A Vision for Unity
Overview
Students analyze the foundational events and documents that have shaped the collective U.S. identity. They consider how the lack of representation in historical narratives about early America have influenced the extent to which different groups of people are seen, protected, and represented in U.S. government and society. By the end of the unit, students apply skills related to primary source analysis and discourse to consider the question: How can expanding our perception of American identity create a more just society? Students share their visions for America through a collaborative quilt that highlights their individual identities and their hopes for the collective identity of the nation.
Educator Welcome
Dear Educator,
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Acknowledgements
Unit Credits & Acknowledgments
Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit.
Design Teachers and Schools:
- Amanda Creasia
- Brad Clay
- Christine Pyle
- Delaney Hanon
- Diya Bailey
- Heather Wren
- Nathaniel Okamoto
A special thank you to Amanda Christensen for her leadership and support throughout this project.
The Educurious Team:
Unit Development Team:
- Writers: Janel Brown, Cody Pietro
- Educurious Reviewer: Valeria Gamarra
- Editors: Clare Lilliston, Rachel Parish
Production Team:
- Erik Robinson, Angela Rosenberg
Project Managers:
- Chris Carter, Valeria Gamarra
Educurious Leadership:
- Jane Chadsey, CEO
Unit Poster Image Credits:
- Poster created by Carlos Suarez-Murias
License & Attribution
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Unit at a Glance & Teacher's Edition Download
Download full PDF Teacher's Edition Here
Module 1 Overview: All Men Are Created Equal
Module Overview
Module 1: “All Men Are Created Equal”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
How do our identities shape the way we experience the world around us?
Module Overview
In this module, students unpack identity and how it shapes the world around us. They work to understand how celebrating and respecting individual identities leads to a stronger collective identity and a more just society.
In Lesson 1.1, students reflect on their personal identities and work with their peers to define American identity. In Lesson 1.2, students explore how collective identities often exclude some groups of people from representation. In Lesson 1.3, students unpack intersectionality and how having specific identities can influence a person’s place in the social hierarchy and their overall lived experience.
By the end of this module, students will have an understanding of how the U.S. collective identity does not represent all of the people who live in U.S. society. They will have begun to reflect on how we might rethink our collective identity so that it is more inclusive. In Module 2, they will dig deeper into the Declaration of Independence as a founding document to understand its part in shaping the U.S. identity.
| Lesson 1.1: Personal Identity (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. |
| Lesson 1.2: Collective Identity (60 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views on the American, or U.S., identity and their place within it. Finally, they hear from others about what they think it means to be American. |
| Lesson 1.3: Intersectionality (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.1: Personal Identity
Teacher Guide
Lesson 1.1: Personal Identity
A Vision for Unity
Unit Driving Question: How can expanding our perception of American identity create a more just society?
Module Driving Question: How does our identity shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will define identity and reflect on the layers of your individual identity. You will work with a group to craft a poster that illustrates your perception of American identity. Then, you will participate in a discussion about identity. Finally, you will learn about our unit goals and discuss your thoughts and questions.
Lesson Steps
Explore More
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical contexts shaped and continue to shape people’s perspectives. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Unpack identity | (15 min) |
Purpose: Students unpack the characteristics and layers of a person’s identity. Then, they reflect on the layers of their own identities.
You might say: Throughout our time together this school year, we are going to be exploring the many different stories, events, and societal shifts that make up the larger story of U.S. history. We will learn about the many different groups of people that have shaped the identity and trajectory of this country. In doing so, we hope to think about how we might create a future for the country that is truly equitable for all its inhabitants. To think about these big ideas, we need to start by thinking about the individual identities that make up our society: all of our unique, complex, and beautiful individual identities. Let’s start by thinking about the many different characteristics that make up identity.
[Slides 2–4] Define identity.
- [Slide 2] Read the definitions on the slide and clarify any unknown vocabulary in the definitions.
- social identity: identity characteristics that affect how others interact with you and you interact with others; these can include race, gender, age, and other characteristics
- personal identity: identity characteristics you would give yourself; these can include traits, behaviors, beliefs, values, and other characteristics that make you who you are
- Ask: Why might a person’s social identity be different than their personal identity?
- Possible response: Social identity is shared with other people—It’s based on group-level characteristics. Personal identity is more specific and is unique to each individual.
- [Slide 3] Read the definitions on the slide and clarify any unknown vocabulary in the definitions.
- visible identity characteristics: identity characteristics that are readily seen by others
- invisible identity characteristics: identity characteristics are not readily seen by others
- Ask: How might visible identity characteristics impact the lived experience of a person more than their invisible identity characteristics do?
- Possible response: Most people won’t see your invisible identity characteristics—They’ll only know those things if they really get to know you. So they base the way they interact with you on your visible characteristics alone.
- [Slide 4] Facilitate reflection on identity.
- Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg?
- Possible response: There’s a part of the iceberg that is visible, above the water, and a bigger part that’s invisible, beneath the water, just like our identity characteristics on and below the surface.
- Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg?
- [Slide 5] Display the identity iceberg diagram.
- Talking points:
- The expression “this is just the tip of the iceberg” comes from the idea that the majority of an iceberg’s mass lies below the surface of the water so that the part of the iceberg that we do see is only a small part of its actual size.
- Similarly, our identity is layered. There are parts of our identity that are visible to others immediately, there are parts of our identity that are just below the surface, and there are parts of our identity that are deeper, and even more difficult for others to see.
- Talking points:
[Slide 6] Provide instructions for individual reflection.
- Distribute the Personal Identity Iceberg handout.
- Invite students to draw an iceberg and create a visual representation of the layers of their identity by listing the characteristics of their identity on the iceberg.
- Let students know that they will not have to share their personal identity iceberg reflections with anyone but that it will help them during discussion, later in the lesson.
| Step 2: Unpack American identity | (40 min) |
Purpose: Students work in small groups to create an American identity iceberg poster using the iceberg framework. Then, they learn the discussion skill “elaborate & clarify” and participate in a whole-class discussion.
You might say: You all have crafted a personal identity iceberg that contains your visible and invisible characteristics. Now, we are going to consider the concept of an American identity. In this activity, you will consider what visible and invisible characteristics make up an American. We might not all have the same perception of what characteristics an American has, so we will have the chance to discuss the similarities and differences between our perceptions, as well as similarities and differences between our personal identities and our perception of the American identity.
[Slide 7] Facilitate the American identity iceberg poster activity.
- Read the directions on the slide.
- With your group, discuss American identity. How would you define it? What characteristics does an American have? Consider both visible identity characteristics—the explicit elements of American identity—and invisible identity characteristics—the implicit elements of American identity.
- As a group, draw an iceberg on your group’s chart paper and add the visible and invisible American identity characteristics to the correct parts of the iceberg.
- Place students into small groups and distribute materials.
- Provide students time to discuss and create their American identity icebergs.
[Slide 8] Facilitate a Gallery Walk with a sticky note discussion.
- Invite students to tape their group’s American identity iceberg posters to the walls.
- Read the directions on the slide:
- Rotate around the room to view the posters.
- Add sticky notes to other groups’ posters. You can respond to their posters with agreement, disagreement, or a question. You may also respond to sticky notes that have already been added to the posters.
- Provide students time to rotate and add sticky notes to the posters.
[Slides 9–11] Introduce the “elaborate & clarify” discussion skill.
- [Slide 9] Frame the skill.
- Make clear, backed-up arguments.
- Communicate our opinions clearly and effectively inside and outside of class.
- [Slide 10] Introduce skill vocabulary.
- elaborate: provide more or extra or new information about the idea you are discussing
- Talking point: If you are asked to elaborate in a discussion, it means that you need to provide more evidence or extra reasoning to back up what you have already said.
- clarify: go back to what you have already said and make it clearer
- Talking point: If you are asked to clarify something, it’s because your audience doesn’t really understand why you said something and wants you to explain it a little bit better. You are not adding new information. You’re going back and making your statements clearer.
- Provide examples.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.”
- Someone might ask me, “Can you clarify what you mean when you say scientists have talked about multitasking?”
- I would then go back to my argument and say, “Yes, what I meant was that scientists have done research that proves that video games help students learn how to multitask, which makes them better students.”
- In this example, I have made my original statement clearer.
- Someone might also ask me, “Can you elaborate on why you say that video games make people smarter?”
