Freedom Dreaming
Overview
Students analyze the many different guiding principles, such as radical imagination, that help launch and sustain social movements and consider how these ideals might inform emerging social movements in the world today. Students participate in guided inquiry as they select a social movement they want to learn more about, such as the United Farm Workers, the Stonewall uprising, the Chicano school walkouts, or resistance in Hawaii. Students craft research questions and dig deeper to identify the guiding principles, community organizing efforts, and impact of each of these movements before sharing information with their peers. Finally, students apply their learning in teams and create zines that aim to answer the question: How can we build movements that work to uphold and protect the rights of all people?
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student.And that breakthrough can make way for a powerful shift in motivating engagement in studentlearning. We’re thrilled to partner with you in bringing project-based learning to yourclassroom, and we think you’ll love these lessons—created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into project-based learning or you’re a seasoned pro, we’re sure you’ll agree it’s an approach that sparks interest, ignites possibility, fuels a love for learningin students, and brings wonder to the classroom. As you join your students on this learning journey, we’d love to hear from you. We want to share in your successes, experience your students’ curiosity, celebrate their projects, hear what we can do better, answer any questions you have—and of course, support you each step of the way. Thank you for taking us along on this adventure.
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Acknowledgements
Unit Credits & Acknowledgments
Freedom Dreaming
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
- Kayla Hipp
- Nathaniel Okamoto
- Nichol Everett
A special thank you to Amanda Christensen for her leadership and support throughout this project.
The Educurious Team:
Unit Development Team:
- Writers: Valeria Gamarra, Cody Pietro
- Educurious Reviewer: Chris Carter
- Editors: Clare Lilliston, Beth Sullivan
Production Team:
- Erik Robinson, Angela Rosenberg
Project Manager:
- Chris Carter
Educurious Leadership:
- Jane Chadsey, CEO
Unit Poster Image Credits:
- Poster created by Carlos Suarez-Murias
License & Attribution
Except where otherwise noted, Freedom Dreaming, by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. Please take care that adaptations do not introduce cultural bias.
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Unless otherwise noted, Freedom Dreaming © 2024 by Educurious is licensed under CC BY-NC 4.0.
Unit At A Glance & Teacher's Edition Download
Module 1 Overview: Seeking Liberation
Module Overview
Module 1: Seeking Liberation
Freedom Dreaming
Unit Driving Question
How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question
What mindsets can guide community organizing efforts and social movements?
Module Overview
A social movement is an effort by a collective to achieve a specific goal. Usually, the collective's goal is social or political. Oftentimes, collectives work together to address inequities facing their community. Throughout this unit, students study different social movements, including the civil rights movement of the 1960s, the 504 disability sit-ins in 1977, and the growing fight for environmental justice. Given the magnitude of each of these movements, students approach their learning through the lens of liberatory mindsets and community organizing tactics. Through this focus, students begin to think of their own role in future social movements. In this module, students explore the mindsets that can help them create social movements to address inequity in our society.
In Lesson 1.1, students unpack the meaning of freedom. They define oppression, equity, and liberation and discuss their vision for an equitable society. They begin to consider what equity might look like in the United States and apply their thinking to a source exploration of the Black Panther Party's Ten-Point Program. In Lesson 1.2, students revisit the idea of intersectionality (from Unit 1). They discuss how intersectionality can help them see the complexity in social issues, and then they come up with solutions that address that complexity. In Lesson 1.3, students unpack the role of joy and radical imagination in building social movements. They explore how these mindsets have been at the forefront of social movements from the past and how they remain there today. In Lesson 1.4, students explore the Fish Wars, an Indigenous movement that serves as an example of effective community organizing, demonstrations, joy, and radical imagination.
| Lesson 1.1: Freedom Dreaming (60 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students reflect on their identity and their vision for an equitable society. Then students define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. Students consider and draft their vision for what an equitable society might look like. Then they explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom for their community. Finally, students preview the unit and their final product. |
| Lesson 1.2: The Mindset of Intersectionality (60 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 review their understanding of intersectionality and reflect on how this idea can help guide social movements. They read about intersectionality in the Black Panther Party. Then they hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, they participate in a whole-group discussion about how intersectionality can help them build social movements today. |
| Lesson 1.3: The Mindsets of Joy & Radical Imagination (60 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 about the role of joy and radical imagination in guiding social movements. They define each of these mindsets through a text exploration. Then students explore different social movements through the lens of joy and radical imagination. Finally, students work in project teams to analyze different zine examples, looking for examples of joy and radical imagination. |
| Lesson 1.4: The Fish Wars (60 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 about the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. They read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help them learn more. Then, they participate in a station activity and use their lists of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, students participate in a Concentric Circles to identify whether the liberatory mindsets we learned about in previous lessons are present in the Fish Wars. Finally, students explore two examples of zines created by Indigenous people and consider their different approaches to creating change. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.1: Freedom Dreaming
Teacher Guide
Lesson 1.1: Freedom Dreaming
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:What mindsets can guide community organizing efforts and social movements?
Learning Targets I can:
Purpose In this lesson, you will reflect on your own identity and your vision for an equitable society. Then you will define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. You will consider and draft your vision for what an equitable society might look like. Then you will explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom and equity for their community. Finally, you will preview the unit and your final product. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students reflect on their identity and their vision for an equitable society. Then students define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. Students consider and draft their vision for what an equitable society might look like. Then they explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom for their community. Finally, students preview the unit and their final product. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Reflect on and discuss new visions for society | (15 min) |
Purpose: Students reflect on their views on oppression through the lens of their identity before defining equity and liberation. Then they reflect on the goals of liberation.
You might say: Today we are starting our civil rights unit. We might hear "civil rights" and immediately think of the civil rights movement of the 1960s. We will touch on that movement in this unit, but it is not the focus of this unit. Instead, we will explore a variety of social movements that have brought about change in the United States. We will learn about the mindsets and actions of people within social movements to help us begin to understand how we can support current and future social movements. To start this thinking, we are going to reflect on two quotes that come to us from the Freedom Dreaming Project. You might notice that we get the name of the unit (and this lesson) from this project because they have done a lot of thinking about what an equitable society can look like today.
[Slide 2] Invite students to reflect.
- Distribute the Freedom Reflection handout to students and read the directions aloud for Part 1. Invite students to take out their personal identity icebergs from Unit 1. If possible, display the American identity icebergs and identity quilt created during Unit 1.
- Provide students time to write and reflect.
[Slides 3–6] Define key terms.
You might say: Starting our thinking around our individual identity and our visions for the future can help us understand the work that still needs to be done to create a more equitable society and to understand our own role in the movement to do so. To understand that process a bit better, we need to define some key terms that will guide our thinking in this lesson and throughout the unit.
- [Slide 3] social movement: an effort by a large group of people, which can include both individuals and organizations, to achieve a social or political goal. This goal might be to create change, or to resist or undo change
- Ask: What examples of social movements can you think of from this course or from your own experience?
- Possible responses: Black Lives Matter, Anti-Vietnam War movement
- [Slide 4] oppression: prolonged unjust treatment or use of power to control another person or group of people
- [Slide 5] equity: fairness and justice for all groups of people; equity involves recognizing that we do not all share the same lived experience and that different groups of people experience different realities in society before working to adjust imbalances between groups of people
- [Slide 6] liberation: freedom from limits on thought and behavior
- [Slide 7] rights: Basic freedoms that everyone has just because they're human, like the right to live.
- Even though there's a shared idea about these rights worldwide, how much governments protect and recognize them can be different.
- Ideally, all the people inside the same country, living under the same government, would have the same rights.
- For example: Your right to healthcare is different depending on what country you live in.
[Slide 8] Lead a whole-group discussion. Display the following question and invite students to share their responses.
- How can thinking about oppression, liberation, and rights help us create a more equitable society?
- Possible response: In order to create a more equitable society, we need to be able to identify where oppression and inequity exist. We also need to be able to identify if different communities have different rights and why. Identifying this helps us picture what a liberated society can look like so we can take steps to get closer to that vision.
[Slide 9] Invite students to continue their reflection on freedom dreaming.
- Read the directions aloud for Part 2 of the handout.
- Provide students time to write and reflect, and then invite students to share their ideas in pairs, in small groups, or as a whole class.
| Step 2: Unpack freedom | (20 min) |
Purpose: Students discuss freedom and the ways in which people see freedom differently given their own views about the world. Then students work in teams to begin to think about what an equitable society might look like in the United States and draft a vision of freedom that they will build on throughout this unit.
You might say: Oftentimes the social movements that identify oppression and work toward equity and liberation talk about freedom. In this unit, we will be learning about different social movements that worked to bring about change for specific communities in the United States. We will see that these movements, and the people who led them, had clear and inspiring visions for what freedom and equity might look like for all groups of people in the United States. Let’s spend some time thinking about how different people think of freedom and what our own visions for an equitable society might be.
[Slide 10] Play video "What Does Freedom Mean to You? | The Story of Us" [2:31]. Invite students to discuss the following questions in pairs, in small groups, or as a whole class.
- Why do you think people define freedom differently?
- What might influence a person's definition of freedom?
- What are some common ideas behind people's definitions of freedom?
[Slide 11] Invite students to consider an equitable society.
- Direct students to Part 3 of the handout.
- Invite students to work with a partner or with a small group to write or draw their vision of freedom.
- Then, invite students to share their work with another partner group or small group.
