Students learned about historical injustices and forms of activism while working together to identify the worst injustice for students today and the best form of activism to challenge it. After a whole class activism, students were going to break into groups to identify a modern injustice, write a protest speech, and use a form of activism (art, media awareness, protest, or direct action) against it. School closed before this unit started, however the first part of the project (identifying the worst injustice for students and the best activism) was completed virtually.
Cohort member: Tyler Ekhoff
Students: English Language learners in the 6th/7th International Academy at Francis C. Hammond Middle School
Essential Question: How can we create a more just society?
United States History II.3 The student will apply social science skills to understand the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship
United States History II.9 The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by
a) examining the impact of the Civil Rights Movement, the Americans with Disabilities Act (ADA), and the changing role of women on all Americans