes they would
make as they assess his life and deeds in “hindsight,”
from their 21st century perspectives. |
CONCLUDING THE LESSON
1. |
With a partner, ask students to consider having
Mr. Montgomery reach adulthood in the 1960s. Have them brainstorm
how his decisions in similar situations during the 1960s might
have been different. |
2. |
Ask students to select one of the descriptors listed in the
Lesson Opening ( or another one of their choosing) and to construct
an acrostic, using words and terms to complete the acrostic that
would support the descriptor they have chosen. |
ASSESSING STUDENT LEARNING
1. |
Group participation and presentation |
2. |
Participation in large-group discussion |
3. |
Visual completion |
4. |
Acrostic |
EXTENDING THE LESSON
1. |
Students may be interested in researching the history
of Mound Bayou. |
2. |
Some may wish to prepare a written or visual biography
of Mr. Montgomery for use in Black History month activities. |
3. |
A comparison of the lives of Isaiah T. Montgomery
and Booker T. Washington would also be instructive for Black History
month. |
4. |
Students may wish to hold an imaginary “blogging”
session to respond to the following three characterizations of
Mr. Montgomery
a.
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Frederick Douglas said of him, “unlike
Daniel, men like Isaiah T. Montgomery would make peace
with the lion by allowing it to swallow them.” |
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He put economics over politics. |
c.
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"By supporting a white supremacist initiative, he
offered a way to end the ‘grave dangers’ of racial
conflict … and ‘inaugurate an era of progress’.” from
the Mississippi History Now article. |
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