- Finally, invite two or three student groups to share, depending on time.
| Step 3: Learn about the Black Panther Party | (20 min) |
Purpose: Students look at a primary source example of a liberatory platform from a political party, the Black Panther Party. They identify how the platform lays out a vision for equity and freedom.
You might say: Now that we have considered what an equitable society might look like, we can begin to learn about the visions for freedom, liberation, and equity held by groups of people who have worked toward social change in the United States. To better understand how strong visions about freedom and equity can build movements, let’s look to the Black Panther Party.
[Slides 12–17] Lead a close reading of the Ten-Point Program.
- Distribute The Black Panther Party's Ten-Point Program handout and review the instructions with students.
- [Slides 12–14] Give students some background context for the origins and goals of the Black Panther Party (source: BlackPast).
- The Black Panther Party was founded in 1966 in Oakland, California, by Huey Newton and Bobby Seale.
- Although the organization was founded on many different theories of liberation, one of its leading philosophies was that the people and communities facing oppression had to take control of their community to gain freedom.
- The Ten-Point Program written by the Black Panther Party outlines the oppression facing Black communities and a plan to address those issues. It used language that mirrored the Declaration of Independence.
- Ask: Why do you think the Black Panther Party wrote their Ten-Point Program using the language from the Declaration of Independence?
- Possible responses: Maybe they wanted to lend credibility to their ideas to the people in power by using language they were familiar with; maybe they wanted to symbolize that the rights they were fighting for mirrored the colonists trying to gain independence from Britain.
- By 1970, the Black Panther Party had over 30 chapters across the nation. However, given aggressive tactics by the FBI to disband the group and fighting within the group, it disbanded in the late 1970s.
- The Black Panthers' example continues to inspire activists fighting for Black liberation today.
- [Slide 15] Provide students time to complete the context, audience, perspective, and purpose boxes on their handout. Use The Black Panther Party’s Ten-Point Program Teacher Key to guide student work.
- [Slide 16] Read the text as a class, one item at a time. Alternatively, you can place students in small groups and assign an item to each group, having all groups share out at the end of the reading and translating time. Use The Black Panther Party’s Ten-Point Program Teacher Key to guide student work.
- Define vocabulary necessary to understanding as you go.
- Invite students to “translate” each item into language that is closer to how they would speak.
- Ask: How would you summarize this text in 1–2 sentences?
- Possible response: The United States is oppressing Black communities and committing violence against them. Black communities should have control over themselves, including resources, education, housing, etc., and should be provided with basic services and reparations by the government.
- Invite students to turn and talk to their partner about the significance box.
- Given the Black Panther Party's Ten-Point Program, how do you think they defined freedom for their community?
- Possible response: Given the Ten-Point Program, the Black Panthers might define freedom as a life in which they do not face violence at the hands of the government. They might also define freedom as a life in which people can afford a dignified living, with access to health care when they need it, quality affordable housing, and education for their children. They might also define freedom as not being denied access to the social services that exist in society, based on their race.
- Provide students time to write a response in the box.
- Invite students to share out.
- [Slide 17] Reflect on the text.
- Ask: According to the Black Panther Party, what oppression did Black communities face?
- Possible response: According to the Black Panther Party's Ten-Point Program, the Black community faces unjust imprisonment and harsh conditions while imprisoned. The Black community also faces economic hardship, over-policing, police brutality, and unemployment, as well as lack of access to health care, quality education, and decent housing.
- Ask: What are some rights that the Black Panther Party wanted to protect or expand in order to build an equitable society for all Black people? What role did the Black Panther Party want the U.S. government the play in building equity?
- Possible response: The Black Panther Party wanted to expand access to better housing, education, and health care and to increase employment. These would be an example of expanding civil liberties. They also wanted legislation that would protect them from over-policing, police brutality, and violence at the hands of the government. They wanted the government at different levels (local, state, federal) to take action to protect the rights of people in the Black community through legislation (laws).
- Provide students time to talk to their partner about the questions.
- Invite students to share out.
[Slide 18] Lead a brief discussion.
- Ask: What can we learn from the Black Panther Party about building freedom movements to protect the rights of all people?
| Step 4: Learn about the unit | (5 min) |
Purpose: Students preview the unit poster, learn about their final product, and discuss the thoughts and questions they have for the unit ahead.
You might say: The Black Panther Party took many different actions to help create equitable systems for Black communities. We will spend time in this unit exploring the different strategies that community groups used to create and advance social movements. However, as we can see from the Ten-Point Program, the Black Panther Party had a very clear vision for what they wanted to change in society. They had a clear plan, and in this plan, we can see the mindsets of the people behind the movement. Throughout the rest of this unit, we will learn about different mindsets that leaders of social movements used in the past and are now using to lead current and future social movements.
[Slide 19] Introduce the unit poster.
- Review the unit driving question, module driving questions, and final product.
- Inform students that in this unit they will be learning about the following civil rights movements:
- The civil rights movement of the 1960s
- The disability rights movement and the 504 sit-ins of 1977
- Stonewall and queer resistance
- Hawaiian resistance
- The United Farm Workers Union
- The education reform movement
[Slide 20] Organize students into zine teams.
- Invite students to turn and talk with their team:
- 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?
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: The Mindset of Intersectionality
Teacher Guide
Lesson 1.2: The Mindset of Intersectionality
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:What mindsets can guide community organizing efforts and social movements?
Learning Targets I can:
Purpose In this lesson, you will review your understanding of intersectionality and reflect on how this idea can help guide social movements. You will read about intersectionality in the Black Panther Party. Then you will hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, you will participate in a whole-group discussion about how intersectionality can help us build social movements today. 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. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students review their understanding of intersectionality and reflect on how this idea can help guide social movements. They read about intersectionality in the Black Panther Party. Then they hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, they participate in a whole-group discussion about how intersectionality can help them build social movements today. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Review intersectionality | (30 min) |
Purpose: Students define intersectionality through an example of the wage gap in the United States.
You might say: In the previous lesson, we learned what liberation means and what it can look like in our society. Then we saw these ideas in action through an example of the Black Panther Party. As we explored the Black Panther Party's Ten-Point Program, we started to see the mindsets of the people behind the platform. We started to see how their beliefs about an equitable society transformed into action through the Ten-Point Program. When people build social movements, getting involved in organizing around an issue in their community, they are led by their mindsets about how to best address those issues. In this lesson, we will learn about intersectionality, one of two mindsets that many activists see as critical when they organize social movements.
[Slide 2] Lead a whole-group discussion.
- What is intersectionality? Think back to Unit 1.
- How do you think we will use this mindset when studying social movements?
[Slide 3] Display the definition of intersectionality.
- 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
- Read the directions aloud.
- Invite students to take notes on the definition of intersectionality on their handout, if needed.
[Slide 4] Connect intersectionality to rights.
- Invite students to participate in a discussion with a partner or small group.
- Invite 2–3 students to share their responses.
- Ask: How might a person’s identity impact their rights in the United States? Use any examples you might remember from throughout the year or from your understanding of our society.
[Slide 5] Play video "Women and the Black Power Movement: Crash Course Black American History #40" [11:04]
- Distribute the Intersectionality & the Black Panther Party handout.
- Invite students to answer the video guiding questions as they watch the video.
- Then invite students to discuss their responses with a partner.
[Slide 6] Lead a whole-group discussion.
- Ask: How can having an intersectional mindset help a social movement be even more transformative?
- Possible response: Students might reference information from the video about how women and their unique lived experiences can help a social movement address bigger societal issues. Having an intersectional mindset can help social movements consider all people affected by an issue and can help welcome those people into the movement to fight for change.
You might say: By having an intersectional mindset, we can create social movements that unite people and help all of society. Although the Black Panther Party did not do this perfectly, and many women in the party have expressed their views on misogyny in the party, there were intersectional mindsets that helped guide their work. We are going to read about this now. You will read an excerpt from a speech given by Huey P. Newton, who was a leader in the Black Panther Party.
[Slide 7] Provide instructions for the text analysis.
- Direct students to the text source on their handout.
- Provide guidance on how much time students have to read the text.
- Invite students to work with a partner to complete the text analysis questions.
[Slide 8] Lead a whole-group discussion.
- Ask: What can this speech teach us about the possibilities that arise when movements become intersectional?
Teacher Tip: Do No Harm The excerpt selected for this text analysis comes from a speech in which derogatory terms are used when referring to the LGBTQ+ community. Although Newton is pushing back against the use of those terms, they can still be jarring to students. The text selected from this speech does not reference this language, but it is present if students explore the full article link. |
| Step 2: Learn about intersectionality in community organizing | (20 min) |
Purpose: Students look at an example of a budding social movement from an intersectional mindset.
You might say: Let's look at another example of how an intersectional mindset can guide the community organizing behind a social movement. This time, consider a growing social issue, the issue of climate change.
[Slide 9] Define community organizing.
- community organizing: a combination of methods, practices, and strategies that help people address problems by working together to exercise their collective power
- Talking points:
- All of us are members of many different communities.
- For example, our school community might be different than the community in which we live, but both communities are important to our everyday lives.
- We might be in other communities based on our interests or on our identity.
- Ask: What communities are you a part of? Think about how you spend your time both in and out of school.
- Having an intersectional mindset can help people involved in community organizing recognize how people inside and outside their community are impacted differently by the issue they are trying to solve.
- This can help them create solutions that work to create equity for all people.
[Slide 10] Provide guidance for group exploration.
- Distribute the Environmental Justice Source Exploration handout.