- I would then have to look for more evidence to prove my point. I might say something like “Yes, so scientists found that students who play an average of 30 minutes of video games a day are more likely to be stronger math students. This proves that video games make society smarter.” This is made-up information, by the way, but it shows how I would have to use more information to back up my argument.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.”
- elaborate: provide more or extra or new information about the idea you are discussing
- [Slide 11] Introduce the discourse skill “elaborate & clarify.”
- Talking points:
- Since we are just learning this skill, I will be the one asking you all to elaborate or clarify.
- As we discuss I will have some sentence starters you can use if you are asked to elaborate and clarify (pull from skill chart above) in case you get stuck.
- Eventually, we’ll get so good at making clear and evidence-based arguments that we won’t be asked to elaborate or clarify.
- Prompting skill:
- Can you elaborate on…?
- What do you mean by…?
- Can you tell me more about what you mean by…?
- What makes you think that?
- How does that connect to…?
- I am a little confused about the part ____. Can you unpack that for me a little more?
- Can you be more specific? What do you mean by…?
- Responding:
- I think it means that…
- In other words….
- It is similar to when…
- I meant that…
- It connects to what we learned about…
- An example of this is…
- Another way to think about this is…
- Talking points:
[Slide 12] Facilitate discussion.
- Ask:
- According to this class, what characteristics does an American have?
- How do the identities of the people in this classroom match up with this class’s perception of American identity?
- Remind students to use evidence from the posters and the sticky note discussion to back up their responses.
- Throughout the discussion, prompt students to elaborate & clarify using the prompting skill sentence starters. You can also encourage students to prompt each other.
[Slide 13] Reflect on the discussion.
- Invite students to reflect on the discussion using the prompts on the slide.
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Introducing and Teaching Discussion Skills Throughout this unit and this course, students will be participating in several different discussions. To foster an environment that sees discourse as a key skill and works to improve those skills, we must:
You can do this using several different discussion skills. There are many different ideas about the most important discussion skills students should practice in social studies classrooms, but throughout this course, we will be using the model found in Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. You can find an article by one of the authors of this book explaining the five core academic discussion skills here. You can substitute the “elaborate & clarify” skill with any discussion skill you want to use, but best practice recommends choosing one discussion skill to focus on throughout an entire unit to build capacity around that skill. You might not have students practice and reflect on the skill for every single moment of discussion, but the more you can reference a specific discussion skill, the more students will start to use it in all discussions. Some final best practices to consider are:
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| Step 3: Learn about the unit | (5 min) |
Purpose: Students learn about the focus and content of the unit, and the final product.
You might say: This unit will serve as a foundation for our understanding of U.S. history, as well as for our historical thinking skills. In order to build that foundation, we will think about why we learn U.S. history and how we can take our learning and use it to understand and improve our present.
[Slide 14] Introduce the unit poster.
- Review the unit driving question, the module driving questions, and the final product.
- Ask:
- This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means?
- Possible response: I think it means that everyone in the United States is supposed to be equal.
- Based on this lesson and your prior knowledge and experience, do you think this quote is true? Why or why not?
- Possible response: I don’t think it’s true. For one, it only includes men, so there are loads of people it doesn’t include as is. My identity iceberg also didn’t fit in with the American identity iceberg my group created, which suggests that some identities are given more importance and power than others.
- Instruct students to ask their partners the following questions:
- What is one question you have about this unit? It could be about the content or the final product.
- What is one thing you’re excited about learning?
- This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means?
- Then, invite 3–4 students to share out their responses with the whole class.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: Collective Identity
Teacher Guide
Lesson 1.2: Collective Identity
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How do our identities shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will work to define collective identity and trace the history of the characteristics you associate with American identity. Then, you will discuss your views on the American, or U.S., identity and your place within it. Finally, you will hear from others about what they think it means to be American. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views about the American, or U.S., identity and their place within it. Finally, they hear from others about what others think it means to be American. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about collective identity | (30 min) |
Purpose: Students build on their understanding of identity by unpacking the idea of collective identity. They return to their American identity iceberg posters and consider the historical events that impacted the characteristics they included.
You might say: We have spent some time exploring the different elements and layers that make up our identities, and we created icebergs to represent our perceptions of the American identity. In this lesson, we will dive a little deeper into the concept of a collective, or group, identity, and how those group identities are constructed.
[Slides 2–3] Define collective identity.
- [Slide 2] Distribute the Collective Identity Notes Organizer handout.
- Direct students to Part 1 of the handout. Read the directions.
- Invite students to use the following definition of collective to individually brainstorm ideas about collective identities.
- collective: several persons or things considered a group, or a whole; for our purposes, a collective is a group of people who share a common interest or work together to achieve a common objective.
- [Slide 3] Display the following definition for collective identity. Direct students to take notes on the handout.
- collective identity: the beliefs, values, and ideas that guide the actions of the group; collective identities develop over time and are influenced by historical events.
- While there might be a lot of diversity in thought within a group, when we try to figure out the collective identity of a group, we might consider:
- Who makes decisions for this group? Who has power?
- How many different identities exist within the group?
- What identities are most visible?
- What does this collective celebrate? How do they celebrate?
- What does this group of people value? How do you know?
- Is this group known for something unique? If so, what?
[Slide 4] Play the video “The History of the Mardi Gras Indians” [2:35].
- Invite students to consider the questions in the “Explore” section of Part 1 of the Collective Identity Notes Organizer handout as they watch the video.
- Provide students a few minutes to answer the questions after the video plays.
- Then, invite a few students to share their responses as a whole class.
[Slides 5–6] Provide instructions for small group work.
- [Slide 5] Place students back in their small groups from the American identity iceberg activity in Lesson 1.1. Return each group’s American identity iceberg poster.
- Instruct students to add to their posters based on the questions associated with collective identity and the cultural identity iceberg.
- Provide students time to add to their posters, then invite a few groups to share out.
- [Slide 6] Ask students to add to their group posters by thinking about the historical events that might have led to the development of the elements that make up the collective American identity. You may wish to provide scrap paper or sticky notes for this section of the activity if student posters are filling up.
- For example: If students included military strength as a characteristic of American identity, they might talk about the origins of the United States as a nation and the Revolutionary War, which led to those in charge placing value on military strength to defend their concept of freedom. If they included fast food, they might talk about capitalism as a driving force behind franchises such as McDonald’s, Burger King, and KFC.
[Slide 7] Lead share-outs.
- If time allows, you can set up a Gallery Walk of the revised American identity iceberg posters created by small groups and give groups time to rotate through all the posters, adding their thoughts and reflections to the posters with more sticky notes.
- Otherwise, you can invite different groups to share their reflections on one of the characteristics they unpacked until you have heard from all of the groups. Then, lead a whole-class discussion.
- Ask: How can studying U.S. history help us understand the American collective identity?
- Possible response: When we study U.S. history, we are uncovering clues about the events that have shaped the American collective identity. This can help us understand the reasons why our society operates the way that it does today. Studying history helps us understand why groups of people do what they do, good or bad. In turn, this can help us figure out how to shift our society so that it is truly inclusive for all.
| Step 2: Discuss your personal views on American identity | (15 min) |
Purpose: Students participate in an active-listening activity to hear from their peers about their peers’ own views of the American Identity. Then, they hear from others about what it means to be American and discuss what influences people’s views on whether they identify with the collective identity of the United States.
You might say: We will now spend time thinking about the collective identity of our country. What does it mean to be American? We could say it simply means you live in the country we are in right now. But in reality, this is a collective identity that feels complicated to a lot of people. It has been shaped over time in ways that include some people and exclude others. When it comes to how we define the U.S. identity, and whether we see ourselves represented in it, it can be quite a personal answer. We’re going to spend some time discussing our views on this in a way that encourages us to listen to and learn from our peers.
[Slides 8–9] Provide instructions for the active-listening activity. Use the guidance below.
- Talking points:
- Work with a partner to reflect on the questions:
- Do you identify as American? Why or why not?
- What does it mean to be American?
- Who is included in the U.S. identity (as it exists today)? Who is left out?
- One person speaks. The other listens and asks clarifying questions but does not share their thoughts or opinions until it is their turn.
- Partner A will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner B can ask one of the following questions.
- When you said ____, what did you mean?
- Can you elaborate on your statement about _______?
