Me and my friends Scott and Clarke, in 2009 at a Portland Trail Blazers Playoff game. The Moda Center (then the Rose Garden) was built on land that was formerly part of the Albina neighborhood.
Today in class we wrapped up our viewing of Lift Ev'ry Voice and I introduced the Activism Project, before students headed off to Thanksgiving Break. Here's what happened in class:
Learning Targets Addressed:
Behavior LT 1: I can self direct my learning.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.
Soundtrack: "We Shall Overcome" by Pete Seeger. Selected for today because it became a song that rallied many people together during the Civil Rights Movement. Lyrics here.Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Knowledge LT 19: I can explain the role and impacts of social hierarchies.
AGENDA 11/25/19:
News Brief – Chris
Finish Lift Ev'ry Voice
Discussion
Activism Project
Homework: Read the blog. Continue working on your Activism Project! Next news brief: Rob.
News Brief: Chris had the news brief today and selected an article about this story to talk about: OregonLive.com - Liberty High swim team member found dead under pool cover in Hillsboro. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.
Rob was selected to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Discussion: After the documentary, we went through the questions together as a class and had a discussion about the film. For the most part, I find that students generally have no idea about Portland's racial history and current issues, so I am glad that this unit allows for some connections to be made locally. I then collected the response questions, which will be entered in the gradebook as a behavior target.
Activism Project: Finally, I introduced the main project for the Civil Rights unit, which is where students choose to identify a cause that they care about and create a poster or brochure explaining why and how people could be involved. Here's the assignment sheet that I passed out in class:
This assignment will be due the last day we meet before break, which is December 19 for your class. If you are leaving before that day for break, you will need to turn it in before.
Generally, students can choose almost anything that they want to, but I do want to hear about the issue before embarking on too much work. We will set aside a fair amount of class time before the break to do this, and I will provide large sheets of paper, but if a student wants to go above and beyond in working on the project at home or with a poster board, that is obviously great as well.
Thanks for your continued work and engagement with the Civil Rights unit! We will keep at it next week. Here's the schedule for our next few classes until break:
November 25: Finish Lift Ev’ry
Voice / Assign Activism Project (graded)
December 3: Little Rock Nine
(graded) / Work Time on Activism Project (poster analysis activity)
5: Children’s March (What Would You
Do?) / Work Time on Activism Project
9: Music as Activism (graded) –
partner assignment
11 (Wednesday): Share Music/Work
time on Activism Project – OUT AT NWRESD
13: MLK vs. Malcolm X – Whose Ideas
Were Best?
17: Activism Project Work Time
(final day)
19: Activism Project
presentations/gallery walk/Unfinished Business with Civil Rights
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