- Read the directions aloud and provide guidance for group work.
| Step 3: Discuss intersectionality as a mindset | (10 min) |
Purpose: Students summarize their thinking through a discussion of the module driving question.
You might say: There are many different issues in society today. There are the issues that the Black Panther Party worked to resolve. There are also newer issues like climate change. We will learn about other issues that people have worked to address throughout this unit. Some of these include the colonization of Indigenous lands, protections (and lack of protections) for people with disabilities, the rights of students, and the treatment of LGBTQ+ people in our society. How can intersectionality help us create solutions to these societal issues?
[Slide 11] Display the module driving question.
- Read it aloud and inform students that they will not be answering this question right now but that they can begin to break it down based on what they have learned so far in the unit.
- Invite students to answer the discussion question below in their table groups.
- How is intersectionality a mindset that can help get us closer to liberation for all?
- Then invite students to share their responses as a whole group.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: The Mindsets of Joy & Radical Imagination
Teacher Guide
Lesson 1.3: The Mindsets of Joy & Radical Imagination
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:What mindsets can guide community organizing efforts and social movements?
Learning Targets I can:
Purpose In this lesson, you will learn about the role of joy and radical imagination in guiding social movements. You will define each of these mindsets through a text exploration. Then you will explore different social movements through the lens of joy and radical imagination. Finally, you will work in project teams to analyze different zine examples, looking for evidence of joy and radical imagination. 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 the role of joy and radical imagination in guiding social movements. They define each of these mindsets through a text exploration. Then students explore different social movements through the lens of joy and radical imagination. Finally, students work in project teams to analyze different zine examples, looking for evidence of joy and radical imagination. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Reflect on joy and radical imagination | (25 min) |
Purpose: Students reflect on the role of joy and radical imagination in building social movements.
You might say: In our last lesson, we talked about the importance of intersectionality in building social movements. We discussed how having an intersectional mindset can help us see the complexity in the social issues that we try to address when we build social movements. Today, we are going to build on our understanding of liberatory mindsets by exploring the role that joy and radical imagination play in helping create meaningful social movements.
[Slide 2] Distribute the Joy, Imagination, & Identity Reflection handout.
- Direct students to Part 1 of their handout. Read the directions aloud.
- Invite students to complete Part 1 individually.
[Slide 3] Lead a whole-group discussion.
- Display the following questions. If time permits, have students discuss the questions with a partner before coming together as a whole group.
- What do you think we will learn about the role of joy and radical imagination in social movements?
- Why might these be important mindsets behind social movements?
[Slide 4] Define radical imagination.
- Direct students to Part 2 of their handout. Read the directions aloud.
- Invite students to work on Part 2 in partner groups or in their project teams.
[Slide 5] Define joy in social movements.
- Direct students to Part 3 of their handout. Read the directions aloud.
- Invite students to work in groups to split up the text and discuss/answer the guided questions that follow.
[Slide 6] Discuss joy and radical imagination.
- Invite students to share their responses.
- Take notes on joy and radical imagination on a class notes organizer.
- If needed, display the following definitions.
- joy: great happiness or pleasure, delight
- radical imagination: the ability to visualize a better world in order to take meaningful action toward that vision
| Step 2: Identify joy and radical imagination in social movements | (25 min) |
Purpose: Students work in groups to explore the ways in which joy and radical imagination have shaped social movements in the past and how they shape social movements today.
You might say: Although we are starting to have conversations about the importance of joy and radical imagination in our activism today, these are mindsets that have shaped social movements of the past. In this source exploration, you will learn about some social movements that might be new to you, but you will also dive back into some that you are familiar with, like the work done by the Black Panther Party.
[Slide 7] Distribute the Exploring Social Movements handout.
- See the Teacher Preparation section above for more guidance on how to group students for this activity, depending on the time available.
- Read the directions aloud and provide guidance for group work.
[Slide 8] Lead a discussion.
- Invite students to share their responses to the guiding questions.
- Ask: What can we learn from other social movements about joy and radical imagination?
| Step 3: Explore a zine example | (10 min) |
Purpose: In preparation for their final product, students explore zine examples through the lens of liberatory mindsets (joy, radical imagination, intersectionality) while building an understanding of what zines can look like.
You might say: In this unit, you will be working in teams to create a zine, or mini magazine, that highlights a societal issue impacting communities today. Zines have been used as a tool for community organizing by other activists, particularly student activists. We are going to look at examples of zines created by other activists in order to more clearly understand the different ways zines can be used to build messages of resistance. As we do this, we will also look for evidence of intersectionality, joy, and radical imagination in the messaging by those who created these zines.
[Slide 9] Distribute the Zine Examples & Team Reflection handout.
- Read the directions aloud.
- Invite students to work in project teams to complete their zine exploration
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.4: The Fish Wars
Teacher Guide
Lesson 1.4: The Fish Wars
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:What mindsets can guide community organizing efforts and social movements?
Learning Targets I can:
Purpose In this lesson, you will learn about the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. You will read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help you learn more. Then, you will participate in a stations activity and use your list of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, you will participate in a Concentric Circles discussion to identify whether the mindsets we learned about in previous lessons are present in the Fish Wars. Finally, you will explore two examples of zines created by Indigenous people and consider their different approaches to creating change. Lesson Steps
|
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 the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. They read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help them learn more. Then, they participate in a station activity and use their lists of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, students participate in a Concentric Circles to identify whether the mindsets we learned about in previous lessons are present in the Fish Wars. Finally, students explore two examples of zines created by Indigenous people and consider their different approaches to creating change. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Read firsthand accounts of the Fish Wars | (15 min) |
Purpose: Students preview the factors that launched the Fish Wars in the 1960s and 1970s. They read a series of short excerpt from accounts by Indigenous people explaining these factors. As they read, students brainstorm a question that can help them learn more about the events. These questions will be used in the stations activity below.
You might say: So far in this unit, we have explored different mindsets that can guide social movements. In today’s lesson, we will examine a social movement that puts these mindsets in action when fighting to protect the rights of their community. We will be examining the movement known as the Fish Wars.
[Slide 2] Distribute the Fish Wars Movement handout.
- Direct students to Part 1 and read directions aloud with students.
- Provide guidance on how long students have to complete this part of their handout.
- Consider inviting students to work with a partner.
- As students work, offer guidance if they are stuck on crafting questions using the following talking points.
- Do you know what circumstances caused the events described in this account? What might you have to learn more about in order to understand these events better?
- Do any questions come up for you about locations or time periods?
- What questions do you have about the actions taken during the Fish Wars?
- What questions do you have about the people or groups involved in the Fish Wars?
- Do you have any questions about the relationship between this movement and what we have learned so far in the unit?
[Slide 3] Invite students to brainstorm questions as a class.
- Invite students to share out the questions that they crafted after reading the accounts.
- Capture their questions using a piece of chart paper.
- Add +1 to questions that are repeated.
- Try to combine questions so that by the end there are four or five questions you all agree you want to answer through the source exploration that is coming up next. Consider the following:
- What was the relationship between Indigenous groups in the Pacific Northwest and the U.S. government before the Fish Wars?
- Where did this all take place?
- What events led to the protests and demonstrations by Indigenous people in the Fish Wars?
- What people or groups of people were involved in the Fish Wars?
- How did non-Indigenous groups in the region react to the demonstrations/actions?
- What were the results of this movement? What was the impact of this movement?
- How were intersectionality, joy, and radical imagination present throughout the movement?
[Slide 4] Invite students to jot down these final questions on their handout.
- Direct students to Part 2 of their handout.
- Invite students to jot down the questions in the corresponding handout sections.
- Inform students that they will answer these questions throughout the lesson.
| Step 2: Participate in a stations exploration | (20 min) |
Purpose: Students move through different stations that help provide key details about the Fish Wars. They use this information to answer the guiding questions they crafted in Step 1.
You might say: Now that we have crafted some questions that came up for us as we read accounts from people who lived through the events of the Fish Wars, it’s time to use those questions to learn more about the movement. We will be participating in a stations activity. Each station will provide you with information about different parts of the movement, including key demonstrations, events, people, issues, and actions. Let’s get started.
[Slide 5] Provide instructions for the stations activity.
- See the Teacher Preparation section above for more guidance on how to group students for this activity, depending on the time available.
- Set up stations ahead of time.
- Use this slide to provide instructions on the following:
- How much time students have at each station
- When students should switch between stations
- Remind students to use their handout to jot down information that helps answer the questions they crafted earlier.
[Slide 6] Lead a whole-class share out.
- Revisit your class list of guiding questions.
- Invite students to share the information they found at the stations that help answer these guiding questions.
- Jot down answers to each question on a class thought-catcher or on a piece of chart paper.
[Slide 7] Play the Native Knowledge 360° video "The Fish Wars: Four Simple Truths" [5:11].
- Invite students to add any new information from the video to their responses.
- Invite students to share what new information they learned from the video about the Fish Wars.
| Step 3: Identify mindsets within the Fish Wars movement | (15 min) |
Purpose: Students apply their understanding of joy, intersectionality, and radical imagination to what they have learned about the Fish Wars. They reflect individually on mindsets before they participate in a Concentric Circles discussion with their peers.
You might say: Now that we have learned more about the Fish Wars, let’s apply our learning to the mindsets that guide effective social movements. We are going to reflect on the sources and information we just explored and identify how joy, intersectionality, radical imagination, and community organizing showed up throughout the Fish Wars. We are going to do this in a discussion activity.
[Slide 8] Invite students to do some discussion prep.
- Direct students to Part 3 of their handout.
