Lesson 6: Day 4 - Writing About ICY

Google Doc for This Lesson

Activity 1: Writing about the Institute for Colored Youth (ICY) 

Overview: In this activity, students will begin drafting their essays on ICY graduates. Building on their research organizers from Day 4 (ICY Graduate Research Organizer) and class discussions from previous Lessons, students will write for 25–30 minutes to explain who their graduate was, what they accomplished, and why their story matters today. This essay practice helps students connect historical figures and events to present-day issues, preparing them for the upcoming essay contest.

Time: 50 minutes

Format: Individual 

Objective: SWBAT construct an essay that uses historical evidence about an ICY graduate to explain their accomplishments and connect their story to contemporary issues.

• Tell students: “Today, you will write an essay about an ICY graduate. Your essay should explain who they were, what they accomplished, and why their story matters today. This connects our history lessons over the last few weeks to present-day challenges.”

• Show students the Writing About the Institute for Colored Youth (ICY) document.

• • Invite students to make their own copies: Writing About the Institute for Colored Youth (ICY)- Make a copy

• Review the essay prompt, show the outline template, and explore the assignment rubric. 

• Review the process of building a thesis statement with students: 

• • “Before you begin writing your essay, let’s practice writing a thesis statement. A thesis is one sentence that explains who your graduate was, what they accomplished, and why their story still matters today. Think of it as the roadmap for your whole essay.”

• Introduce sentence frames for thesis statements:

• • [Graduate’s Name], who graduated from in [year], became a leader in [field/accomplishment], showing that education was a tool for [theme: like freedom, leadership, or community change].

  • • “Martha A. Farbeaux, who graduated from ICY in 1858, became a teacher and community leader, showing that education was a tool for resilience and opportunity.”

  • The story of [Graduate’s Name] matters because their work in [field] during the 19th century connects to today’s struggles with [modern issue].

  • • “The story of Octavius Catto matters because his leadership in education and civil rights connects to today’s struggles with voting rights and racial justice.”

  • By becoming a [role/job] after graduating from ICY, [Graduate’s Name] proved that Black education was powerful, and their legacy still speaks to [lesson for today].

  • • Example: “By becoming a principal after graduating from ICY, Fanny Jackson Coppin proved that Black education was powerful, and her legacy still speaks to the need for strong Black leadership in schools and communities today.”

• Remind students of the ICY Grad website and the research organizers they already completed.

• Encourage them to use their notes, graphic organizers, and class discussions as evidence.

• As students write, circulate to help with thesis statements, use of evidence, or making strong “connection to today” links.

• Support struggling students with questions like: “What is one specific thing your graduate did that we still care about today?”