- Can you give an example to support your statement about _______?
- After 5 minutes, Partner B will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner A can ask one of the above questions.
- After both partners have spoken, each partner has 3 minutes to reflect on and discuss one statement their partner made that stuck with them during the activity.
- Tell students you will keep time and let them know when it is time to switch.
[Slide 10] (Optional) Lead a reflection on the active-listening activity.
- Students discuss the extent to which the activity helped them listen to understand, rather than listen to respond, and how they can use this protocol. Ask:
- How did it feel to not respond in the moment to what your partner said?
- How does this activity help strengthen our listening skills?
- What can we take from this activity to use in other parts of our lives?
Teacher Tip: Navigating This Conversation With Undocumented Students When thinking about what it means to be American, many people might jump to the definition of someone who was born in the United States. As we know, there are many Americans who were not born in the United States and many who are undocumented. We are not defining the American identity through citizenship in this course. Through this conversation we hope that students will walk away understanding that although many people have a very narrow picture of what being American is, we must work together to expand that identity because the United States is a much more diverse and complex place. Here are some considerations if you are having this conversation with undocumented students:
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| Step 3: Consider different perspectives on the American identity | (15 min) |
Purpose: Students hear different perspectives on the American identity and consider whether they agree with these perceptions of who Americans are.
You might say: Now that you have heard from one another about your perception of American collective identity, we are going to watch a couple of videos that display the perceptions of other people about the American collective identity. We will think about what affects our perception of American identity, and whether we agree with the perceptions others may hold about Americans. Then, we will think about ways we might make our understanding of American identity more inclusive.
[Slide 11] Play the video “70 People From 70 Countries Imitate Americans” [2:24].
- Direct students to Part 2 of the Collective Identity Notes Organizer handout.
- Play the video and provide students time to respond to the first question in Part 2 of the handout.
- Invite 3–4 students to share out.
- Ask: Do you agree with the way people outside the United States perceive American identity? Why or why not?
- Possible response: I don’t agree with the way they made it seem like Americans aren’t smart. My classmates and my family members have lots of knowledge and skills, and the impressions came off as really shallow.
- Ask: How might the perception of others influence the American collective identity?
- Possible response: It seems like a lot of people outside the United States think Americans are overly friendly. That might make Americans more likely to double down on that friendliness because they see it as a positive trait.
[Slide 12] Play the video “What Does It Mean to Be American?” [2:49].
- Play the video and provide students time to respond to the second question in Part 2 of the Collective Identity Notes Organizer handout.
- Invite 3–4 students to share out.
- Ask: What factors influence how people define what it means to be American and whether they feel included in the U.S. collective identity?
- Possible response: Cultural identities, class, parent heritage and background, race, religion. There seems to be a defined picture of what it means to be American so that it is associated with being White and born in the United States. If a person’s identity is different than that, it can make them feel like they are not American, even when they live and participate in American society every day.
- Ask: Given the videos we watched and our peer discussions, how would you now describe the U.S. collective identity today? How might we make it more inclusive?
- Possible response: Responses will vary but might include ideas about the collective identity of the United States today being very narrow because it seems to represent only one group of people, while, in actuality, the country is made up of many diverse groups of people. To make our collective identity more inclusive, we must examine the things in our society, whether it’s systems or opinions, that are sending the message that some people are not American because of their identities.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: Intersectionality
Teacher Guide
Lesson 1.3: Intersectionality
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How do our identities shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will learn about social hierarchies that exist in the United States and discuss the factors that have influenced them. You will brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, you will define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, you will participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Create a Know & Need to Know chart | (10 min) |
Purpose: Students consider what they know and need to know about American collective identity, social hierarchies, and intersectionality to form an opinion on how to build a more inclusive society.
You might say: To start our lesson today, we are going to create Know & Need to Know charts. This is an opportunity to take stock of your learning from the last two lessons and to think ahead about what you still need to learn to form an opinion on how to build a more expansive perception of American identity in service of a more inclusive society.
[Slide 2] Provide instructions for small-group work.
- Distribute the Know & Need to Know chart and read the directions with students.
- Ask students to begin filling out their charts independently for a few minutes.
- Then, invite students to work in groups to discuss their notes and add to their charts based on the discussion.
- If time allows, invite some students to share their responses as a class.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about different tactics and pedagogical considerations at the Opening Paths website and how to use students’ questions for planning and assessment from PBL Works. |
| Step 2: Learn about social hierarchies | (15 min) |
Purpose: Students define social hierarchies and apply what they learned about the U.S. collective identity to brainstorm questions they want to answer throughout the year to help explain how the social hierarchies in the United States came to exist.
You might say: In our last two lessons, we spent some time thinking about the U.S. collective identity. We participated in an active-listening activity to hear from our peers about whether or not they saw themselves in that U.S. identity. Today we are going to build on that understanding by thinking about how people in the United States experience the world differently based on their individual identities. To do this we are going to learn about social hierarchies and intersectionality.
[Slide 3] Provide context for social hierarchy.
- social hierarchy: a system in which members of a society are ranked according to their status or authority in that society.
- A person’s authority, or status, in a society is influenced by several different factors. These vary from society to society.
- For example, in one society a person might have more status because they are a religious leader. In another society, religion might not mean as much, but you might have more status if you are wealthy.
[Slide 4] Lead a whole-class discussion.
- Ask: What factors might influence where people fall in a social hierarchy?
- Possible responses: How much money they have, how powerful they are, race, class, religion, ethnicity, education, etc.
- As students respond, keep notes in a class notes organizer or on chart paper.
You might say: Throughout this course, we’ll be looking to understand U.S. society better. We’ll be looking to figure out how the social hierarchy that exists in the United States came to exist. To do this we’ll look at early American history, but we’ll also look at more recent events. Let’s spend some time brainstorming questions that might help us understand the social hierarchy in the United States so we can find answers throughout the year.
[Slide 5] Provide instructions for a small group brainstorm.
- Set up student small groups.
- Distribute scrap paper to the small groups.
- Invite students to brainstorm questions that they have about social hierarchies or questions that might help answer why social hierarchies exist or why some people are at the top while others are at the bottom.
- Let students know that they should brainstorm as many questions as possible since these are questions we’ll try to answer over the whole year through our study of U.S. history.
- Invite students to share their questions with the whole class.
- Take notes on these questions on a piece of chart paper that you can put up in your class.
- Tell students that you will all be working to answer these questions throughout the year. Invite them to reference the questions throughout the year when they feel they have found answers or partial answers.
[Slide 6] Lead whole-class discussion.
- Ask: How might valuing the different identities of people living in the United States lead to a less hierarchical society?
- Possible response: Responses will vary, but students might say that a person’s identity impacts where they land on the social hierarchy of a specific society. Where a person lands on the social hierarchy in turn impacts their quality of life, or how they experience the world. If a society discriminates against a specific identity, people with those identities might live lower in the hierarchy, which means their lives are harder than people higher in the hierarchy. If we were to be more inclusive of everyone’s identity, then we might not have such damaging hierarchies.
| Step 3: Unpack intersectionality and apply it to U.S. identity | (35 min) |
Purpose: Students learn about intersectionality through a source exploration activity. They watch the video “Intersectionality 101” to understand how people experience the world differently based on their intersecting identities. They discuss how the ideas of intersectionality and social hierarchy can inform our understanding of how different groups of people experience U.S. society and how we might work to create a more inclusive U.S. identity.
You might say: Social hierarchies are made up. They are constructed by the people who live in a society over a period of time. Where you fall on the social hierarchy can determine your quality of life in society. We’ve been talking a lot about identity, both our individual identities and the collective identity of our country. A person’s identity and their ranking in a social hierarchy are closely related. To understand this a bit better we are going to learn about a concept known as “intersectionality.” Intersectionality can help us understand how a person’s many elements of identity can impact the treatment they receive in society given the social hierarchies that exist. Understanding intersectionality can help us see the changes that we need to make so that people do not continue to have different lived experiences in our society based on their identities. We are going to think about how we might use our understanding of social hierarchies and intersectionality to imagine a different collective identity for the United States.
[Slides 7–8] Facilitate a source exploration.
- [Slide 7] Distribute the Intersectionality Source Exploration handout.
- Model reading and analyzing Source 1.
- Talking points:
- On these charts, people’s wages are represented as a percentage of White men’s wages.