- Tell students how much time they have to independently reflect and respond to the questions before they discuss with their peers.
- As students work, start to set up your classroom for the Concentric Circles discussion.
[Slides 9–11] Introduce the “paraphrase” discussion skill.
- [Slide 9] Frame the skill.
- Keep track of what you hear.
- Organize new ideas.
- Put our understanding into our own words.
- Ensure we stay on the same page with our conversation partners.
- [Slide 10] Introduce skill vocabulary.
- paraphrase: express the meaning of something someone else said using different (and usually fewer) words
- Talking points:
- You can paraphrase what someone else says to seek clarity and make sure you understand what they are trying to say.
- You can paraphrase in order to build on an idea.
- You can paraphrase to give context to a new piece of evidence you want to add to the discussion.
- Provide examples.
- Talking points:
- In a discussion about whether video games are good for society, my partner says: “Video games make society smarter. Scientists have done research that proves that video games help students learn how to multitask, which makes them better students. Scientists have also found that students who play an average of 30 minutes of video games a day are more likely to be stronger math students.”
- This is made-up information.
- To paraphrase, I might say: “You said that playing video games improves students’ ability to multitask and to do math. Did I understand you correctly?”
- My partner might respond: “Pretty much, but the math part was just that playing games was associated with better performance on math tests, but not that the video games necessarily caused the math skills.”
- By paraphrasing, I got clarity on what my partner meant and ensured we were on the same page with our understanding.
- I could also paraphrase and add evidence: “You said that playing video games improves students’ ability to multitask and to do math. But in another study scientists found that daily video game playing decreased students’ attention spans and was associated with greater disciplinary problems at school.”
- [Slide 11] Introduce the discourse skill “paraphrase.”
- Talking points:
- As we discuss, I will have some sentence starters you can use if you are asked to paraphrase in case you get stuck.
- Eventually, paraphrasing each other’s ideas as you build on them and add evidence will become second nature.
- Prompting skill:
- I’m not sure that was clear…
- I can’t remember all that I said.
- How can we relate what I said to the topic/question?
- What do we know so far?
- What is your take on what I said?
- I don’t know. Did that make sense?
- What are you hearing?
- Responding:
- So, you are saying that…
- Let me see if I understand you…
- Am I right in hearing you say that…?
- In a nutshell, you are arguing that…
- In other words…
- What I am hearing is…
- Essentially, you think that…
- It sounds like you are saying that…
[Slides 12–15] Facilitate the Concentric Circles discussion.
- [Slide 12] Split the class in half and have them stand in two concentric circles facing each other (outer circle faces in and inner circle faces out).
- Read the instructions on the slide:
- Discuss the question on the slide with the person directly across from you in the other circle.
- When time is up, the outer circle rotates clockwise one student.
- [Slides 13–16] Display and read the first question on the slide. Provide students time to discuss the question with their first partner. When time is up, instruct the outer circle to rotate clockwise one student. Repeat the same question or display the next question. Continue until all questions have been discussed.
- What evidence of joy, if any, did you find in your exploration of the Fish Wars?
- What evidence of intersectionality, if any, did you find in your exploration of the Fish Wars?
- What evidence of radical imagination, if any, did you find in your exploration of the Fish Wars?
- What evidence of community organizing, if any, did you find in your exploration of the Fish Wars?
- Throughout the discussion, prompt students to elaborate & clarify using the prompting skill sentence starters. You can also encourage students to prompt each other.
- Invite 3–4 students to share what they discussed, what they learned, or something interesting shared by one of their peers.
[Slide 17] 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: Concentric Circles Concentric Circles discussions are useful for getting students to speak to a wide variety of their peers and build on each other’s ideas efficiently. If you are new to Concentric Circles discussions, consider exploring the video "60-Second Strategy: Double Circle" from Edutopia to see an example of what the activity can look like. |
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:
|
| Step 4: Explore zine examples | (10 min) |
Purpose: In preparation for their final product, students explore zine examples created by Indigenous people looking to create change. They discuss the different approaches toward change by two different zine artists and consider how each approach is effective.
You might say: As we know, at the end of this unit you will be creating zines, or mini-magazines, that highlight social movements of the past, current civil rights issues, and organized actions people can take in their communities to protect rights and inspire change. There are many different ways that zine artists have worked toward change using this medium. We are going to look at two zines from Indigenous zine artists and consider how they took different approaches toward creating change. This will help us consider the way that we approach our own zines at the end of the unit.
[Slide 18] Distribute the Indigenous Zines handout.
- Read instructions aloud with students.
- Invite students to work in their project teams to explore the zine examples.
- Invite 2–3 students to share their responses to each of the zine reflection questions.
- Ask: How do these zines take different approaches to creating change? How are they effective in unique ways?
You might say: As we get ready to jump into Module 2 of this unit, let's take some time to think about what we have learned and what we are still curious about as we continue to learn about social movements, community organizing, and zines. Fill this out based on what we have learned so far in the unit. There are some ideas and concepts that we have not learned yet, so you can make note of that in your chart.
[Slide 19] Provide instructions for the Know & Need to Know chart.
- Distribute the Know & Need to Know chart handout.
- Read the directions aloud and invite students to complete the chart in their project teams.
- If time allows, consider creating a class Know & Need to Know chart based on responses from different teams. You can reference this class chart throughout the rest of the unit.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 2 Overview: Building Movements
Module Overview
Module 2: Building Movements
Freedom Dreaming
Unit Driving Question
How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question
How have people built social movements to create change for their community?
Module Overview
The 1960s and 1970s saw a rise in different social movements that worked to address civil rights issues facing different communities in the United States. From the civil rights movement of the 1960s to the United Farm Workers movement to Stonewall and LGBTQ+ rights, there are several social movements that can teach us how to take local action to create nationwide change. In this module, students learn how people worked in the past to build social movements.
In Lesson 2.1, students preview different social movements and select one movement they want to research further. They review the criteria for creating good research questions and write one question they will work to answer throughout the rest of the module. In Lesson 2.2, students learn about different community organizing strategies. They craft research questions that help them learn more about the community organizing strategies used by people working within the social movements they selected. In Lesson 2.3, students explore the social movements they have been researching through the lens of civil rights issues. They work to identify the civil rights issues addressed through the social movements they have been studying and craft research questions that help them understand the ways in which those civil rights issues still exist today. In Lesson 2.4, students use their research to answer the big questions they wrote in Lesson 2.1. Then they work to share what they learned about the social movements they explored in a social movement Gallery Walk. Finally, in lesson 2.5, students participate in a Socratic Seminar, exploring the role of liberatory mindsets in building social movements that address inequity. They use the text, sources, and discussions from Module 1 to answer the unit driving question: How can we build movements that work to uphold and protect the rights of all people? They close out the module by working in zine teams to think about the messages they want to communicate through their final products.
| Lesson 2.1: Selecting a Social Movement (60 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students select a social movement to research further throughout Module 2. They read a series of brief articles on different social movements and select a movement they want to learn more about. Then they craft research questions that will help them gather information about key issues, people, and events in their movements. |
| Lesson 2.2: Strategies & Movement Building (60 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students begin to research the social movements they selected in the unit launch lesson. They learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then they craft research questions about community organizing and movement building based on the social movements they have selected. They conduct research to answer these questions. Finally, they discuss what they learned about using local action to build national social movements. |
| Lesson 2.3: Supporting Social Movements Today (60 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students continue to research the social movements they selected in the unit launch lesson. They work to identify the main civil rights issues addressed through the movements they are exploring. Then they craft research questions that help them explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. They spend some time conducting research to answer those questions. Then they come up with three-point plans that outline ideas for community organizing in their community that could help address the civil rights issues they explored. Finally, they discuss what they learned about the connection between social movements of the past and social movements today. |
| Lesson 2.4: Conversations on Social Movements (90 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students share what they learned about the social movements they chose to research. They work with other students who explored the same social movement to create a poster that summarizes what they learned about the movement and displays their response to the research questions they crafted in the first lesson of this module. Then they participate in a Gallery Walk to share what they learned and to hear from their peers about the social movements they explored. Finally, they participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. |
| Lesson 2.5: Socratic Seminar (120 minutes) | |
Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students participate in a Socratic Seminar that integrates the texts, social movements, and thinking that they have been exploring throughout Module 1. Students dig back into the sources from the first three lessons in this module to prepare for the seminar, and then they participate in the student-led seminar. Next, they debrief their class Socratic Seminar and set a goal for their class discussion moving forward. Finally, they meet in their zine teams to discuss the movements, ideas, and messages they want to highlight in their final zines. |
| Module Assessments |
|
| Vocabulary |
|
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: Selecting a Social Movement
Teacher Guide
Lesson 2.1: Selecting a Social Movement
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How have people built social movements to create change for their community?
Learning Targets I can:
Purpose In this lesson, you will select a social movement to research further throughout Module 2. You will read a series of brief articles on different social movements and select the movement you want to learn more about. Then you will craft research questions that will help you gather information about key issues, people, and events in the movement. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| 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 select social movements to research further throughout Module 2. They read a series of brief articles on different social movements and select the movements they want to learn more about. Then they craft research questions that will help them gather information about key issues, people, and events in the movements. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about different social movements | (30 min) |
Purpose: Students read about different social movements and select the social movements they want to research further in Module 2.
