A deep dive into the Fourth Amendment, which protects citizens from unreasonable searches and seizures. In this video, Kim discusses the Fourth Amendment with scholars Orin Kerr and Tracey Meares.
Material Type: Lesson
A close reading of Martin Luther King, Jr.'s "Letter from a Birmingham Jail."
Material Type: Lesson
In this 3½-hour workshop, learners assess the reliability and credibility of online resources. They explore how misinformation and fake news can distort our biases and perspectives, ultimately making it difficult for us to be objective in the selection of resources as aids to both effective learning and informed civic action and decision-making. Students will: Define misinformation and fake news and how it can affect personal biases and perspectives. Discover how to mitigate bias when searching for and surfing information online. Use best practices to authenticate sources of credible and reliable information: o Find and verify the original source o Check other sources o Use fact-checking tools Suitable for Grades 11 and 12
Material Type: Lesson Plan, Teaching/Learning Strategy
For Asian Americans living, working, and growing up in the margins in the United States during the 1960s and 70s, participating in social activism played an important role in advancing justice for them as citizens of the United States. Asian Americans worked in partnership with other ethnic and racial groups to overcome unfair treatment. Through the examples of the United Farm Workers Movement and the student strike at San Francisco State College, and at the Peace Rally after the L.A. Civil Unrest, students will learn how Asian Americans spoke out against injustice and stood up for the better treatment of all Americans. 2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 3.2 Geography: 5.13 Historical Knowledge: 1.12, 5.22 Historical Thinking: 2.21 Social Science Analysis: 1.12, 3.18, 3.19, 4.21, 4.24, 5.28
Material Type: Lesson Plan
Derek Chauvin has been charged in the murder of George Floyd and the prosecution and defense are using two very different tactics to highlight their cases. This lesson plan has students analyze the facts of the Derek Chauvin trial as well as any potential stereotypes used in the case and the racial undertones thereof.
Material Type: Lesson Plan
In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices. 2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: HS.2, HS.9 Geography: HS.42, HS.51 Historical Knowledge: 6.20, 6.21, 8,22, 8.25, HS.52, HS.53, HS.64, HS.65 Historical Thinking: 7.25, 8.30, 8.31, HS.67, HS.68 Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.28, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74, HS.75
Material Type: Lesson Plan
What is the role of Journalism in ensuring justice in society? In what ways has the Universal Declaration of Human Rights been violated in the world and our community? How do individuals and groups uphold the Universal Declaration of Human Rights in the world and our community? This 15-day unit focuses on the fragility of the Universal Declaration of Human Rights and our responsibility to uphold the document. It looks at the role of the media in defining our universe of obligation and highlights the importance of underreported news stories. In their analysis of journalism, justice and the Universal Declaration of Human Rights, students will use Pulitzer Center texts and materials to identify human rights violations in underreported global and local news. Students will analyze how individuals and groups uphold the Universal Declaration of Human Rights in the world and our community. In the culminating project for this unit, students will take civic action to address an underreported violation of the Universal Declaration of Human Rights within their community using the LAUNCH design thinking model.
Material Type: Lesson Plan
In this lesson, students will consider the importance of learning ethnic studies in the classroom and engaging with the lived experiences of their own families and communities, particularly as people of color. They will also learn and discuss concepts of intergenerational trauma in the context of mass incarceration and its effects on Asian Americans and Pacific Islanders by examining the ROOTS (Restoring Our Original True Selves) program at San Quentin State Prison. Lastly, students will learn about the current impact of incarceration on youth of color and relate it to the experiences of ROOTS program participants. 2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 8.8, HS.2 Economics: 7.8 Historical Knowledge: 6.20, 6.21, 8.25, HS.63, HS.64 Historical Thinking: 7.25, 8.31, 8.32, HS.68, HS.69 Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 6.28, 7.29, 7.30, 8.36, HS.71, HS.72, HS.73, HS.74, HS.76, HS.78
Material Type: Lesson Plan
The "Future Ready" content focuses on civics and the United States Constitution. It explains the Constitution's purpose and how it was ratified. The objectives are to teach about power distribution between national and state governments, principles of the American constitutional federal republic, the role of law in the political system, government institutions created during the Revolution, and different levels of government in the US.Key terms related to the Constitution are highlighted, such as amendments, bicameral legislature, Bill of Rights, checks and balances, Declaration of Independence, federalism, Preamble, separation of powers, and unalienable rights.The content emphasizes the Constitution as the highest law and the relationship between the federal government and states. The Bill of Rights, the first ten amendments, is explained along with specific rights and protections. Important amendments like the Fourth, Fifth, Sixth, Ninth, and Tenth are described.The passage also covers the separation of powers and checks and balances in the American government to prevent any one branch from becoming too powerful. It concludes with questions to test understanding, including the purpose of the Preamble, the meaning of domestic tranquility, the provision for common defense, and the importance of the separation of powers.
Material Type: Homework/Assignment, Lesson, Module, Reading, Unit of Study
American Government is designed to meet the scope and sequence requirements of the single-semester American government course. This title includes innovative features designed to enhance student learning, including Insider Perspective features and a Get Connected Module that shows students how they can get engaged in the political process. The book provides an important opportunity for students to learn the core concepts of American government and understand how those concepts apply to their lives and the world around them. American Government includes updated information on the 2016 presidential election.
Material Type: Textbook
Using an inquiry based approach, Michigan high school students will learn about the foundations of American government by studying the Constitution and exploring how it works today.