- The wage gap between a living wage and a minimum wage affects people across all racial and gender groups in the United States. It is a serious issue that is impacting many people with many different identities.
- While many different groups of people are impacted by the wage gap, women are more heavily impacted, and women of color even more so.
- For example, I see that Black men make 73% of what White men make. I also see that White women make 82% of what White men make and Black women make 65% of what White men make.
- Therefore, if you’re a woman, you make less money, and if you’re Black, you make less money. But if you’re a Black woman, you make even less—Your wages are affected by the combination of your race and gender.
- [Slide 8] Place students in small groups.
- Read the instructions on the slide.
- Examine the remaining sources one at a time.
- Discuss and respond to the question associated with each source on your handout.
- Respond to the final reflection question on your handout and prepare to share out.
- Invite students to share their responses to the reflection question.
[Slides 9–12] Define intersectionality.
- [Slide 9] Direct students to Part 2 of the Intersectionality Source Exploration handout. Invite them to take notes on this handout as you go through the following information as a class.
- intersectionality: a framework, or mindset, of thinking that asks us to examine how all aspects of a person’s identity impact their lived experience in the world
- [Slide 10] Explain intersectionality.
- Developed in 1989 by Kimberlé Crenshaw, intersectionality asks us to examine how a person might be affected by many different forms of oppression in a society given their different identities.
- In other words, identities intersect and there is no way to separate one element of a person’s identity from the whole. This means people might be affected by the oppression they face for many different parts of their identity at once.
- [Slide 11] Explain intersectionality as a mindset.
- When we look to build social movements, having an intersectional mindset allows us to see the many ways different people might be affected by the issue we are trying to solve.
- We can have an intersectional mindset by thinking about how someone’s many identities (ex: gender, caste, sex, race, ethnicity, class, sexuality, religion, disability, weight, and physical appearance) shape their experiences in our society.
- [Slide 12] Play the video “Intersectionality 101” [3:03].
- Invite students to share out their responses to the question associated with the video at the end of the Intersectionality Source Exploration handout.
- Talking points:
- The different parts of a person’s identity influence the oppression they face.
- Even when the source of that oppression is an issue that affects people with many different identities, some people face the effects even more given how their different identities intersect.
[Slide 13] Facilitate discussion.
- Provide students time to review their American identity icebergs from Lesson 1.1.
- Remind students that they are working on the “elaborate & clarify” discussion skill.
- Invite students to respond to the discussion questions with a partner.
- Where do you see social hierarchies and intersectionality come up in your American identity icebergs?
- What do the ideas of intersectionality and social hierarchies tell us about how some groups of people are treated in our society?
- How can intersectionality help us see where we need to do the most work to create a society where everyone is equally represented?
- If time allows, invite students to pair up with another group so that they form small groups, provide scrap paper for students to take notes, and invite students to share their thoughts as small groups.
- Then, invite students to participate in a whole-class discussion.
- Look for evidence of the following during the discussion to assess students’ understanding of the content they are discussing:
- Intersectionality helps us see that people with multiple oppressed identities experience the world differently than a person who does not have intersecting identities.
- This can help us understand the experiences of people who are different than us.
- Intersectionality can also help us see where we need to grow as a society because it can help us see what identities are facing the most oppression within our society.
[Slide 14] Reflect on the discussion.
- Invite students to self-reflect after the discussion using the following sentence starters:
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Assessing Students Through Writing This is a good checkpoint to assess students’ understanding individually. There are several options for writing prompts in the discussion questions; you can have students choose one and use evidence to respond to it. You can also return to the module title here (at the close of the module) and ask students to reflect on its veracity and use evidence from the module to back up their thoughts. |
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 2 Overview: Certain Inalienable Rights
Module Overview
Module 2: “Certain Inalienable Rights”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
Who is included in the founding American ideals?
Module Overview
In this module, students explore the founding principles that shaped the U.S. collective identity and influenced U.S. society as it is today. Throughout this module, students also begin to develop a vision for a more inclusive U.S. identity and society. They explore what it might look like for the collective American identity to include all of the people who live in what we now call the United States.
In Lesson 2.1, students review key details of the Declaration of Independence, U.S. Constitution, and Bill of Rights to build historical context. They hear from two people about the contradictions between these founding ideals and the lived experiences of Indigenous people and immigrants today. In Lesson 2.2, students learn about the American dream and how it relates to American capitalism. They unpack how this ideal shaped U.S. society from its very foundation. They learn about the way that capitalism allowed enslavement to grow in the United States and how enslavement led to a race-based hierarchy that we are still grappling with today. In Lesson 2.3, students participate in a fishbowl discussion where they explore the many different paths we might take to create a more inclusive nation and to shift our U.S. identity so that it reflects all of the diversity and complexity in our society. Students close out the module by creating a found poem where they rethink the founding documents and create a message about what we can do to move our society forward.
| Lesson 2.1: The American Identity (90 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they connect that video to their understanding of the collective U.S. identity. Finally, students read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. |
| Lesson 2.2: The American Dream (90 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. |
| Lesson 2.3: A Vision Forward (90 minutes) | |
Key Standards for Success Criteria D2.His.16.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: The American Identity
Teacher Guide
Lesson 2.1: The American Identity
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, you will watch a video that asks you to reflect on the ways that the founding ideals of the United States apply to different groups of people. You will connect that video to your understanding of the collective U.S. identity. Finally, you will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they will watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they will connect that video to their understanding of the collective U.S. identity. Finally, students will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about the founding documents | (50 min) |
Purpose: Students build context about the Declaration of Independence, U.S. Constitution, and Bill of Rights through a jigsaw activity that provides an overview of each document. Then, they compare their notes from the jigsaw activity as they learn more about each document.
You might say: Today we are starting Module 2 of our unit. In Module 1 we spent a lot of time discussing the importance of celebrating the diversity and complexity of the many identities of people living in U.S. society. We discussed the U.S. collective identity as it exists today and spent some time reflecting on why some people do not see themselves represented in that identity. In this module, we will spend time figuring out how the collective identity of the United States developed right from the moment that the United States became an independent nation. Throughout this unit we will continue to examine the ways in which different groups of people experience the ideals that have been laid out through U.S. documents. We will discuss how we might create a society that truly protects all of its members.
[Slide 2] Introduce the primary source analysis framework.
- Define primary source and secondary source.
- primary source: a source of information from the time and place you are studying (ex: the Declaration of Independence)
- secondary source: a source of information about the time and place you are studying, but not from that time/place (ex: an article about the history of the Declaration of Independence)
- Talking points:
- We are going to read the Declaration of Independence, which is a primary source document.
- A primary source is a source of information from the time and place we are studying.
- When we read primary sources, and even when we read most secondary sources (sources about the time and place we’re studying, but not from that time/place), we need to think about the context of that source.
- This is important because sources of information come from particular perspectives, and it’s up to us to determine what information we can gather from a particular source.
- We will practice this process with the introduction to the Declaration of Independence.
- To start, we will learn about the history of this document.
[Slides 3–5] Provide further context for the Declaration of Independence.
- Distribute the Declaration of Independence handout.
- [Slide 3] Provide context for the Declaration of Independence.
- The American colonies were under the control of the British government from 1607 to 1783.
- In the years leading up to the Revolutionary War, a series of problems between England and the colonists escalated and led colonists to seek independence.
- American colonists grew tired of what they saw as unfair taxes and oppressive actions such as the Quartering Act, which allowed British soldiers to live in the homes of American colonists without obtaining their permission.
- [Slide 4] Provide additional context.
- By writing the Declaration of Independence (1776), American colonists declared their independence from England. U.S. independence was not formally recognized by England until the end of the Revolutionary War in 1783.
- The Declaration of Independence was important because it explains the reasons for the American colonies to become a new country, the United States of America.
- The Declaration of Independence also says that people have basic rights that a government should protect, such as life, freedom, and the ability to pursue happiness.
- [Slide 5] Ask: Given what we know about U.S. history, who was included and excluded from the Declaration of Independence?
- Possible response: The Declaration said that “all men” are created equal, but it only applied to White men. People were still enslaving Black people at the time, so Black people were not included. Women, including White women, were also excluded from the language, so the document only included White men. In other founding documents we learn that this just included White landowning men.