You might say: In Module 1, we worked to understand the mindsets that can help build social movements that address inequity. We explored several social movements to build our understanding of community organizing, intersectionality, joy, and radical imagination. In this module, we will be diving deeper into different social movements to understand how they were built. We will explore the tactics community groups used to launch their movements into the national spotlight. We will explore the impact that each of these movements has had on the world today and how they help guide the social movements working to address inequity today. You will do all this by creating research questions about a particular movement and then conducting research to gather information to answer those questions. Before you can do any of that, you need to select the social movement you want to focus on for the next few lessons.
[Slides 2–3] Provide instructions for article exploration. See the Teacher Preparation section for guidance on how many articles students should read, given how much time you have for this lesson. Then use these slides to provide instructions based on your decision. Consider providing guidance on the following:
- Number of articles students will read
- Amount of time students will have to read each article
- Any structure (e.g., jigsaw) students will use to discuss the articles they read before selecting movements to focus on
- Any annotation tool you want students to use as they read the articles
[Slide 4] Lead a whole-group discussion. Invite students to discuss the following question with a partner or table group before coming back together as a class. Invite 2–3 students to share their responses.
- What draws you to learn more about the social movement you have chosen to research further?
Teacher Tip: Localizing the Curriculum and Adding Social Movements There are several social movements students can consider at this point in the lesson. This is a good opportunity to add any social movements you want students to learn more about. This can include social movements that started locally so that students can learn more about the community organizing that took place in nearby communities. If you want to add another social movement for students to consider, use the following guidance:
|
| Step 2: Craft research questions | (20 min) |
Purpose: Students learn about the criteria for writing effective research questions. They use the articles for the social movements they chose to craft one general research question they want to answer by the end of Module 2. They build on this skill in Lesson 2.2, when they craft research questions about community organizing tactics, and in Lesson 2.3, when they craft questions about the legacy and influence of the movements they are exploring.
You might say: Now that we have selected the social movements we want to learn more about, we need to create research questions to help guide our research. Let's learn a little bit more about what makes an effective research question. You will write one research question about this social movement today and other research questions in our next two lessons. You will answer all of them by the end of this module.
[Slides 5–7] Provide criteria for effective research questions and suggest research question sentence starters.
- Effective questions are clear and focused on a specific topic. They are narrow, not broad.
- Effective questions are open-ended, meaning they cannot be answered with a yes or a no. They are arguable and require a claim, evidence, and reasoning.
- Effective questions use strong, active words (e.g., cause, effect, compare, impact, change, influence) that make them more complex.
- Effective questions do not ask what might have been. Questions like "What would have happened if the United States had not gotten involved in WWII?" are called counterfactual questions, and we cannot know the answers to these questions.
- Research question sentence starters:
- Why did…?
- What caused…?
- What impact/effect did ______ have on ______?
- Why might…?
- To what extent did…?
- How does ______ compare with ______?
- In what ways…?
[Slides 8–9] Distribute the Crafting Research Questions handout.
- Direct students to Part 1 of the handout, Evaluating Research Questions.
- Read the directions aloud. After students complete the handout, invite them to discuss the following question.
- How can research questions deepen our understanding of the social movements we are exploring?
[Slide 10] Direct students to Part 2 of their handout. Read the directions aloud and invite students to work individually to craft research questions using the articles/movements they have chosen.
| Step 3: Get feedback on your research questions | (10 min) |
Purpose: Students work with a partner to get feedback on their research questions based on the criteria they discussed earlier. They edit and finalize one research question each. They will work to answer this question throughout the remainder of Module 2.
You might say: Now that you have brainstormed topics based on the article you read and decided on one research question, it's time to see if it meets our criteria for a strong research question. Work with a partner to get feedback on your question and edit it if necessary. You will answer this question as you complete research in our next two lessons.
[Slide 11] Provide instructions for peer feedback. Direct students to Part 3 of the Crafting Research Questions handout. Read the directions aloud and provide guidance on the following:
- Who students are working with for this part of the lesson (partner groupings).
- How much time each student has to share and receive feedback
- The criteria students should be using to give feedback (Part 1 of the handout)
- When students should switch over to rewriting and finalizing their final questions
[Slide 12] Lead a whole-group share-out. Invite students to share the social movements they are going to be learning more about and the final research questions they want to answer by the end of Module 2.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: Strategies & Movement Building
Teacher Guide
Lesson 2.2: Strategies & Movement Building
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How have people built social movements to create change for their community?
Learning Targets I can:
Purpose In this lesson, you will begin to research the social movement you selected in the unit launch lesson. You will learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then you will craft research questions about community organizing and movement building based on the social movement you selected. You will conduct research to answer these questions. Finally, you will discuss what you learned about using local action to build national social movements. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| 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 begin to research the social movements they selected in the unit launch lesson. They learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then they craft research questions about community organizing and movement building based on the social movements they selected. Students conduct research to answer these questions. Finally, they discuss what they learned about using local action to build national social movements. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about community organizing strategies | (15 min) |
Purpose: Students learn about the goals and strategies of community organizing and work together to brainstorm effective community organizing strategies based on what they have learned about different social movements so far in this unit.
You might say: We have talked a lot about different social movements throughout this unit. Now each of you is learning more about a specific social movement. Today we will dig into those social movements through the lens of the community organizing strategies used to build national movements. Community organizing can look different across movements, and we have already discussed many different examples. Let's start our thinking with a freewrite about what we might already know about community organizing.
[Slide 2] Invite students to complete the Community Organizing Freewrite handout. Read the directions aloud.
[Slide 3] Lead a whole-group discussion. Invite students to discuss the following questions with a partner or table group before coming back together as a class. Then invite 2–3 students to share their responses.
- How does community organizing require people to act locally?
- How does community organizing help social movements get national attention?
[Slides 4–6] Provide examples of different community organizing strategies. Use the following talking points (source: "Civic Theory and Practice," Tufts University).
- Define community organizing: a combination of methods, practices, and strategies that help people address problems by working together to exercise their collective power.
- Community organizing strategies can be very different, but engaging in community organizing involves taking action to build local coalitions that can work together to address issues in the local community.
- Some common community organizing strategies include the following:
- One-to-one interviews: Community organizers build relationships with community members by knocking on their doors or approaching people in other ways to ask them about their concerns and to share the goals of the group that is organizing. They ask community members to join their efforts.
- House meetings: Often held at the homes of community members but sometimes taking place in other community spaces, these meetings bring together people who are interested in joining the efforts for a specific cause. Community organizers can use these meetings to build relationships with other community members and to bring in other communities to grow the efforts for a specific cause.
- Strategic discussions: Community organizers engage in strategic discussions to come up with solutions, demands, and plans of action for working toward their community's goal and addressing its problems.
- Direct action: Perhaps the best-known type of community organizing, direct action involves demonstrations that target people, groups, government agencies, and properties that are somehow related to the community issue the organizers are trying to address. Some examples of direct action are protests, sit-ins, boycotts, and strikes. Direct action can be nonviolent or violent, and its goals are to draw attention to the cause of the community organizing group and to gain support.
[Slides 7–8] Review criteria for effective research questions.
- Effective questions are clear and focused on a specific topic. They are narrow, not broad.
- Effective questions are open-ended, meaning they cannot be answered with a yes or a no. They are arguable and require a claim, evidence, and reasoning.
- Effective questions use strong, active words that make them more complex (e.g., cause, effect, compare, impact, change, influence).
- Effective questions do not ask what might have been. Questions like "What would have happened if the United States had not gotten involved in WWII?" are called counterfactual questions, and we cannot know the answers to these questions.
| Step 2: Craft research questions and conduct research | (40 min) |
Purpose: Students write research questions about community organizing within the social movements they are exploring further. They use the criteria for effective research questions to craft research questions about community organizing in the social movements they are studying. Then they begin their research to find information that helps them answer their research questions.
You might say: In the previous lesson, you learned about the criteria of an effective research question. You wrote and received feedback on a research question for the social movement you chose. Today you will begin to gather information that helps you answer that big research question. But when we start to learn more about an issue or a movement, we need to ask more than one question. We are going to craft a few more questions, focusing on community organizing, that can help us learn more about the strategies used by the social movements we are exploring.
[Slides 9–10] Set research parameters. Provide guidance on the different subtopics to guide the research questions students will write before beginning their research. Display the following subtopics to consider.
- Community organizing goals
- Community organizing strategies (e.g., one-to-one interviews, house meetings, strategic discussions, direct action)
- Local action
- National action
- Leaders
- Trajectory of the social movement: How did it grow?
[Slide 11] Direct students to their Community Organizing Research handout. Read the directions aloud. Use the following talking points to set students up for their individual research.
- Before launching into your research, you will write research questions using the subtopics we discussed.
- As you complete your research on community organizing, you should capture any information that helps you answer your big research question from Lesson 2.1. You have space to capture this information on your handout.
- There are some suggested resources you can explore to help you find information about community organizing within each social movement.
Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance. Incorporate this information into this step of the lesson. |
| Step 3: Discuss local action and national impact | (5 min) |
Purpose: Students discuss what they learned about community organizing, local action, and national social movements.
[Slide 11] Lead a whole-group discussion. Invite students to discuss the following questions with a partner before coming together as a whole group to share their thoughts.
- Remind students that they are working on the “paraphrase” discourse skill.
- Ask:
- What did you learn about the community organizing that took place within the social movement you are researching?
- What is the relationship between local community action and national social movements?
If time permits, invite students to update their Know & Need to Know Chart handout (Lesson 1.4) with new information.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: Supporting Social Movements Today
Teacher Guide
Lesson 2.3: Supporting Social Movements Today
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How have people built social movements to create change for their community?
