Daily lesson # 3
By Brandon Morgan
What is culture? What is racism? What is deculturalization?
Who are Africans? How can we see that they were deculturalized? Why were they?
What is Gentrification? Why is it important?
How has this affected today’s culture?
Main Projects/Working Towards
Students acquire insight into social norms by connecting them to historical events.
Students understand the current minority living standards and subsequently are able to use this knowledge as a tool for real-time success.
Key Terms/ Vocabulary
Racism, Bigotry, Culture, Deculturaliz(e)(ation), Segregation, Misappropriation, Gentrification.
Needed Student Reminders
Please have permission slips signed for movie(s) watched in class, as they may have socially sensitive material.
Key Skills /Standards
·16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources.
·His: 16.A.4a: Analyze and report historical events to determine cause-and-effect relationships.
·His: 16.A.5a: Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
Common Core Standards
Analyze and report historical events to determine cause-and-effect relationships.
Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
Student Learning Activities
Students will (chronologically):·
Class discussion on the day's vocabulary words/themes that apply.
·Class reading of myhistory Africa
· Read “Unspoken: A Story from the Underground Railroad” by Henry Cole
·Discuss how they interpret the scenes depicted in Cole’s book.
·Watch movie clips (Stand and Deliver)
·Group activity; Students break into 4 groups where they will have 20 minutes to write three main challenges placed on the characters, and two ways they overcame adversity.
·Class discussion/response on gentrification.
· Hot Potato History Game (to include the current and previous day’s historical readings)
Teachers will (chronologically):
·Begin class by asking the students what they know of racism, bigotry, culture, deculturaliz(e)(ation), segregation, misappropriation, and gentrification; definitions will be given as each is discussed.(5mins)
·Open discussion on Cole’s book; guide the conversation by posing questions to the class.(5mins)
·Show movie clips (discuss as we move along). (10mins)
·Read segments of “The Fastest Gentrifying Neighborhood In Chicago” by Edward McClelland.(5mins)
·Summarize and read segments of “Gentrification and Homelessness: The Single Room Occupant and the Inner City Revival.” By Kasinitz Philip. (5mins)
·Begin class game (Hot Potato History).(5mins)
Talk about current black culture and open final discussion by asking students questions to address in their journal. How do they see their current culture? How can they connect past to present situations? What ways can they achieve school and life success “Run Faster”.(5mins)
Assessments of / for Learning
·Essays depicting cause and effect.
·Journals utilizing the students emotions and perspective to guide their writing.
-Multiple class discussions, allowing various thinking styles to speak and illuminate new possible perspective.
For further studies students can:
· Interviews at home; the student can choose a parent, relative, or any other elder that they look up to, and ask how they view the themes touched on in class, as well as if they have any suggestions on how to help succeed, despite the challenges.· Journal logs; write on how the readings and learned events make them feel, do they see the same situations in their life? How? What ideas do they have to help the problem?
One page essay depicting cause and effect of student tension viewed from movie clips, while using lecture notes as reference.
Text Handouts, computer speakers for music, DVD player or Computer with DVD playback ability and monitor/projector for the movie.