- [Slide 6] Provide students time to complete the Context, Audience, Perspective, and Purpose boxes on their Declaration of Independence handouts.
- Invite 2–3 students to share out their responses for each box.
- Talking points:
- Notice that we were able to fill out almost all the elements of our source analysis tool before even reading the source.
- Now, we can approach the text of the document fully informed about where it came from, which will help us gather information from it more effectively.
- As we read, keep the focus question we are trying to answer in mind: Upon what ideals was the United States founded?
[Slide 7] Read the introduction to the Declaration of Independence.
- Read the introduction to the Declaration of Independence as a class, one sentence at a time.
- Define vocabulary necessary to understanding as you go.
- Invite students to translate each sentence into modern English as you read.
- Ask: How would you summarize this text in 1–2 sentences?
- Possible response: The people writing this document are saying that England has been acting as a tyrant over the colonies, and it is their right to overthrow that government and found their own, one that better serves them.
- Reread the introduction to the Declaration of Independence as a class, this time focusing on the question (“Upon what ideals was the United States founded?”). You may invite students to read out their modern-English translations rather than the text itself.
- Go over the questions associated with the Significance box of the source analysis tool.
- Talking points:
- Use the text of the source to answer our question.
- Considering our limitations in understanding, a source helps us consider our perspective, in addition to the perspective of the source.
- Ask: What limitations do you think we might have when it comes to understanding this document?
- Possible response: This was written in very different language than we use today, and it could be that we missed some of the intended meaning.
- Invite students to turn and talk to their partner about the Significance box of the source analysis tool.
- Provide students time to write a response in the box.
[Slide 8] Create an American founding ideals poster.
- Place students in small groups.
- Distribute chart paper and markers.
- Invite the student groups to create a list of American founding ideals on the chart paper, based on the content of the Declaration of Independence.
[Slides 9–14] Explain the U.S. Constitution and Bill of Rights.
- [Slide 9] Provide context for the U.S. Constitution.
- During the Revolutionary War, the former colonies realized they needed to create their own government now that they were fighting to break away from England’s government.
- The Articles of Confederation (1777) laid out the structure of government for the new country. However, this government lacked central authority and had limited power to address national issues.
- By 1787, it was clear that the new country needed a government with a stronger central power. This led to the writing of the U.S. Constitution.
- [Slide 10]
- The debate over how much power the federal government should have compared to state governments is still a debate we are having today, and it can be traced to the earliest days of U.S. governance.
- The U.S. Constitution (1787) was written to establish a stronger and more effective system of government for the newly independent United States.
- This document sought to create a balance of power between the federal government and the states, define the rights and responsibilities of citizens, and provide a framework for governing the nation.
- [Slide 11] Play the video “Schoolhouse Rock: Constitution Preamble Lyrics” [2:45].
- Provide student groups time to add American founding ideals to their chart paper.
- Invite groups to share out the ideals they added.
- [Slide 12] Provide context for the Bill of Rights.
- Even after the writing of the U.S. Constitution, the Founders continued to debate how much power the federal government should have over the lives of citizens.
- Some argued that the U.S. federal government had too much power and that it would come to abuse that power. They believed we needed to add a document that would clearly lay out the protections that civilians had from the federal government.
- [Slide 13]
- The Bill of Rights (1791) was added to the U.S. Constitution to address concerns about individual rights and to limit the power of the federal government.
- It is made up of the first 10 amendments and guarantees important liberties, such as freedom of speech, freedom of religion, and the right to a fair trial.
- The inclusion of the Bill of Rights was a result of the desire to protect individual freedoms and ensure that the newly formed government would respect and uphold the rights of its civic agents.
- [Slide 14] Play the video “Bill of Rights (‘I’m Gonna Be [500 Miles]’ Parody)” [4:12].
- Provide student groups time to add American founding ideals to their chart paper.
- Invite groups to share out the ideals they added.
[Slide 15] Lead a whole-class discussion.
- Ask: How can examining the founding documents of the United States help us understand the way that the U.S. collective identity developed?
- Possible response: The U.S. founding documents help us understand the views and beliefs of the people who helped form the United States. By understanding their views and beliefs toward government, rights, and society, we can better understand how the U.S. identity today came to exist. In other words, we can learn more about why the collective U.S. identity feels exclusionary to some by understanding who was included and excluded at the time of the country’s formation.
- Ask: What language stood out to you from these documents that helps explain the values and beliefs of the people who founded the United States?
- Possible response: Responses will vary. Students can name any language that stood out but should be encouraged to think about what it tells us about the views and beliefs of the people who created the founding documents. If time allows, encourage them to unpack the distrust of government and division in ways of thinking that existed throughout the writing of the U.S. Constitution. How do we still see this today?
| Step 2: Discuss the contradictions in the founding ideals | (20 min) |
Purpose: Students watch a video that unpacks how the founding ideals of the United States exclude Indigenous voices and how they have excluded groups of people since their creation.
You might say: We have spent some time in this unit thinking about how to build a society that values and celebrates the things that make all of us different. We also just spent some time learning about the founding documents of this country. These same documents and ideals have set up a nation that protects some while excluding others. We’re going to learn more about this by hearing from an Indigenous speaker about the contradictions between the founding ideals and the ways some groups of people have been treated throughout U.S. history.
- [Slide 16] Play the video “‘We the People’—The Three Most Misunderstood Words in U.S. History” [17:44].
- Distribute the “We the People” Analysis handout.
- As they watch, invite students to answer the guiding questions on their handouts.
- Use the “We the People” Analysis Teacher Key to support student analysis.
- Invite students to share out their answers to the reflection questions at the end of their handouts.
| Step 3: Explore an immigration perspective | (20 min) |
Purpose: Students read an essay written by a high school student expressing how the immigration experience today does not match the ideals detailed in the Declaration of Independence, U.S. Constitution, and Bill of Rights. They discuss the changes we might make in society to make it a more welcoming place for all.
You might say: We are going to read one more perspective about the U.S. founding ideals and the extent to which they truly exist for all groups of people today. We will be reading an essay by a student exploring these ideas through the issue of immigration. Then, we will connect our thinking to our past discussions about creating a more inclusive U.S. society and discuss how we might create a country that protects and respects all of its members.
[Slide 17] Provide instructions for text analysis.
- Distribute the “American Identity” Analysis handout and read the directions with students.
- See the Teacher Preparation section note about adding the essay text into the handout before printing.
- Invite students to work with a partner or small group to read the excerpt and complete the handout.
- Ask students to share some of the examples they discussed in pairs or groups with the whole class.
- Use the “American Identity” Analysis Teacher Key to support the class share-out.
[Slide 18] Lead a whole-class discussion.
- Ask: Who is included in the founding American ideals?
- Ask: How can expanding our perception of American identity create a more just society?
[Slide 19] Reflect on the discussion.
- Invite students to self-reflect after the discussion using the following sentence starters:
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: The American Dream
Teacher Guide
Lesson 2.2: The American Dream
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will explore and discuss the idea of the American dream. Then, you will unpack the definition of capitalism and discuss the extent to which you believe it shapes the collective U.S. identity. Then, you will learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, you will discuss how capitalism has shaped the way some people are treated in U.S. society. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 80 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Unpack the American dream | (25 min) |
Purpose: Students read a poem by Langston Hughes and consider his message about the American dream. Then, they discuss their own views on the idea of the American dream. They read a quote from Howard Zinn and begin to explore the relationship between the American dream and capitalism. They will connect their thinking to capitalism further in Step 3.
You might say: We have been exploring the U.S. ideals that have been set up through the U.S. founding documents. We have started thinking about the extent to which all groups of people are included in those ideals. Now, we will continue this thinking by reflecting on our understanding of the American dream. Many people in the United States believe in the promise of the American dream. They believe that through hard work, anyone can have it all in the United States. But is that really true? We’re going to start this thinking through an exploration of a poem by Langston Hughes.
[Slide 2] Define the American dream.
- American dream: the ideal that the United States is a land of opportunity that allows the possibility of upward mobility, freedom, and equality for people of all class levels who work hard and have the will to succeed
[Slide 3] Provide instructions for the poem analysis.
- Distribute the “Let America Be America Again” Analysis handout and read the instructions with students.
- Invite students to work with a partner to read the poem excerpt and answer the guiding questions.
- Then, lead a discussion as a whole class.