Learning Targets I can:
Purpose In this lesson, you will continue to research the social movement you selected in the unit launch lesson. You will work to identify the main civil rights issues addressed through the movement you are exploring. Then you will craft research questions to help you explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. You will spend some time conducting research to answer those questions. Then you will come up with a three-point plan that outlines ideas for community organizing in your community that could help address one of the civil rights issues you explored. Finally, you will discuss what you learned about the connection between social movements of the past and social movements today. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| 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 continue to research the social movements they selected in the unit launch lesson. They work to identify the main civil rights issues addressed through the movements they are exploring. Then they craft research questions to help them explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. They spend some time conducting research to answer those questions. Then they come up with three-point plans that outline ideas for community organizing in their community that could help address the civil rights issues they explored. Finally, they discuss what they learned about the connection between social movements of the past and social movements today. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Identify civil rights issues | (15 min) |
Purpose: Students identify the civil rights issues addressed through the movements they have been researching. They discuss the extent to which they believe these civil rights issues still exist today.
You might say: In the previous lesson, we studied social movements through the lens of the community organizing strategies used within each movement to create change. Today you will be creating research questions through the lens of the civil rights issues that each movement worked to address. Then you will work to research the ways in which those civil rights issues still exist today. Do the issues remain the same? Have they morphed into new issues? And what can we learn about past social movements when we think about building movements today that help protect the civil rights of all people?
[Slides 2–3] Review the definitions of civil rights and civil rights issues.
- Ask: Think back to our launch lesson for this unit. What are civil rights? What role does government play in civil rights?
- civil rights: additional legal protections from discrimination based on factors like race, gender, and disability; civil rights are created to make sure that people are not treated unequally in society because of discrimination
- Ask: Given this definition, what do you think we mean when we say "civil rights issues"?
- civil rights issues: problems in society that relate to a person's or group of people's rights being violated based on factors such as race, gender, age, sexual orientation, and disability
- Ask: Why is it important to pay attention to civil rights issues in our society today?
[Slide 4] Provide instructions for independent reflection.
- Distribute the Present-Day Movements Research handout.
- Direct students to Part 1 of their handout. Read the directions aloud.
[Slide 5] Lead a whole-group discussion.
- Invite students to discuss the following questions with a partner or table group before coming back together as a class. Then invite 2–3 students to share their responses.
- Given your research so far, in what ways do similar civil rights issues still exist today?
- What is similar?
- What is different?
- What more do you need to know to answer this question?
| Step 2: Craft research questions and conduct research | (25 min) |
Purpose: Students write research questions that help them understand the extent to which the civil rights issues they identified in Step 1 still exist today. Then they write questions that help them learn about people, communities, or movements that are working to address similar civil rights issues, and they spend some time conducting research to answer these questions.
You might say: You will now be creating research questions that help you find the information you still need to determine the ways in which the civil rights issues you identified still exist today. You might already know enough about your social movement to be able to share your views, but we want to make sure we are using trustworthy sources to back up those views. Creating good research questions will help us better understand the connection between past social movements and social movements today.
[Slide 6] Set research parameters. Provide guidance on the different subtopics to guide the research questions students will write before beginning their research.
- Display the following subtopics to consider.
- Civil rights issues you identified
- Civil rights laws
- Social movements today
- Community organizing today
[Slide 7] Provide instructions for creating research questions. Direct students to Part 2 of their Present-Day Movements Research handout. Read the directions aloud. Use the following talking points.
- You will write research questions using the subtopics we discussed before launching into your research.
- As you complete your research on civil rights issues and social movements today, you should also capture any information that helps you answer your big research question from Lesson 2.1. You have space to capture this information on your handout.
- There are some suggested resources you can explore to help you in your research.
- The civil rights issues you explore might lead you in many different directions. By the end of your research, you will select one civil rights issue today that is related to the social movement you researched.
| Step 3: Create a three-point plan | (15 min) |
Purpose: Students create a three-point plan that helps address a civil rights issue today.
You might say: The civil rights issues you researched today might be very similar to or very different from the civil rights issues that specific social movements were trying to address. The social movements we studied and researched can still help us understand what it looks like to make a plan to address civil rights issues today. We will take what we learned from the social movements and what we learned about the Black Panthers earlier in this unit to create a three-point plan to address the civil rights issues today that we identified.
[Slide 8] Review the Black Panther Party's Ten-Point Program.
- Play the video "Bobby Seale: The 10 Point Program of The Black Panther Party" [0:00–3:30] and then ask the following questions.
- What were the Black Panthers trying to achieve through their Ten-Point Program?
- How did outlining possible solutions to civil rights issues facing the Black community help the Black Panthers build a movement?
[Slide 9] Provide instructions for creating a three-point plan. Distribute the Three-Point Plan handout. Read the directions aloud.
- Clearly identify the present-day civil rights issue you will address through your three-point plan.
- Include steps that you and your community will take to address the issue.
- Consider including demands that you are making of local, state, or federal government.
- Include proposed solutions that you think can address the civil rights issue you identified.
- At least one of the three points you outlined should use a similar community organizing strategy used by the social movement you have been researching.
[Slide 10] Lead a small group share-out. Invite students to share their three-point plans with a partner or a small group, depending on the time you have left for this activity. Ask the following questions.
- What present-day civil rights issue are you trying to address through your three-point plan?
- What is your three-point plan?
| Step 4: Participate in a whole-group discussion | (5 min) |
Purpose: Students discuss what they learned about supporting social movements in addressing inequity today.
You might say: At this point in your research, you know a lot about a specific social movement. You know the issues that ignited the movement. You know the strategies that people within the movement used to launch a local movement into the national spotlight. You know the legacy of the movement and how people are working to address related civil rights issues today. Now let's discuss what we learned from these social movements when thinking about our own actions to address inequity today.
[Slide 11] Lead a whole-group discussion. Invite students to discuss the following questions with a partner before they share their responses as a whole group.
- What surprised you about the social movement you researched?
- What did you learn from this social movement that helps you understand how we can build movements that help protect the rights of all people?
If time permits, invite students to update their Know & Need to Know Chart handout (Lesson 2.1) with new information.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.4: Conversations on Social Movements
Teacher Guide
Lesson 2.4: Conversations on Social Movements
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How have people built social movements to create change for their community?
Learning Targets I can:
Purpose In this lesson, you will share what you learned about the social movement you chose to research. You will work with other students who explored the same social movement to create a poster that summarizes what you learned about the movement and displays your response to the research question you crafted in the first lesson of this module. Then you will participate in a Gallery Walk to share what you learned and to hear from your peers about the social movements they explored. Finally, you will participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| 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 share what they learned about the social movements they chose to research. They work with other students who explored the same social movement to create a poster that summarizes what they learned about the movement and displays their responses to the research questions they crafted in the first lesson of this module. Then they participate in a Gallery Walk to share what they learned and to hear from their peers about the social movements they explored. Students participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Respond to your big research question | (20 min) |
Purpose: Students use the research they completed in Lessons 2.2 and 2.3 to answer the big research questions they wrote in Lesson 2.1.
You might say: Throughout this module, you have all been researching different social movements. Today you will be working to summarize everything you have learned about your social movement, from the community organizing within the movement to the civil rights issues people worked to address through the movement. You will also share what you learned through your own research. To start this off, we are going to take some time to answer the big research questions that we crafted in Lesson 2.1 and that we have been collecting information for throughout our research in this module. You will be sharing your question and your response with your peers later in our lesson.
[Slide 2] Provide guidance for responding to the big research question. See the Teacher Preparation section for more guidance on selecting a response format that allows students to display their questions and responses in Step 2 of this lesson. Provide the following guidance.
- How students can reference their research handouts from Lessons 2.2 and 2.3 to answer their big questions
- How much time students have to respond to their research questions
- How students should display their questions and responses so that others can see their work later
| Step 2: Prepare for a social movement Gallery Walk |
|
Purpose: Students work with peers who researched the same social movement as them to create a poster overview of the movement. They provide information about the goals, strategies, and legacies of the movement. They display their research questions and responses as well as the three-point plans they created for related civil rights issues in Lesson 2.3.
You might say: Now it's time to gather with other people who researched the same movement as you so that you can collaborate on how you will share what you learned about the movement with the rest of your peers. You will break up into teams based on your social movement to create a poster that gives your peers an overview of the movement. Then you will create a station for your movement that showcases some of the work that you did throughout this module.
[Slide 3] Provide instructions for teamwork. Provide guidance on the following:
- What materials are available for poster creation
- How much time students have to create their poster
- Where each team should work
- Where each team should display their work
Teacher Tip: Teaching Writing This is a good moment to introduce or reinforce a writing structure for students. You could consider having students write their answers in CER format (Claim, Evidence, Reasoning), instructing them on how to best craft each piece of their response. See this Edutopia article for more information about the CER structure and introducing it to students. |
[Slide 4] Display the social movement poster checklist. Let students know that each poster and each station should include the following items.
- Poster
- Name of social movement
- Key events/dates
- Key civil rights issues
- Community organizing strategies
- Outcomes
- Station
- Three-point plans from Lesson 2.3
- Big research questions and responses
| Step 3: Participate in a Gallery Walk | (30 min) |
Purpose: Students participate in a Gallery Walk to learn more about the social movements their peers researched in this module. They take notes on each of the social movements. Students participate in a discussion about what they learned about the social movements their peers explored and how those movements compare to the social movements they explored themselves.
