The Importance of Voice
Lesson Focus and Instructional Purpose
Cross Disciplinary Themes Addressed
Resilience/Thriving in life/strereotypes
How I fit in the world/Untold Stories/My community/Me/My voice and how I can share
Unifying Essential Question(s)
What basic human necessities are needed to thrive in society?
How to move from oppression to resiliency?
How to move from oppression to social change?
How do we measure wealth?
Subject Area Question(s)
What does it mean to be oppressed or experience oppression ?
What does it mean to be resilient or show resiliency?
| Subject | Supporting Questions |
|---|---|
| Are there different kinds of oppression? |
|
| If so what are they? |
|
| How were human rights violated in the 1600s and throughout slavery in America? |
|
| How were human rights being violated in this country leading up to WWII? |
|
| What do people outside our communities think about our neighborhoods? What do I know, what can I learn, and what do I want others to know about my neighborhood? | |
| A. What is the essential overall meaning of the poem? How do poetic device(s) like repetition contribute to meaning?; and what are the possible beliefs or underlying meanings the poet meant when using precise language (phrases, symbols, images) ? B. What needs or values would be needed in an ideal world? What is a recent conflict/mourning or celebration you have experienced at home, school or community? |
Collaborative Learning Objective(s)
What basic human things do we need to thrive in a society?
Reflection as a way to learn from others perspective, history or real life experiences/
Honoring Student's journeys, histories, cultures, voices, activism and their communities?
Subject Area Learning Objectives
| Subject | Learning Objective |
|---|---|
| Social Studies |
Students will examine the extent to which people pass judgement, discriminate and violate human rights in communities of color and to what extent these same communities remain resilient. |
| English |
Students will compare and contrast their interpretations of three poems |
| Students will learn and apply their knowledge of non-violent communication to increase self awareness, school and career readiness skills in the social-emotional domain, and develop an understanding about their bio-reactions |
|
| Math |
Research and analyze strengths and challenges of community |
| Math |
Create, collect and analyze surveys |
| Math |
Identify need with community and develop action steps to address need |
Standards Addressed
| Mathematics | ELA/Literacy | Social Studies |
| CCSS.MATH.PRACTICE.MP3 | CCSS.ELA-LITERACY.CCRA.R.1 | CCSS.ELA-Literacy.RH.9-10.1 |
| MP1 Reason abstractly and quantitatively |
CCRA.R11 Reading 11th-12th grade;2.D |
CCSS.ELA-Literacy.RH.9-10.2 |
| MP8 Look for and express regularity-repeated reasoning |
CCRA R11th-12th.4 |
Close Reading Text Set
Anchor Text
A. "Fifth-graders defend their South Shore neighborhood", Chicago Tribune, July 27, 2014. //www.chicagotribune.comm/news/opinion/commentary/ct-elementary-children-violence-chicago-0728-20140725-story.html
B. "You Don't Really Know Us" http://www.npr.org/blogs/thetwo-way/2014/08/02/337338509/-you-don-t-really-know-us-chicago-kids-tell-news-media
Supporting Texts
| Subject | Title of Supporting Text | URL of Supporting Text |
| Social Studies |
· “Fifth-graders defend their South Shore neighborhood” |
http://tinyurl.com/kwnc22j |
| Social Studies |
Universal Declaration of Human Rights |
hand out from TACCL workshop |
| Math |
Out of Eden Learn |
http://learn.outofedenwalk.com |
| Math |
The Power of Numbers |
Gross, Morton, Poliner |
| English | Hip Hop Poetry and the Classics |
Alain Sitcomer |
| English |
"Still I Rise" |
Maya Angelou |
| English | ACE curriculum on Needs and BIo-Reaction & Marshall Rosenberg's A Language of Life-Non Violent Communication |
ACE/ Marshall Rosenberg |
Organized Text Set
| Text Title | Learning Objective |
| 1. “Fifth-graders defend their South Shore neighborhood” | Reflect on how we are seen in the world |
| 2. | Reflect on how we can influence the assumptions others may make about us |
| 3. Universal Declaration of Human Rights | Examine the extent to which two chosen articles are being respected and upheld in Oakland and in the United States |
| 4.Docu: "More than a bullet" |
Students will be able to point out the human rights violations in the south side of Chicago, how they're in opposition to the dec. of human rights as well as recognize stereotypes |
| 5.Docu short: "Block Reportin' |
Students will be able to point out the human rights violations in Oakland, how they're in opposition to the doc. of human rights as well as recognize stereotypes |
| 6.Hip Hop Poetry |
Read, analyze interpret and discuss meaning, tone, and other poetic elements |
| 7."Still I Rise" |
Students will analyze, compare and contrast Angelou, Thomas and Tupac's poetry |
| 8.ACE/Language of Life- |
Students will learn and practice a needs consciousness and apply feelings and needs to connect empathically; exercise self empathy and self expression |
| 9. You don't Really Know Us | Reflect on how we are seen in the world |
| 10.Fifth Graders defend their South Shore 'hood |
Reflect on how we can influence assumptions others have |
| Out of Eden | Discover untold stories from other lands. Share untold stories/views of our community. |
| Power of Numbers | How are survey questions chosen? How do questions influence responses? Create and conduct survey. Analyze data. |
Student Activities and Tasks
Text-Dependent Questions
What do people outside of our community think about our neighborhoods?
What do I know, what can I learn, and what do I want others to know about my 'hood?
Where is South Shore? What do people think about the fifth graders' hometown of Chicago?
What is the United nations committed to upholding?
What has the UN stated in clear and simple terms?
Using evidence from the second paragraph of the preamble of the declaration, cite a few reasons for the proclamation of the declaration.
What is the essential overall meaning of the poem? How does the poetic device like repetition and what are the possible beliefs or underlying meaning the poet meant when using precise language?
What needs or values would you need in an ideal world? What is a recent conflict /mourning or celebration you have experienced at home, school or community?
Formative Assessment Strategies and Tasks
Blog postings
Group Discussions and planning
Completed assignments /"I Am"poems
Apply Non-Violent Communication Skills in Group Work
Develop, conduct and analyze survey
Students will write a rap, a poem or prose about how people view them and their city, how the declaration of human rights is not respected. With some success, students will be able to synthesize what they read about in “Fifth-graders defend their South Shore neighborhood,” the doc of human rights and the two videos.
Culminating Assessment
Make a public service announcement describing what others think of "Me" and who I really am.
Mask making project-students sketch out their grief/blocks/ pain oppression on the inside of their plaster of paris mask and on the outside their hopes/ dreams/liberation to show they are breaking through the mask of oppression to one of liberation.
They'll then orally share their mask and partake in group presentations of someone in their neighborhood they interviewed that represents this role model that is thriving/non-violent.
Identification of Community Need and Action Steps to Address Community Need
Background Knowledge and Prerequisite Skills
none
Pre-requisite Learning
none
Pre-assessment of Readiness for Learning
A. Discussion/Reflection on how we are seen in the world and how we might change others' assumptions of us
B. Anticipatory set :What does thrive mean?
What basic human necessities are needed to thrive in society?
What does it mean to b e oppressed or experience oppression?
What does it mean to be resilient or show resiliency?
C. Mini lesson on poetic devices using brain pop/background knowledge on poets will be shared to understand historical time periods when written references are being made.
Organization of Instructional Activities
We will move our instruction from broad to personal perspectives on understanding the conditions in the larger world as well as our own. By moving from the global/community perspective into the relational/historical experience and end with the personal perspective, students will develop a deeper understanding and appreciation of themselves within time and space.