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Days of Rage

Fran Prather Unit Portfolio Presentation. Days of Rage. Unit Summary.

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Days of Rage

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  1. Fran Prather Unit Portfolio Presentation Days of Rage

  2. Unit Summary The 1960s began with so much hope . . . and now “the times, they are a changein’ ”: riots and protests rule the day. You and your teammates are historians who will research a specific event that took place during this tumultuous time in the 1960s. You will identify the causes of the event, what happened during the event, how the event affected America at the time, and what the lasting effects have been on American society. You will create a “digital story documentary” using music, pictures, and words to present your event to the class.

  3. Curriculum-Framing Questions • Essential Question How do humans respond to injustice? • Unit Questions • What makes people feel powerless or threatened? • Why do some people respond with anger/violence, while others respond peacefully? • What specific violent and peaceful responses to injustice are evident throughout history? • What were the effects of each of these responses both short-term and long-term?

  4. Curriculum Framing Questions Content Questions • What specific violent and peaceful responses to injustice were evident in the US in the 1960s? What were the effects of each of these responses both short-term and long-term? • What caused the Watts Riots of 1965? What happened during? What were the human and financial costs? • Assassination of RFK (1968): Who did it? Where, when? Events? What conspiracy theories surround it? • Assassination of MLK (1968): Who did it? Where, when? Events? What conspiracy theories surround it? What speech did he give the night before and how does it relate? • What caused the protests and rioting at the 1968 Democratic National Convention? Who were the leaders/who was involved? What happened during? What happened as a result? • What caused the “black power" protests at the 1968 Olympics? Which athletes were involved? What different ways did they protest? What happened to the athletes who took part? • What caused the Twelfth Street Riot in Detroit in 1967? What happened during? What were the human and financial costs?

  5. Days of Rage Project This project will help my students develop 21st century skills through: • Collaboration with peers. • Research on the Internet to find information • Evaluation of the accuracy and relevance of the information. • Evaluation of the relevance of music/pictures to their topic. • Composition/creation of a “digital story” to communicate their learning.

  6. Gauging Student Needs Assessment • Purpose of the Anticipation Guide Pre-Assessment • To gather information about what students think about the Essential and Unit questions related to the content—to activate their prior knowledge and stimulate interest in the topic. • Purpose of the K-W-L Pre-Assessment • To determine student prior knowledge regarding unit content • What I want to learn from my students? • What do students know about the events of the 1960s? • How I have tried to promote higher-order thinking? • The anticipation guide asks students to evaluate, apply, and judge based on their own opinions and experiences. The K-W-L chart will be used to help students determine what they need to research about their topics.

  7. Gauging Student Needs Assessment How the assessment information helps me and my students plan for upcoming activities in the unit? • If students do not have any knowledge of the topic, I will know if I need to direct them to specific websites rather than allow them to search for information without guidance. • Students will be able to use the K-W-L to create questions for research and to gauge their own learning.

  8. My Goals for the Course • Help students understand that people react different ways to the injustice in their lives. • Help students evaluate others’ reactions to injustice/think about how they react to injustice and evaluate the effectiveness of choices people make. • Learn about digital storytelling and how it can help students become aware of how media can be used easily to create bias/show one side of an issue.

  9. Goals for My Students • To think like historians by: • Exploring multiple causes of events • Looking at multiple perspectives of events • Identifying the immediate effects of events • Identifying long-term implications of events • To improve their technology and research skills by: • Asking questions about reliability and accuracy of websites and information sources • Learning to download video, pictures, and music • Use a “digital storytelling” program to create a multimedia presentation that is content-rich yet emotionally moving

  10. Request for Feedback • How do I fit in a component where students can write about or do something related to perceived injustice in their lives or in society today? How do they think they would react—violently or nonviolently? Why? What type of activity would fit?

  11. Works Cited • Slide one picture: Detroit riot • http://cache.eb.com/eb/image?id=71289&rendTypeId=4 • Unit Summary slide: • “The Times they are a changein’” by Bob Dylan

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