Investigation oI resistance groups oI the Civil Rights Era demonstrates how local eIIorts can grow to eIectively resist domination. Students will learn how youth can take ownership oI issues that concern them and Iind their political voice.!ublic policy is oIten used as a tool to institutionalize racism, classism, documentation, and other Iorms oI oppression.
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Investigation oI resistance groups oI the Civil Rights Era demonstrates how local eIIorts can grow to eIectively resist domination. Students will learn how youth can take ownership oI issues that concern them and Iind their political voice.!ublic policy is oIten used as a tool to institutionalize racism, classism, documentation, and other Iorms oI oppression.
Investigation oI resistance groups oI the Civil Rights Era demonstrates how local eIIorts can grow to eIectively resist domination. Students will learn how youth can take ownership oI issues that concern them and Iind their political voice.!ublic policy is oIten used as a tool to institutionalize racism, classism, documentation, and other Iorms oI oppression.
Copyright:
Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online from Scribd
Investigation oI resistance groups oI the Civil Rights Era demonstrates how local eIIorts can grow to eIectively resist domination. Students will learn how youth can take ownership oI issues that concern them and Iind their political voice.!ublic policy is oIten used as a tool to institutionalize racism, classism, documentation, and other Iorms oI oppression.
Copyright:
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Chicago Grassroots Curriculum Taskforce
Unit Topic / Theme: Resistance Movements in the Civil Rights Era
Group 2: Ken Abraham, Nic Allen, Courtney Covington, Jonathan Gonzalez, Jacqueline Trabanino Unit Relevance: !ublic policy is oIten used as a tool to institutionalize racism, classism, documentation, and other Iorms oI oppression. These eIIorts can be countered by the involvement oI marginalized groups in the political process. Grassroots movements and community-based groups can be used to eIIectively resist domination. Investigation oI resistance groups oI the Civil Rights Era demonstrates how local eIIorts can grow to eIIect change. Students will learn how youth can take ownership oI issues that concern them and Iind their political voice. "tr
uration 3 te 4 weeks Essential "uestions: O hat are some oppressive public policies? O ow do these oppressive policies impact your liIe and your community? O hat are some methods oI resistance that can be implemented to counter these policies? earning Activities, Projects & Products: O Experiential Learning 4 Assemble resistance movement kit 4 rganize Iundraising campaign 4 rganize debate about school uniIorms Ior Iaculty and staII O Research !roject and !aper 4 Statues, plaques, roads or public spaces named aIter someone who has contributed to the community but is no longer remembered 4 Research who they are and why they were honored O ield Trip to bserve Resistance in Action O Multiple In-class Quizzes O Guest Speakers Essential Threads: Race ppression Empowerment Class Resistance Local Connections Gender Culture Global Connections
$tudents Understandings: ster., Underst,ndngs: istorical Creation oI the Underclass istorical Maintenance oI the Status Quo
Current Ch.,ge Cenne.tens: Educational !olicies Resource Allocation Dumbing Down oI Curriculum
Geb, Cenne.tens: Economic StratiIication Along Class Lines Grassroots ReIorm Movements
earning $tandards: Illinois $tate Board of Education, Goal 14: Understand political systems, with an emphasis on the United States. Illinois $tate Board of Education, Goal 16: Understand events, trends, individuals and movements shaping the history oI Illinois, the United States and other nations. Illinois $tate Board of Education, Goal 18: Understand social systems, with an emphasis on the United States. National $tandards for Civic and Government, VB4: Evaluate, take, and deIend positions on the relationships among personal, political, and economic rights National History $tandard, 4A: Demonstrate understanding oI the Second Reconstruction and its advancement oI civil rights. Essential Readings: Lift Every Joice. The NAACP and the Making of the Civil Rights Movement by !atricia Sullivan Mi Ra:a Primero by Ernesto Chavez Sammy and Juliana in Hollywood by Benjamin Alire Saenz Power and Place. Indian Education in America by Vine Jr. Deloria and Daniel ildcat
Instructional Approaches / Methods: !roject-based Learning, Experiential Learning, Action Research, Cooperative Learning Assessments: !articipation in class activities, Completion oI in- class quizzes, Completion oI research paper Essential Vocabulary: Race, Ethnicity, Classism, Sexism, ppression, Resistance, Boycott, Segregation, Displacement, Deculturalization, Assimilation Needed $upplies and Resources: Cemuter wth lnternet A..ess, bvb P,er, P,er ,nd Ce M,.hne fer Fers, Pester Be,rds, M,rkers Multimedia: ilm: Precious Knowledge, ilm: Walk-Out, ebsite: www.archives.gov, ilm: Bury My Heart at Wounded Knee ield Trips: ccupy Chicago Q, Community walk Ior research paper topic $peakers: Kait McIntyre, !resident oI the UIC Students Ior a Democratic Society, Speaker Irom the Immigrant Youth Justice League Chicago, Marite regoso, Latino Studies !roIessor at arold ashington College
