Unit 1.5 What do we do when government isn’t protecting our rights?
Activities Day one: When is it okay to break laws? Definition chart: Civil rights Primary source activity: Rev. Dr. Martin Luther King Jr.’s “Letter from a Birmingham Jail”
Days two/three: What do people do when government isn’t protecting their rights? Secondary source activity: Teaching Tolerance’s documentary “The Children’s March”
Day four: What are ways to make the government protect our rights? Primary and secondary source activities: selections from John Lewis’ March, the Civil Rights Act of 1964, and articles about Loving v. Virginia and the Memphis sanitation workers strikeFormative assessment
Day five: What do we do NOW when government isn’t protecting our rights? Summative assessment
Unit 2 How do we know what happened in history?
Statement of Inquiry: Time, place, and space reveal culture which constructs perspective.
Activities Day one: How do we know what happened in the past? Definition chart: primary and secondary sources Primary source activity: John Smith and Pocahontas
Day two: What do we do with primary sources? Definition chart: timelines, sequence, chronology
Day three: How do we read primary sources? Reading activity: selections from Kekla Magoon’s How It Went Down Day four: Is there such thing as a completely trustworthy source? Gallery walk and compare/contrast activity with How It Went Down sequence timelines
Day five: Do primary sources tell the same story? Class discussion of How It Went Down sequence timelines
Day six: How does someone’s point of view affect their perspective? Personal timeline activity
Day seven: Is a timeline made by an historian always accurate? Compare and contrast personal timelines and narratives
Day eight: How is our view of the past shaped? Summative assessment