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The Link Between Culture and History

By JWilli57
Grade Level
9-12
private
LEARNING PLAN
Essential Question
  • What part do culture and history play in the formation of our individual and collective identities?
  • How do our intersecting identities shape our perspectives and the way we experience the world?
  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
Texts
Informational

‘Hope, Despair and Memory’

"Hope, Despair and Memory" is an address given by Elie Wiesel on December 11, 1986, the date Wiesel was awarded the Nobel Peace Prize. Wiesel is an author and humanitarian and is known for writing about his experience as a survivor of the Holocaust.
by
Elie Wiesel
Grade Level
9-12
Subject
History
Topic
Religion
Social Justice Domain
Diversity Justice Action
July 5, 2014
Informational

Rebel Yells

Like many schools being called on to reconsider their mascot, the University of Mississippi convenes a student-run committee to find a replacement for theirs—a Confederate soldier.
by
Robbie Brown
Grade Level
9-12
Subject
Civics
History
Geography
Social Justice Domain
Justice Action
July 5, 2014
Teaching Strategies
Close and Critical Reading

Challenge the Text

Challenge the Text helps students ask and answer their own text-dependent questions by taking multiple perspectives and uncovering assumptions and biases within the text.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.6
July 19, 2014
Close and Critical Reading

Reading Against the Grain

In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.6
July 19, 2014
Close and Critical Reading

Text-Dependent Questions

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.4, RI.6-12.6
July 19, 2014
Community Inquiry

Four Perspectives

A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RI.6-12.1, SL.6-12.1, SL.6-12.4, SL.6-12.6
July 13, 2014
Student Tasks
Write to the Source

Break It Down

Break it Down asks students to demonstrate their explanatory and descriptive writing skills.
Grade Level
6-8 9-12
CCSS
W.6-12.2, W.6-12.4, W.6-12.9
July 19, 2014
Do Something

Be the Change...

Students identify and investigate a community problem and propose a solution. They then plan and implement action directed at solving the problem.
Grade Level
6-8 9-12
July 13, 2014
Plan Built By
JWilli57

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