You might say: Now it's time to learn about the social movements your peers researched. As you work your way through each of the stations, take notes on each movement. As you do this, make a note of how each movement compares to the movement you researched. What is similar? What is different?
[Slide 5] Provide instructions for the Gallery Walk.
- Distribute the Social Movements Gallery Walk handout. Read the directions aloud.
- Provide guidance on the following:
- Rotation order/direction
- Amount of time at each station
- Taking notes on the Social Movements Gallery Walk handout
[Slide 6] Lead a whole-group discussion. Invite students to respond to these questions in their project teams before they share their responses in a whole-group discussion.
- What were some similarities you noticed throughout the different social movements in terms of civil rights issues or community organizing efforts?
- What is one lesson we can learn from these social movements about creating movements to address inequity today?
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.5: Socratic Seminar
Teacher Guide
Lesson 2.5: Socratic Seminar
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How have people built social movements to create change for their community?
Learning Targets I can:
Purpose In this lesson, you will participate in a Socratic Seminar that integrates the texts, social movements, and thinking that we have been exploring throughout Module 2. You will dig back into the sources from the first three lessons in this module to prepare for the seminar, and then you will participate in the student-led seminar. Next, you will debrief your class Socratic Seminar and set a goal for your class discussion moving forward. Finally, you will meet in your zine team to discuss the movements, ideas, and messages you want to highlight in your final zine. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. | |
| RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students participate in a Socratic Seminar that integrates the texts, social movements, and thinking that they have been exploring throughout Module 2. Students dig back into the sources from the first three lessons in this module to prepare for the seminar, and then they participate in the student-led seminar. Next, they debrief their class Socratic Seminar and set a goal for their class discussion moving forward. Finally, students meet in their zine teams to discuss the movements, ideas, and messages they want to highlight in their final zines. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Prepare for the Socratic Seminar | (35 min) |
Purpose: Students prepare for their student-led discussion, a Socratic Seminar, by responding to the seminar questions, using sources and texts from Module 2, and by exploring the Liberatory Design framework.
You might say: So far in this unit, we have explored many different social movements, mindsets, and big ideas. We learned about the Black Panthers, the fight for climate justice, the influence of jazz, and the civil rights movements. We worked to define freedom and equity. We talked about intersectionality, joy, and radical imagination. We talked about liberation. We have been building capacity around all of this in order to build a clearer picture of social movements and community organizing. Today, we will begin preparing for a Socratic Seminar, during which we will draw a connection between all our learning so far in order to answer the question: How can we build movements that work to uphold and protect the rights of all people?
[Slides 2–3] Provide instructions for seminar prep.
- Distribute the Socratic Seminar Discussion handout and direct students to Part 1.
- Read the directions aloud and provide guidance on the following:
- Time allotted to complete Part 1 of the seminar handout
- How you will check for seminar prep completion at the end of the allotted time
- If/how you will conference with students to support them in their seminar prep
- What students should do if they finish their seminar prep early
Teacher Tip: Socratic Seminar Teacher Checklist You might have already done Socratic Seminars with your students. If so, you already know what seminar setup works for your classroom. If you haven't used this strategy with students, use the Socratic Seminar Teacher Checklist for guidance on the ways you can set up this activity, given your classroom size, number of students, time allotted, and other class-specific factors. |
| Step 2: Participate in the Socratic Seminar | (40 min) |
Purpose: Students participate in their Socratic Seminar, making connections across the many sources and texts they have explored so far in this unit. As students participate in the discussion, they take notes and build on the ideas shared by their peers.
You might say: Now that we have completed our preparation for our Socratic Seminar, it's time to get started. Remember that this is a student-led discussion, so you all will be responsible for moving the conversation forward and for building on each other's thoughts in order to have a meaningful conversation about the seminar discussion questions.
[Slides 4–5] Provide instructions for the Socratic Seminar.
- See the Teacher Preparation section and the Socratic Seminar Teacher Checklist for more guidance.
- Direct students to Part 2 of the Socratic Seminar Discussion handout.
- Read the directions aloud and provide guidance on the following:
- How will the seminar be structured (e.g., whole group, fishbowl, small groups)?
- Depending on the seminar structure, will discussion roles be assigned?
- Depending on the seminar structure, how long will students have for their seminar? For example, if using a fishbowl, when should students switch? If using small groups, how much time should students spend on each question, and how should they guide the conversation forward?
- If providing conversation sentence starters, how should these be used?
- Inventory question: Let students know that if the conversation comes to a lull, you might invite them to pause and answer the inventory question (Part 2 of the discussion handout) but tell them that they are welcome to use the space in the handout for their note-taking as well.
| Step 3: Debrief the Socratic Seminar | (20 min) |
Purpose: Students reflect on the outcome of their seminar and discuss the flow of conversation. They set a class discourse goal based on trends/observations from their Socratic Seminar to encourage more student-led discourse. Then they reflect on their learning so far in the unit by completing the Know & Need to Know chart as a project team.
You might say: Socratic seminars give you all the opportunity to lead your own discussions. Having student-led discussions is something that we practice and improve on over time. In order to grow our discussion skills as a class, we need to check in on what we did well and create goals on what we want to improve. Let's do this by reflecting on our Socratic Seminar and by setting a discussion goal as a class.
[Slide 6] Invite students to reflect on their seminar.
- Direct students to Part 3 of the Socratic Seminar Discussion handout.
- Read the directions aloud and invite students to reflect individually before sharing their reflections as a whole group.
[Slide 7] Lead a whole-group discussion. Invite students to discuss the following question: Given our discussion today, what is one goal that you think we should have as a class to make sure that our discussions are student-led and evidence-based? Try to come to a class consensus on a goal and use an anchor chart to display the goal for easier reference in future discussions.
| Step 4: Draft your zine | (25 min) |
Purpose: Students preview the project rubric and discuss the focus of their zines based on what they have learned about different social movements today.
You might say: There are so many social movements we could study; so many social movements today are working to make an impact. You will be creating a zine that highlights some of these movements, some of the mindsets that guide social movements, the strategies we can form and actions we can take to address injustice, and the work we still need to do. What you choose to highlight and how you choose to do it are entirely up to you. You will now work in zine teams to figure out an outline of what you might want to include or highlight in your zine.
[Slide 8] Display the project rubric.
- Distribute the Zine Project Rubric and the Drafting Your Zine handout.
- Invite the project teams to read through the rubric and complete their handouts.
Teacher Tip: Planning the Community Organizing Event In Lesson 3.4 of this unit, students will be presenting their final zines. There are several suggestions in this lesson on how to bring in people from the larger school community. If you are planning to have a community event where students can share their zines, the end of this lesson is a good time to start planning that with students. Planning a community event is also a great opportunity to have a group of students take the lead. Here are some student-facing questions students can work through if they want to lead the event planning.
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Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 3 Oveview: Zines for Local Action
Module Overview
Module 3: Zines for Local Action
Freedom Dreaming
Unit Driving Question
How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question
How can we use zines to spread information about building social movements in our community?
Module Overview
In this module, students create their final zine projects. They create zines that showcase different social movements, civil rights issues, people, community organizing strategies, and liberatory mindsets. They work to inform their community about what we can do to address inequity today.
In Lesson 1, students learn about different formats and genres used in zines before creating outlines for their own zines. In Lesson 2, students workshop their layout drafts. They work to give meaningful feedback to their peers and to incorporate the feedback they receive as a team. During studio time, they create their final zines using their revised layout drafts. In Lesson 3, students share their zines with their classroom community. They reflect on the process of creating zines and on what they learned about social movements in the unit.
| Lesson 3.1: Plan Your Zine Layout (120 minutes) | |
Key Standards for Success Criteria D4.7.9-12CCSS.ELA-LITERACY.SL.11-12.2 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students will work with their project teams to plan their zine layouts. Students will finalize the movements, issues, people, texts, and ideas they want to highlight through their zines. Then students will decide how to highlight these by selecting the different genres they will use in their zines (art, poetry, personal essays, collages, etc.). Finally, students will create checklists with their teams for their upcoming studio time. |
| Lesson 3.2: Zine Studio Time (120 minutes) | |
Key Standards for Success Criteria D4.7.9-12 CCSS.ELA-LITERACY.SL.11-12.2 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students will participate in a peer workshop of their zine layouts and plans. Students will give meaningful feedback to other teams on their layouts and use the feedback they receive to finalize their own zine layouts. Then students will use studio time to create their zines. |
| Lesson 3.3: Community Organizing Event (60 minutes) | |
Key Standards for Success Criteria D4.7.9-12 CCSS.ELA-LITERACY.SL.11-12.4 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students will share the zines they created in their project teams. Students will explore the zines created by other teams and offer meaningful feedback on their work. Then students will reflect on the experience of creating zines, on what they learned about building social movements, and on how they might share their zines with other members of their community. |
| Module Assessments |
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| Vocabulary |
|
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: Plan Your Zine Layout
Teacher Guide
Lesson 3.1: Plan Your Zine Layout
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How can we use zines to spread information about building social movements in our community?
Learning Targets I can:
Purpose In this lesson, you will work with your project team to plan your zine layout. You will finalize the movements, issues, people, texts, and ideas you want to highlight through your zine. Then you will decide how to highlight these by selecting the different genres you will use in your zine (art, poetry, personal essays, collages, etc.). Finally, you will create a checklist with your team for your upcoming studio time. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. | |
| CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students work with their project team to plan their zine layouts. They finalize the movements, issues, people, texts, and ideas they want to highlight through their zines. Then they decide how to highlight these by selecting the different genres they will use in their zines (art, poetry, personal essays, collages, etc.). Finally, they create checklists with their teams for their upcoming studio time. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about zine styles and genres | (20 min) |
Purpose: Students explore different examples of zine styles and genres they can use within their zines.
