Image Source - Frederick Douglass, American Citizen
Level
High School
Length
6-8 weeks
School Year
'22 Fall Semester
Author(s)
Dylan Wince
School
Tempe High School
Traditional Units
Civil War & Reconstruction
Last West
Gilded Age
Skill Focuses
Change and Continuity
Cause and Effect
Multiple Perspectives
Compelling Question
How does compromise alter the identity of the United States?
High School
Length
6-8 weeks
School Year
'22 Fall Semester
Author(s)
Dylan Wince
School
Tempe High School
Traditional Units
Civil War & Reconstruction
Last West
Gilded Age
Skill Focuses
Change and Continuity
Cause and Effect
Multiple Perspectives
Compelling Question
How does compromise alter the identity of the United States?
We Rest Our Case:
Inequalities, Then and Now
Driving Question(s)
DQ1 - How can we document our case for a creative solution to present to [Local Leaders] to address 19th century inequalities we are experiencing today in Arizona?
DQ2 - How can you create something to share with your classmates that demonstrates where you find joy in your daily life?
DQ2 - How can you create something to share with your classmates that demonstrates where you find joy in your daily life?
Project Description
What inequalities have you or someone close to you experienced in the last week, the last year or in your lifetime? Most likely there is something that you or someone close to you has experienced different levels of this unfair treatment no matter where you have been.
Being treated unfairly by someone or by our government institutions is not new. People have been advocating and fighting for equality and justice throughout our country's history in order to have the lived experience match the ideals found in our founding documents.
In this project, students will be asked to identify and call out the inequalities that we will see throughout American history in the 19th century. Learning about the historical inequalities will help us identify the 21st century version of those inequalities that we are currently experiencing.
Our young people will have to grapple with the task of how they would attempt to resolve those inequalities from happening in our communities and present their case to local leaders.
Being treated unfairly by someone or by our government institutions is not new. People have been advocating and fighting for equality and justice throughout our country's history in order to have the lived experience match the ideals found in our founding documents.
In this project, students will be asked to identify and call out the inequalities that we will see throughout American history in the 19th century. Learning about the historical inequalities will help us identify the 21st century version of those inequalities that we are currently experiencing.
Our young people will have to grapple with the task of how they would attempt to resolve those inequalities from happening in our communities and present their case to local leaders.
Public Product
- Build a Case for their solution to righting an inequality
- Create a presentation to present to local leadership
Collective Documents
- We Rest Our Case! Inequalities, Then and Now - Padlet - developing Need to Knows
- Glossary of Terms - Defining Inequality
- We Rest Our Case - Top Topic Choice - Google Sheet
- Time Management - 2nd Quarter Checkpoint Document
- 3-Point Plan (Claim/Evidence/Reasoning)
- Presentation Single-Point Rubric
Let's start thinking about this...
What Can You Do? More Than You Think
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Identifying Inequalities and Movements Around Us |
What's Behind America's Inequality? |
1-class period Activity
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Project Checkpoints
Checkpoint #1
Checkpoint #2
Checkpoint #3
Checkpiont #4
Project Deadline
Checkpoint #2
Checkpoint #3
Checkpiont #4
Project Deadline
2nd Quarter Units
1820s-1865
|
1865-1877
|
1870s-1890s
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1880s-1900s
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