[Slide 4] Lead a discussion about the American dream.
- Invite students to work with their partners to discuss the following questions:
- What are your views on and beliefs about the American dream?
- Do you believe in the American dream? Why/why not?
[Slide 5] Read the Howard Zinn quote.
- Display the quote.
- Ask: What is Zinn saying about hard work and the American dream?
- Possible response: Zinn is saying that the American dream is a myth and those who work hardest in our society often also make the smallest amount of money.
| Step 2: Define capitalism | (25 min) |
Purpose: Students define capitalism and discuss their views on how capitalism has shaped U.S. society. Then, they watch a video about capitalism and the American dream and discuss how the ideals of capitalism can lead to division in society.
You might say: The idea of the American dream is largely rooted in another U.S. ideal that we are going to unpack now: capitalism. Capitalism is at the root of the idea that through hard work you can achieve anything in the United States. Yet capitalism is also the reason that so many Americans don’t have access to the American dream. Capitalism is an ideal that has shaped the collective identity of the United States. Let’s learn more about it now.
[Slide 6] Play the video “What Is Capitalism?” [2:55].
- Distribute American Capitalism Reflection handout.
- Direct students to Part 1 and read the directions with students.
- Ask students to take notes on the definition of capitalism in the space provided as they watch the video.
[Slide 7] Provide a definition of capitalism.
- capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit
- When the U.S. colonies were under British rule, England’s government had a lot of control over the trade and industry of the colonies, so we can see why the United States would value private ownership once it became independent from England.
- Invite students to capture this definition in Part 1 of their American Capitalism Reflection handout.
[Slide 8] Lead a whole-class discussion.
- Ask: Do you believe that the ideas set out by capitalism (private ownership, profit, growth above all else, wealth) have heavily impacted the social hierarchy and collective identity of the United States? If so, how?
- Possible response: We talked previously about how wealth is an important part of social hierarchy in the United States. As far as the collective identity, I think the United States sees itself as a rich country where everyone is supposed to have a chance to make it big, and if you don’t it’s your own fault for not working hard enough.
- Ask: How would you define the American dream, and how is it related to capitalism?
- Possible response: I feel like it’s a trick to get the people who have to work the hardest at the worst job to just keep doing it without complaining, because maybe they have a chance to make it big one day.
[Slide 9] Play the video “Why the American Dream Is a Myth” [4:44].
- Direct students to Part 2 of their American Capitalism Reflection handout.
- Invite students to answer the guiding questions as they watch the video.
- Invite students to share the responses to their video-guiding questions.
[Slide 10] Lead a whole-class discussion.
- Ask: How does capitalism create financial inequality in our society?
- Possible response: It concentrates wealth at the top, so the richest people, who are very few, are super rich, and it leaves huge numbers of people in poverty.
- Ask: How is the American identity shaped by capitalism?
- Possible response: The American dream is based in capitalism—It’s the idea that anyone can make enough money to have the things they want to buy.
| Step 3: Explore the history of U.S. capitalism | (30 min) |
Purpose: Students explore three sources that explain how enslavement was the first big business in the United States. Then, they discuss how capitalism played a role in creating a race-based hierarchy that still impacts the collective identity of the United States.
You might say: One of the reasons that we are exploring capitalism and how capitalism has shaped the identity of the country is that capitalism has led to some real harm towards groups of people in the United States. When we think about how we want to create a national identity that represents all groups of people in society, we need to examine how those groups of people have been harmed by U.S.’s views and beliefs around profit. One of the biggest privately owned, for-profit businesses in U.S. history is enslavement. Enslavement in U.S. territory existed before the United States formally existed, and it has shaped the social hierarchy and collective identity of the United States.
[Slide 11] Provide instructions for a source exploration.
- Direct students to Part 3 of their American Capitalism Reflection handout.
- Read the directions with students.
- Invite students to work in small groups to read through the sources and respond to the guiding questions.
- Use the American Capitalism Reflection Teacher Key to support the class share-out.
[Slide 12] Lead whole-class discussion.
- Ask: The Declaration of Independence uses the words “all men are created equal” and “certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” How does the history of capitalism complicate those words? How does capitalism limit who is considered equal and who gets to exercise these rights?
- Possible response: People were considered inherently unequal from the start with enslavement, and those words were never meant to include people of color, women, or people with low incomes.
- Ask: Do you believe that we can live in a capitalist society that does not harm others? What would it take for us to do that?
- Possible response: I feel like a mostly capitalist system is always going to take advantage of most people and keep them low on the social hierarchy. Capitalism is a hierarchy. We would need to redistribute wealth and put structures in place to keep it more even.
[Slide 13] Revisit the Langston Hughes poem.
- Display excerpt from the end of the poem that students read earlier.
- Ask: What does Hughes ask of the people, at the end of the poem?
- Possible response: We need to come together as a society and build the United States that should be.
- Ask: How does this poem relate to the conversations we have been having so far in this unit?
- Possible response: We’ve discussed who is included in American ideals and American collective identity and who isn’t. Hughes’s poem talks directly about how he feels he isn’t included.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: A Vision Forward
Teacher Guide
Lesson 2.3: A Vision Forward
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, you will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, you will create a found poem that uses the text of one or more of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | |
| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students will create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Prepare for a fishbowl discussion | (20 min) |
Purpose: Students prepare for their fishbowl discussion. They use their handouts from the unit so far to prepare answers for the fishbowl discussion in Step 2.
You might say: So far in this module we have explored the founding ideals that have shaped the U.S. identity, as well as the many identities that make up American society. One of our goals for this unit is to spend some time thinking about how we might reimagine American identity so that it is more inclusive of all of the people that live in the United States. We’re going to spend this class focusing on our vision for the future by having a discussion and creating art. Let’s start by preparing for the discussion.
[Slide 2] Help students prepare for the discussion.
- Distribute the Fishbowl Discussion handout, direct students to Part 1 of the handout, and review the directions with students.
- Ask students to use their handouts from the unit as they respond to these questions so that they are pulling evidence and examples into their discussion.
- Provide guidance on how much time students will have to complete this step.
| Step 2: Participate in a fishbowl discussion | (40 min) |
Purpose: Students participate in a discussion about how the founding ideals of the United States shaped and influenced the U.S. collective identity today and how we might reimagine that collective identity in the future.
You might say: We will participate in a discussion structure that asks us to practice our listening skills as much as we practice our discourse skills. Earlier in this unit we participated in an activity that asked us to listen and ask questions to understand the views and beliefs held by our peers. As people share today, let’s try to do the same. In this way, our thoughts can be more collective, and we can make sure that everyone has the space to share their opinions.
[Slide 3] Explain to students how the fishbowl works.
- Break up the students into two circles, inner and outer.
- Assign each circle their question.
- Explain that the inner circle will have time to discuss while the outer circle takes notes. Then the two groups will trade seats (the group from the inner circle discussion becomes outer circle observers and vice versa).
- Provide a focus for observer notes. Direct students to Part 2 of their Fishbowl Discussion handout to take notes during discussion.
- Write down 2 ideas you agree with.
- Write down 1 idea you would like to explore more.
[Slides 4–5] Launch the fishbowl.
- Edit these slides to include timing, based on how much time you have for this activity.
- [Slide 4] Invite the first discussion group to sit in the inner circle. Assign tasks to the students in the outer circle.
- Circle 1 question: Can the founding documents protect the rights of all groups of people living in U.S. society today? Do they need revision? Why/Why not?
- [Slide 5] Instruct students in the inner and outer circles to switch places. Assign tasks to the new outer circle.
- Circle 2 question: What does the United States need to do to have a truly inclusive national identity with multiple diverse identity groups? What views and beliefs need to shift in society to be able to do this?
- Conclude the fishbowl.
- Provide a few minutes for students to share final thoughts based on what their peers shared.
[Slide 6] Reflect on fishbowl discussion experience.
- Invite students to share out.
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Fishbowl Discussion You can decide the order for the fishbowl discussions based on your students. Putting your more advanced students first can serve as an example for your struggling group. Putting your struggling students first can help avoid the potential intimidation of hearing the advanced students go first, and it can also give your advanced students an extra layer of discussion to build upon when it is their turn. Building heterogeneous groups will allow students to engage across ability levels.If you need more guidance, consider reviewing the following resource:
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| Step 3: Create a found poem | (30 min) |
Purpose: Students create a found poem that lays out a vision for the future of U.S. society.