You might say: At the end of Module 2, you worked in your zine teams to think about the messages you want to create through your final product. You thought about the ideas, social movements, etc., that you wanted to include in your zines. In this module, we will work to create and share our zines. In order to create our zines, we need to think about the different style choices we want to make; the different categories, or genres, we want to use throughout; and the ways in which we want to lay out our work. We will do that planning today.
[Slide 2] Watch the video "How To: Zines" [3:29] in its entirety. Discuss the following questions.
- What are some things all zines have in common?
- What are some ways in which zines can be different?
- What are some things people include in their zines?
[Slides 3–4] Learn about zine genres. Use the following talking points.
- A genre is a category of art, music, or literature.
- A zine is a creative mini magazine that uses several different genres to create a cohesive message.
- Genres include poems, songs, essays, collages, drawings, comics, personal reflections, text deconstructions, and more.
- Ask: What are some other genres you could use in your zines?
[Slide 5] Watch a clip from the video "Zine Presentation" [1:21–5:16]. Discuss the following questions.
- How did this zine example highlight events, texts, and personal views creatively?
- What different genres are used throughout the zine?
Teacher Tip: Printing Clip Art and Images Students will be creating physical zines, so you might consider printing images ahead of time that they can use to build out their zines. The University of Southern Florida has a clip art archive you can print from. Students can take these images in any direction they want, such as using them in collages or drawing over them. You might also consider bringing in magazines that students can cut up and use throughout their zines. |
| Step 2: Finalize your zine focus | (20 min) |
Purpose: Students work in their project teams to finalize the main components of their zines. They identify the styles they want to use, the genres they will include, and the tones they want to set in order to plan one cohesive final product.
You might say: Now that we have learned more about how you can create unique and captivating zines, it's time for you to discuss the choices you want to make in your own zines. What is the tone you are trying to set throughout your zine? What style will help you create a cohesive and interesting zine? And what genres will you include throughout?
[Slide 6] Distribute the Zine Layout handout.
- Direct students to Part 1. Read the directions aloud and provide guidance on how much time students have to complete this part of the handout.
- Distribute the Bibliography. Instruct students to track their resources in this document. See the Teacher Tip below for more information about citations.
Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance. |
| Step 3: Work on your zine layout | (60 min) |
Purpose: Students work in their project teams to create detailed layouts for their final zines.
You might say: Creating a zine involves thinking about how many different parts will create one cohesive final product. In order to help make sure that all of the pieces of your zine are connected, it's helpful to create a layout. When people print regular magazines or create zines, a layout can help guide and organize their work. Let's learn more about using layouts to create zines.
[Slide 7] Watch a clip from the video "How to Make a ZINE in 24 hours" [1:38-2:52]
Ask: How does creating an outline help this artist create their final zine?
[Slide 8] Direct students to Part 2 of their Zine Layout handout. Provide guidance on the following:
- How much time students have to plan their zine layouts
- How much detail students should include in their layouts
- How zine teams will know they are ready to move on to more detailed planning (Part 3 of their handout)
- Optional: Creating a zine model; see the Teacher Preparation section for more information
| Step 4: Create a checklist for your studio time | (20 min) |
Purpose: Students make team plans for their upcoming studio time.
You might say: Now that you have planned the layouts for your final zines, you are almost ready to start creating. As you start to create the different parts of your zines, you might be working more individually. For example, you might be writing a poem for your final zine while another team member works on deconstructing a text. It's important to be super clear on your plan as a team so that you stay organized. You will be working in your zine teams to create checklists to guide your upcoming studio time.
[Slide 9] Distribute the Studio Time Checklist handout.
- Read the directions aloud and provide guidance on how much time students have to complete this checklist.
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Zine Studio Time
Teacher Guide
Lesson 3.2: Zine Studio Time
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How can we use zines to spread information about building social movements in our community?
Learning Targets I can:
Purpose In this lesson, you will participate in a peer workshop of your zine layout and plan. You will give meaningful feedback to other teams on their layouts and use the feedback you receive to finalize your own zine layout. Then you will use studio time to create your zine. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. | |
| CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students participate in a peer workshop of their zine layouts and plans. They give meaningful feedback to other teams on their layouts and use the feedback they receive to finalize their own zine layouts. Then they use studio time to create their zines. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Workshop your zine layout | (20 min) |
Purpose: Students work with another zine team to get feedback on their zine outlines. Then they work in their zine teams to apply feedback and suggestions before launching into studio time.
You might say: Now that you have worked to make a plan for your zine, you will be working with your peers to give and receive meaningful feedback. You will receive feedback on your zine layout, and then you will consider how you might apply that feedback to your final zine. Let's get started.
[Slide 2] Distribute the Zine Workshop handout. Read the directions aloud and provide guidance on paired teams.
[Slide 3] Provide guidance on the workshop cycle. Explain how much time students have for each team to share feedback with their paired team.
- Tell students when it's time to switch which team is sharing feedback.
- Explain that each person must fill out their Zine Workshop handout for their paired team.
- After both teams have shared and received feedback, invite students to give each other the Zine Workshop handouts they completed for their paired team.
[Slide 4] Facilitate a reflection and prioritization of peer feedback. Invite students to discuss the following questions in their teams as they reflect on their feedback. Then invite teams to share out up to three changes they are making based on peer feedback.
- What feedback did we receive that we can address quickly and right away?
- What feedback did we receive that would require us to rewrite a major part of our outline? How should we address this feedback?
- What feedback did we receive that would require us to add an entirely new part to our final zine? How should we address this feedback?
| Step 2: Use studio time to create your zine | (100 min) |
Purpose: Students use their studio time to complete their zines.
You might say: Now that you have final outlines for your zines, it's time to start creating. In our last lesson, you all created studio time checklists. You will work with your teams to complete all the steps on your checklists and to create your final zines.
[Slide 5] Provide guidance and support.
- Invite students to use the following resources.
- Community Organizing Research handout (Lesson 2.2)
- Present-Day Movements Research handout (Lesson 2.3)
- Zine Project Rubric (Lesson 2.4)
- Drafting Your Zine handout (Lesson 2.4)
- Revised Zine Layout handout (Lesson 3.1)
- See the Teacher Tip below for guidance on conferencing with students during studio time.
- Consider providing guidance on the following:
- How much time students have to complete their final zines
- Where students can find materials for their final zines
- How you will conference with zine teams
- How students should ask for your support if they need it
Teacher Tip: Conferencing With Students When you conference with students, start by asking them about their zine checklists. How are they doing in terms of completing their checklists? Where do they need support? How can you help? You might find some trends among zine teams. Use the following guidance to help zine teams move forward in their work. If a zine team is behind schedule:
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Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Community Organizing Event
Teacher Guide
Lesson 3.3: Community Organizing Event
Freedom Dreaming
Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people?
Module Driving Question:How can we use zines to spread information about building social movements in our community?
Learning Targets I can:
Purpose In this lesson, you will share the zine you created in your project team. You will explore the zines created by other teams and offer meaningful feedback on their work. Then you will reflect on the experience of creating a zine, on what you learned about building social movements, and on how you might share your zine with members of your community. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. | |
| CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students share the zines they created in their project teams. They explore the zines created by other teams and offer meaningful feedback on their work. Then they reflect on the experience of creating a zine, on what they learned about building social movements, and on how they might share their zines with members of their community. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Share your final zine with your community | (40 min) |
Purpose: Students share their final zines. They give their peers meaningful feedback on their final zines.
You might say: It's time to share all of the hard work you have been doing in your zine teams! Today you will share your zines and explore the zines created by other project teams. You will offer meaningful feedback about what you learned from the zines your peers created. Then we will participate in some reflection about the unit in a whole-group discussion to close out our unit.
[Slide 2] Provide guidance and support for sharing zines. Distribute the Zine Peer Reflection handout. Provide guidance on the following:
- Presentation structure
- A community involvement plan
- How much time students have to complete their peer reflections
Teacher Tip: Ideas for Sharing Zines With Youth and Community Consider the following ideas for sharing the work your class has been doing with others in your school community and with communities outside of your school.
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| Step 2: Reflect on your final products and social movements | (20 min) |
Purpose: Students participate in a discussion about the process of creating zines and on what they learned from past social movements about building social movements today.
You might say: Now that we have seen the work that we created as a class, we're going to reflect on what we learned through the creation of these zines when it comes to building social movements today.
[Slide 3] Invite students to reflect on the unit. Distribute the Zine Individual Reflection handout. Direct students to Part 1 of their handout. Invite them to individually reflect on any of the following questions.
- What did you learn through the process of creating your zine? Do you think you'll create other zines?
- What new information did you learn today about issues in our society?
- What new information did you learn today about social movements?
- What surprised you as you were reading zines today? What captured your attention?
- Do you have any shout-outs you want to give to other teams about their final product?
- What is the most important thing you would want someone to take away from your zine in terms of building social movements today?
[Slide 4] Invite students to participate in a community discussion. Direct students to Part 2 of the Zine Individual Reflection handout. Invite students to discuss the following questions.
- How can we build movements that work to uphold and protect the civil rights of all people?
- What social issues do you want to learn more about so that you can become involved in social movements to address them?
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. This is the final timeline extension pack of the course. |
Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.