Material Type: Textbook
Guide for the promotion of youth civic participation at the local level: this guide has different objectives, first of all to involve youth at risk and keep them involved, then to diagnose the needs of local communities, and finally to understand and cooperate with the local institutional context.
Material Type: Textbook
This material is for low beginning/literacy ESL students who need life skill instruction. There is a teacher's manual, student book, blackline masters and audio for every lesson. This material was developed through a California Department of Education grant. Co-Author is Grace Tanaka.
Material Type: Module
The American Yawp constructs a coherent and accessible narrative from all the best of recent historical scholarship. Without losing sight of politics and power, it incorporates transnational perspectives, integrates diverse voices, recovers narratives of resistance, and explores the complex process of cultural creation. It looks for America in crowded slave cabins, bustling markets, congested tenements, and marbled halls. It navigates between maternity wards, prisons, streets, bars, and boardrooms. Whitman’s America, like ours, cut across the narrow boundaries that strangle many narratives. Balancing academic rigor with popular readability, The American Yawp offers a multi-layered, democratic alternative to the American past.
Material Type: Textbook
After completing the lessons in this unit, students will be able to summarize the contents of the First Amendment and give examples of speech that is protected by the Constitution and speech that is not protected by the Constitution.
Material Type: Lesson Plan
Let the power of imagination and inference serve as a ńtime machineî to bring Benjamin Franklin into the classroom! History and science come to life in a dialogue with Franklin the inventor, developed through lesson activities that incorporate research, imagination, writing, visual arts, and drama.
Material Type: Activity/Lab, Lesson Plan, Unit of Study
SYNOPSIS: In this lesson, students learn about the Indigenous first foods of Oregon, discuss the connection between food and climate change, and take action to improve their personal health and the health of the planet. SCIENTIST NOTES: This lesson allows students to explore the history of the Indigenous Peoples of Oregon and how they coped with their food systems under the past and present climate. It also underscores the impact of food production on the climate, how their food choices influence human and environmental health, and proposes strategic measures to mitigate emissions from the food sector and food choices that could improve human and environmental health. All the materials were reviewed, and this lesson has passed our science credibility process. POSITIVES: -Students learn about the Indigenous Peoples of Oregon and their food traditions. -Students feel empowered to make food choices that are better for the planet. ADDITIONAL PREREQUISITES: -Students should have some awareness of climate change and how it is affecting the Earth. Teacher can show the video Introduction to Climate Change before the lesson. -Students should be aware that the Indigenous Peoples of Oregon are the original people of Oregon and that European settlers stole land that belonged to the Indigenous Peoples. -When students fill out the food tracker, teacher may need to explain that “kg” is short for kilogram, that a kilogram is a kind of measurement, and that 1 kg is about 2.2 pounds. -Keep in mind that students in elementary school often have little to no control over their food choices. Be sensitive to the fact that some students will have less access to more climate-friendly foods, and try to encourage students to make climate-friendly food choices when they have the opportunity to do so. DIFFERENTIATION: -The Inquire section offers a variety of ways for students to learn about the Indigenous Peoples of Oregon and Indigenous first foods. Students can research the topic independently using the sources provided, read specific passages from the texts in small groups, or follow along as the texts are read aloud. -Students can use the bar graph in the Investigate section of the Teacher Slideshow to explore why some foods are worse for the planet than others. Students can pick one food and research the number of resources needed to grow, harvest, or produce the food. Students can work individually or with a partner. -Students can use a Venn diagram to compare and contrast one Indigenous Oregonian food with a food they eat. For example, students can explore the process of how salmon from the Columbia River and farm-raised salmon from the local grocery store make it to a student’s plate. Alternatively, students can draw the process and use arrows in between each stage. -Using the Connecting First Foods and Conservation resource from the Inquire section, students can write the origin story for a native food from their own cultural or ethnic background.
Material Type: Lesson Plan
In this lesson, students learn about plastic pollution and write a letter to a local official advocating for a solution to plastic pollution. Step 1 - Inquire: Students complete the Anticipation Guide individually or in groups, responding to true or false prompts and answering one question about plastic pollution and the Great Pacific Garbage Patch. Step 2 - Investigate: Students conduct research on plastic pollution and the Great Pacific Garbage Patch and complete the RACES writing organizer. Step 3 - Inspire: Students write a letter to a local official advocating for action on plastic pollution.
Material Type: Lesson, Lesson Plan
Book List Topics:Identity MattersAmerican Indian VoicesVoices Around the WorldInclusive VoicesBoundary BreakersExpanding the Narrative
Material Type: Reading
This video segment explores how the song Strange Fruit became one of the best-known and most enduring songs of protest. In 1939, the legendary blues singer Billie Holiday performed the song as a daring criticism of the commonplace practice of the lynching of African-Americans. Civil rights groups such as the NAACP had made countless appeals, but it was Holiday’s haunting rendition that made it impossible for white Americans and lawmakers to ignore the widespread crime. A second video segment includes the story of Abel Meeropol, son of Russian Jewish immigrants and a high school English teacher in the Bronx neighborhood where he was born, wrote a poem entitled Strange Fruit. This video discusses how the poem would later be performed by the legendary Billie Holiday as a song of protest, bringing national attention to the crime of lynching. https://opb.pbslearningmedia.org/resource/bf09.socst.us.prosp.songborn/abel-meeropol-billie-holiday-and-a-song-born-in-protest/ Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
Material Type: Primary Source
