Lesson Plan: Applying the Conceptual Model on Liberals and Radicals

Lesson Plan 2

In this lesson you will closely examine Beeman’s conceptual model on liberals and radicals and apply it to analyses of public discourse. Before reading Chapter 2, use a workbook to write some thoughts on the following: Think about how you define the term “liberal”? How do you define “radical”? What information or experiences are you drawing on to define these terms?

After you read Chapter 2, complete the following activities.

Discussion Prompts and Workshop Activities

- After reading the chapter, how have your original definitions of “liberal” and “radical” changed? Where have you seen these kinds of distinctions in perspectives on capitalism, approaches to racism, social class, and social justice strategies?

- What are the differences between liberal and radical methods of change? Can you imagine new ways to structure organizations that would allow us to confront injustice more explicitly?

- This chapter begins with a quote by Malcolm X. Listen to his words here or read them here. How do Malcolm X’s words influence Beeman’s conceptual model on liberals versus radicals on page 34? Where have you seen these divides between liberal and radical approaches in public life?

Photograph of Malcom X by Unseen Histories on Unsplash

- Research the coverage of the Movement for Black Lives over time. How has color-blind or racism-evasive language been used in the public discourse on this movement? How has the movement responded to that discourse?

- Examine two news sources: One that you would define as more liberal and one that you would define as more radical(e.g., the New York Times, NPR, Democracy Now, Counterpunch). Using the author’s discussion of her model in Chapter 2, compare and contrast the coverage of social justice issues related to capitalism, class inequity and working-class concerns, racism, and social protest.