[Slide 7] Watch the video “Found Poetry” [3:01].
- Ask: How might creating a found poem using the nonpoetic texts of the founding documents bring new meaning to those documents?
[Slide 8] Provide examples of found poetry.
- Use the following examples:
- Example 1: text blacked out
- Example 2: illustrated, circled text
- Example 3: text cut out
- See the teacher preparation note about adding examples to slide deck.
- Provide the following guidance:
- You can choose to manipulate the text in many different ways.
- You can black out portions of a text so that the new text takes on a new meaning.
- You can circle words and illustrate over the text to create a powerful message.
- You can cut out portions of more than one text and paste them together to form an entirely new text.
- You can use text from one document or text from many different documents.
[Slide 9] Provide guidance on planning a found poem.
- Distribute Found Poem Planning handout and read the instructions with students.
- Distribute several copies of the key excerpts of the founding documents students looked at in Lesson 2.1 (Declaration of Independence, U.S. Constitution, Bill of Rights) so that students can decide which texts they want to use.
- You can also have students use any of the texts they used throughout the unit, such as poems and quotes. Just make sure to print new copies for them to manipulate.
- Check in with students as they make their poems.
- Make sure to add specific timing guidance on this slide so students know how much time they have for each part of their planning. Here are some suggestions:
- vision: 5 minutes
- theme: 5 minutes
- share with a partner: 5 minutes
- language: 10 minutes
- construct final poem using planning page and materials: 20 minutes
[Slide 10] Provide guidance on creating a found poem.
- If time permits, have students present their poems to a small group or with a partner.
- Then, decide if you want to showcase these poems in your class as a reminder of what you are working toward through your study in this course.
Teacher Tip: Found Poems When you are selecting materials for students to use in their Found Poems, feel free to get creative. You can pull any resource—text or image—that students have seen during the unit. You can also add documents, such as the Bill of Rights or preamble to the U.S. Constitution, that you did not read as a class but that might provide additional fodder for students as they build their poems.If students get stuck, encourage them to cut out any words they find interesting and play around with different arrangements until they find something that is compelling to them. You can also consider printing these resources in students’ native languages. |
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of the check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work: If a student is unsure where or how to begin:
|
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 3 Overview: The Consent of the Governed
Module Overview
Module 3: “The Consent of the Governed”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
How can we create a more inclusive nation by upholding and protecting democratic ideals?
Module Overview
In this module, students apply their learning from the unit and create a collective quilt that tells a story about the future of the collective identity of the United States. They will create individual quilt squares that speak to their identity and their views on how we can create a more inclusive society.
In Lesson 3.1, students learn about the cultural significance of quilts by exploring quit symbols, patterns, and cultural connections. In Lesson 3.2, students workshop and complete quilt square drafts. Then, they work with a peer and give each other feedback, decide which feedback to apply, and create their final quilt squares. In Lesson 3.3, students present their quilt squares to their peers. Then, students reflect on the themes and ideas that make up the squares of their whole class. Finally, students add their squares to the larger quilt. At the end of this module, students reflect on the message created by their classroom quilt.
| Lesson 3.1: Plan Your Quilt Contribution (60 minutes) | |
Key Standards for Success Criteria D2.His.16.9-12D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. |
| Lesson 3.2: Create Your Quilt Contribution (80 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. |
| Lesson 3.3: Build a Classroom Quilt (80 minutes) | |
Key Standards for Success Criteria D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: Plan Your Quilt Contribution
Teacher Guide
Lesson 3.1: Plan Your Quilt Contribution
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will first learn about the cultural significance of quits by exploring quilt symbols, patterns, and cultural connections. Then you will focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, you will plan a quilt square as your contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about symbolism in quilts | (20 min) |
Purpose: In this step, students learn the cultural significance and some high-level history of quilting as well as quilting’s connection to the community. Students also explore some of the functional design elements of quilts, such as symbols and color use, to begin workshopping their quilt square design.
You might say: We have spent this unit thinking about the importance of celebrating the many different identities of people living in the United States. We have also spent time thinking about how we might shift the collective identity of the United States so that it is truly inclusive of all members of society. In these next few lessons, we will be taking these ideas and creating a classroom quilt that encompasses the many different identities in our classroom community and that collectively builds a vision for the future of the United States.
[Slide 2] Invite students to preview their project one-pager.
- Distribute the Unit 1 Quilt Final Product Checklist.
- Read the one-pager as a class.
- Provide deliverable dates for students, created based on the amount of time you have for this project as a class.
[Slide 3] Provide guidance for the Quilt Source Exploration activity.
- Distribute the Quilt Source Exploration handout.
- Read the directions with students.
- Invite students to work with a partner to complete this exploration through a jigsaw.
- Students work with a partner to explore five quilt examples.
- In pairs, they assign each other the roles of Student A and Student B.
- Then, they complete their assigned quilt explorations according to the handout.
- Then, they come together to share their findings with their partner.
- As their partner shares, students take notes on the quilt examples they did not explore.
- Finally, the students work with their partner to explore the “Freedom Quilt Mural” and respond to the guiding question.
- Then, have each partner group share out their responses to the class, working through all the quilts.
[Slide 4] Facilitate discussion.
- Ask: What is symbolism?
- Possible responses: representation, a way to be known, codes to communicate, emojis, pictures
- Ask: What makes symbols effective?
- Possible responses: easy to recognize, easy to spread, colors
- Ask: How can artists use symbolism to convey a larger message?
- Possible responses: Symbolism can get messages across without words. If a symbol is famous or popular enough it can also reference a larger story or movement and help the audience understand the larger message behind the piece.
[Slide 5] Display the “Freedom Quilt Mural” by David Fitcher (1998).
- Let students know that this is an example of what the final classroom quilt might look like—Each student will complete a square so that the quilt comes together into a cohesive piece.
- Ask: What symbolism do you see?
- Possible responses: squares, geometric patterns, symbols, pictures, color coordination, theme (nonviolent heroes)
- Ask: What is the message behind this quilt? How do you know?
- Possible response: Responses will vary, but students might talk about the message of this piece being about unity. You can see a hand sewing everything together and the events and symbols throughout the piece are very diverse. This can create a message about people, and their histories, coming together. Then, through the title we can add another layer by thinking about how celebrating everyone’s identity helps us create a free society.
| Step 2: Draft a plan for your quilt square | (40 min) |
Purpose: In this step, students learn about their quilt project, explore the project rubric, and draft their quilt squares.
You might say: Now that we have learned a little more about how quilts can create messages through symbolism, it’s time to plan your quilt square. The idea is for each of us to create a quilt square and then we will figure out how to position all the squares so that they create a collective message about U.S. identity.
[Slide 6] (Optional) Create a plan for a class message or theme.
- Define cohesion:
- cohesion: forming a united whole
- Talking points:
- Many of the examples of quilts you examined contain a common message or follow a common theme.
- For example, the “Freedom Quilt Mural” that you just looked at contains both unique individual squares and elements that spread across multiple squares to create larger images once the quilt was assembled.
- The Underground Railroad quilts contain the same recognizable symbols.
- Ask: What are other ways our classroom quilt squares could connect to form a cohesive whole?
- Possible responses: common colors, geometric patterns, similar elements, one overall message we agree on with different submessages in the individual squares
- Invite students to turn and talk with their partner or table group.
- Ask: What should we agree on as a class to make our classroom quilt cohesive?
- Possible responses: We should decide on the order of the squares in advance, and the people creating squares in the same area should agree on an image that each square will include a portion of. We should all use the same color palette. We should use a symbol for our class that is incorporated in every square. We should send a message about doing away with social hierarchies, and everyone should come up with an image or words to include in their square that expresses this.
- Invite students to share out to the whole class. Make a list of their suggestions.
- Have the class vote on the ideas shared.
- Record the selected idea(s) on the board. If you need to decide anything else based on the selected ideas (ex: the order of the squares, what colors will be used), do this now and add the conclusions to the board.
[Slide 7] Introduce the Quilt Square Project Rubric.
- Distribute the Quilt Square Project Rubric.
- Invite students to work with a partner to read through the rubric and write down one thought and one question.
- Invite students to ask clarifying questions about the criteria.
- If needed, add further detail to the rubric as a class.
