Week+2

=**Week Two class outline**=


 * Monday:**

The goal of today’s lesson is to introduce students various actors and events within an African-American social movement that took on a wide variety of forms. Students will begin class by viewing an iMovie that highlights the issues facing African-Americans from 1619 to the present. The iMovie can be viewed here: **[|African American History Video]** While watching the movie, students will be asked to fill out a worksheet related to the film. Although the questions included in this worksheet are not high ordered thought questions, they will provide students with a basic framework from which to build their knowledge. The worksheet will contain the following questions:

I) The _ _ _ _ _ period occurred between 1619-1865. A) Name at least two figures mentioned during this time period. 1) 2)

B) List at least one event that occurred during this time period. 1)

II) The Reconstruction, Postbellum, Nadir period occurred between _ _ _ _ _. A) Name at least two figures mentioned during this time period. 1) 2)

B) List at least one event that occurred during this time period. 1)

III) The _ _ _ _ _ period occurred between 1946-1965. A) Name at least two figures mentioned during this time period. 1) 2)

B) List at least one event that occurred during this time period. 1)

IV) The Post-Civil Rights Era period occurred between _ _ _ _ _. A) Name at least two figures mentioned during this time period. 1) 2)

B) List at least one event that occurred during this time period. 1)

After viewing the iMovie, student will be divided into groups and asked to participate in a jigsaw activity. In groups, students will be asked to look at the following documents: -A historical account of Nat Turner’s Rebellion -Excerpts from Frederick Douglass’s //Life and Times of Frederick Douglass// -Excerpts from Booker T. Washington’s //Up From Slavery// -Excerpts from W.E.B. DuBois’ //The Souls of Back Folk// -Martin Luther King, Jr.’s //Letter from Birmingham Jail// -Excerpts from Malcolm X’s //The Autobiography of Malcolm X//

Students will be asked to fill out a worksheet that contains the following questions for their particular document:

1) When was this document written?

2) Where were the events contained in this document set?

3) What issues were impacting African-Americans at this time?

4) What methodologies did this individual use to bring about change?

5) Does this approach seem radical or non-radical? Explain.


 * Tuesday:**

The goal of today’s lesson is to expand students’ awareness of attempts by African Americans to bring about social change. Students will start class in their jigsaw groups to ensure that all group members have the same information written down. Students will then number off by six within their groups. The class will then be divided into six new groups, allowing each group the opportunity to hear from an ‘expert’ concerning each of the six documents.

After students have all thirty boxes filled out completely (6 documents x 5 questions), students will return to their original groups to ensure that every group member has similar information recorded in each of their thirty boxes.


 * Wednesday:**

The goal of today’s lesson is to allow students the opportunity to build off the initial information that they learned when examining their document for the jigsaw activity. In doing so, students will gain deeper insights into the person who wrote or was written about in their jigsaw document. Students will start the day in their original jigsaw groups.

Working within their groups, students will be given approximately two-thirds of the class period to design a exploratory project using either classroom materials or computer technology at the computer lab that illustrates the themes and elements of their jigsaw document, its author, and its larger place within African-American social movements.

To provide students with an example of an acceptable exploratory project, I will show students a GoogleTrip of the Selma Voting Rights March of 1965. The link to this GoogleTrip can be viewed here:


 * Thursday:**

The goal of today’s lesson is to further examine the Native American mascot controversy, an issue raised in //The Absolutely True Story of a Part-time Indian,// via connections with the Reardon Indians. For this purpose, students will read a selected passage out of //The Absolutely True Story of a Part-time Indian// in which Junior discusses the irony of Reardon, a predominantly white school, having the name Indians as their mascot. The Reardon Indians will serve as a jumping off point into a larger discussion of Native American mascots via a short PowerPoint showing various college and professional teams that use Native American mascots.

Students will next be presented with two documents. One document will be a persuasive argument for Native American mascots and one will be a persuasive argument against Native American mascots. Students will be afforded the opportunity to review these documents before the class reconvenes for a whole class discussion concerning the issue of Native American mascots.


 * Friday:**

The goal of today’s lesson is to help students develop a persuasive argument either in support or opposition of Native American mascots. Using a persuasive letter and a Structured Academic Controversy (SAC), students will strengthen their argument.

First, students will be introduced to the essential elements of a persuasive letter. Students will then be asked to draft a letter to an editor, sports team, or college president either in support or opposition of Native American mascots.

Prior to drafting their letter, students will be provided with the following document related to the current economic crisis. This document, entitled “Key Elements to a Persuasive Letter,” will help students at they draft their persuasive letter:

1) Introduction -“I am a constituent who has lived in Michigan for 22 years.”

2) Reason for writing the letter -“I am concerned about the current state of the economy.”

3) Urged course of action -“I implore you to pass the proposed economic stimulus package.”

4) Reasons why your course of action is needed -“I believe that failure to pass the economic stimulus package could worsen the current state of the economy.”

5) Closing and salutation -“Thank you for taking the time to read my letter. I urge you to pass the current economic stimulus package, because failure to act could spell devastating consequences.”

After students draft their letter, the class will be broken up into two groups, one group composed of those in favor of Native American mascots and one group composed of those opposed to Native American mascots. While students assemble into these groups, four decks will be brought to the front of the room. Two students from each group will be asked to come up to the front of the room in engage in a SAC concerning the use of Native American mascots by college and professional sports teams. Students will be allowed to ‘tag-in’ with a teammate as necessary throughout the course of the SAC. Following the SAC, the whole class will engage in a SAC debrief. = = 