[Slide 8] Give instructions and provide support.
- Distribute the Quilt Square Draft handout.
- Read the instructions of all parts with students.
- Then, use the slide deck to provide guidance on how much time students will have to work on each part.
- Provide time checks for students so they know where they should be at each stage of the work time provided.
- (Optional) If you decided on class-wide elements for your quilt (Slide 6), instruct students to record them on their handouts. You will need to add a box to the handout for this or have students note the decisions down in an existing space. For example, if the class chooses a symbol to include in each square, they can add this to the third question (“How will I design my quilt square to highlight these elements and message?”) or directly to their sketch in Part 2. If students need to meet with others to plan cohesive elements for their region of the quilt, they can also use this time to do so.
- Use this time to conference with students who need more support with brainstorming.
Teacher Tip: Decide a Medium for the Quilt The following lessons guide students to work on their quilt in a physical form. This means they will be creating their quilt squares using materials such as markers and cardstock. When making their quilt square drafts, students should draw any symbols they plan to include. But if you feel like it would be helpful, consider printing some symbols for students to cut out and use in their final quilt squares. You can find open-source images of symbols on iStock. You can also consider having students work on a digital version of their quilt square using Canva for Education. However, you would have to print these before Lesson 3.3 so students can still physically assemble their classroom quilt. |
Teacher Tip: Conferencing With Students When you conference with students, assess whether a student is disengaged or simply doesn’t know where to start. Assess how they are doing in terms of completing the task, and where they need support. Use the following guidance to help students move forward in their work. If a student is not sure where to begin, ask some prompting questions to help them generate ideas:
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Create Your Quilt Contribution
Teacher Guide
Lesson 3.2: Create Your Quilt Contribution
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will complete your quilt square draft. You will start by laying out your draft and ideas for your final quilt square. Then you will work with a peer and give each other feedback on the plans you have created for your final quilt square. Then, you will decide what feedback to apply and finalize your quilt square. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 80 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Lay out your quilt draft | (20 min) |
Purpose: In this step, students lay the pieces, sketch the symbols, and arrange the layout of their square to receive feedback (Step 2) before gluing, coloring, and finalizing their work.
You might say: Today’s time will focus on refining and completing your quilt square. You will have some time to put together a layout of your plan for your quilt square. You can showcase your draft plan and your sketches and make a list of other ideas you have, such as the colors and materials you will use.
[Slide 2] Provide guidance for student work time.
- Instruct students on the time they have for this step.
- Use and edit this slide to provide guidance for work time.
- Consider reminding students of what they will have to reference in their final presentation:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If a student is behind schedule:
|
| Step 2: Workshop your quilt square | (20 min) |
Purpose: Students work with a different peer to get feedback on their quilt square layout.
You might say: Now that you have a layout of the plan for your quilt square, you will be pairing up with someone else to give each other feedback on this plan. Make sure that you give your peers meaningful feedback because we will be creating a classroom quilt with everyone’s contribution.
[Slide 3] Provide instructions for the peer review workshop.
- Distribute the Quilt Square Workshop handout.
- Read the directions with students and provide guidance on who will be working together.
- Edit this slide with information on how much time each student has to present their draft and receive feedback before switching.
- Make sure to remind students to share all parts of their draft, including the draft of their artist message (found on the last part of the Quilt Square Draft handout from Lesson 3.1).
- (Optional) If you chose to develop a plan for class quilt cohesion in Lesson 3.1, remind students to check for adherence to this plan in their partner’s draft.
- Inform students that each person must fill out a peer review for their partner, and that this peer review page is Part 1 of their partner’s Quilt Square Workshop handout.
- Tell students when it’s time to switch roles. Students should have time to explain their drafts, take notes, and share initial feedback, then switch roles and repeat the process.
- After both students have shared and received feedback, instruct students to give back their partner’s handout containing the feedback form they completed for their partner.
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students finish feedback early:
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| Step 3: Apply feedback to your final quilt square | (40 min) |
Purpose: In this step, students reflect on the feedback received from their peers and incorporate that feedback into their final project.
[Slide 4] Facilitate a reflection and prioritization of peer feedback.
- Invite students to reflect on their own using Part 2 of their Quilt Square Workshop handout.
- Invite students to read through the feedback they received on Part 1 of the handout and decide what parts of that feedback to apply to their final project.
[Slide 5] Provide guidance for the quilt square worktime cycle.
- Provide students with information about how much time they have to finalize their square and presentation.
- Distribute the Quilt Square Artist Statement handout. Invite students to use this handout to write their final 250-word artist statements. You can also invite students to write their statements using other materials, such as stationery or cardstock, if you have provided that.
- Remind students of the presentation criteria:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students need support with feedback review:
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Build a Classroom Quilt
Teacher Guide
Lesson 3.3: Build a Classroom Quilt
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will present your quilt square to your class. You will reflect on the similarities in the messages created by your class quilt squares. Then, you will decide how you will arrange your quilt squares in your classroom. Finally, you will reflect on the collective message created by your classroom quilt. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Present your quilt squares | (30 min) |
Purpose: In this step, students present their quilt squares to their class.
You might say: In this unit, we’ve explored identity from the personal and individual level up to the national level, and many of the intersections throughout. We’ve reflected on how this country’s identity was formed in its early years and how the American identity should shift to be more inclusive. Today, you’ll use your quilt square to share your vision for American society in the future.
[Slide 2] Present quilt squares.
- Distribute Quilt Square Presentation Reflection handout.
- Provide students guidance on presentation times.
- Remind students to share the following in their presentations:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
- Allow time for students to prepare their presentation talking points independently or with a peer.
Teacher Tip: Student Presentations Predetermine the time for and manner of presentations. Consider students presenting in small groups and sharing themes at the end, or each individual student presenting to the whole group and collectively discussing themes at the end. Consider using chart paper to track the themes for discussion after presentations if using the whole-class method. |
| Step 2: Reflect on collective themes of quilt squares | (10 min) |
Purpose: In this step, students find commonalities and themes among the quilt squares shared by their peers.
You might say: Each of your squares represents you. Whether they show an ideal that is important to you or express an identity group you’re a part of or passionate about, the diversity of your squares reflects the diversity of the United States. Much like our national diversity, the messages we’ve chosen to share in these squares have common themes and ideals. Let’s reflect on and name some of those now.
[Slide 3] Lead a paired discussion.
- Direct students to their Quilt Square Presentation Reflection handouts.
- Give students some time to discuss with their partner.
- Ask: How should we assemble and display our squares for our collective classroom quilt?
- Possible answers: Answers will vary. Students may suggest assembling by theme, color scheme, identity, or meaning.
Teacher Tip: Planning for Quilt Cohesion If your students planned for a cohesive quilt in Lesson 3.1, you can adapt this step based on their decision. They may still need to decide how to arrange the squares; if this has already been decided, they can discuss themes they see emerging from the individual components of everyone’s quilt squares without discussing placement. You might also have them discuss whether they want to reconsider their planned arrangement now that they see all of the completed squares. |
| Step 3: Assemble your classroom quilt | (20 min) |
Purpose: In this step, students decide how they will set up their classroom quilt. Then, they discuss the message created by their classroom quilt.
You might say: As we close this unit, we come away with a deeper understanding of how individual identities influence collective identities and culture, and how large systemic identities have the power to diminish some identities and highlight others. We go into the year with the knowledge of intersectionality, and how, as this collaborative quilt illustrates, no one identity is completely disconnected in a diverse ecosystem. For generations, quilts have told stories across cultures. For this year, this quilt will tell our vision of the America we want to be.
[Slide 4] Assemble classroom quilt.
- Skip this step if students already planned the arrangement of their squares.
- Ask:
- What squares should we group because they tell a similar story about identity?
- How should we arrange these squares so that they tell a story about our vision for a more inclusive society?
- Which quilt squares look good together in terms of symbols or color scheme?
[Slide 5] Lead a whole-class discussion.
- Ask:
- What message does our quilt send about the U.S. identity?
- How can expanding our perception of American identity create a more just society?
Teacher Tip: Assembling the Quilt Decide beforehand how you want the whole-class quilt to come together. You may consider taping each square together, allowing students to vote on the theme, or grouping the different squares. Consider laminating the squares for long-term display in the classroom or school hallway/bulletin board. |
Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. |
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.