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Name: Jacob Serck

Date:
Lesson Objective: SWBAT define justice and equality.
Rationale: Before being able to talk about the Civil Rights movement and black history,
students need to know and understand what the main ideas behind the subject are, and the
types we still see today. Doing this allows students to fully grasp the concepts necessary to
talk respectfully talk about the Civil Rights movement and black history.
Necessary materials & supplies: Picture frame cutout, pictures with questions already
written out in a packet

PROCEDURES (and approximate time for each event) (Academic, Social and/or
Linguistic) SUPPORT
INTRODUCTION (_10__ minutes) Partner my less
practiced students with
[I DO] the higher and more
practiced students that
discuss how we will be learning about black history month they are around all the
over the next few weeks. Tell students that they will be time
learning a lot of important information and will get to Students who dont work
participate in activities during lessons if they follow the well with certain types of
classroom guidelines. Tell students that if at any time they are students will be
uncomfortable with something they see or hear, they can tell separated and not
me and not participate working together

[We/ You Do] Students who are often


quiet will be paired with
define justice, equality and civil rights. Have students discuss students who are
outgoing and share their
what they think those things mean or what they know about
thoughts so that a quiet
those words. This is done in small group before we share out
student will be
loud with the class. Students should write down all
comfortable talking and
information they know about the words
sharing

OUTLINE of key events (_30_ minutes)


[I Do/We Do] Discuss how the following questions can help us
think about justice for everyone. Tell students that to understand
justice, we must understand the follow question.
in what ways are people alike?
In what ways are they different?
How can photographs challenge stereotypes?
How do photographs show activism and
activists?

Once the above questions have been discussed by myself as well as


by student in small groups, we are going to do the following activities.

1. Explore ways in which people are alike and


ways in which they are different
Take turns saying something that you see in the photo. Dont
analyze it at this stage; just say what you see,

2. analyze photographs that show people with


different abilities and of different ages
How does the photo make you feel? Go around the table and have
everyone answer the question, explaining what it is in the photo
that evokes those feelings.
3. question stereotypes about ability and age
What stereotypes have you heard about age? Go around your
table and say them. They may be stereotypes that youve heard
about people your age or about people in other age groups. What
stereotypes do these photos contradict? How do they do so?
4. recognize that photographs are socially
constructed representations of reality
What can you infer from what youve seen? For example, in what
setting do you think the photograph was taken? Why do you think
so? What, if anything, do you think the people in the photo have in
common? Why do you think so? What do you think the
photographer was aiming to show?
5. explain how a photographs construction can
shape a viewers reaction to it
Begin by cutting out a picture frame from a piece of paper. Place it
in different ways on the photo to see what it would look like if the
photographer had made other choices
What if he took a photo that only had in it the woman in the front-
center holding the sign that says BUDGET CUTS MEAN I SIT AT
HOME? How would such a photo affect you? What if he took a
close-up of just her face, without the sign or any indication that she
is sitting in a wheelchair?
CLOSING (___ minutes)
How would you, as a photographer, show age and ability,
as well as similarities and differences?
Plan the photo and describe it.
Write an explanation of what your photo shows regarding
age, ability, similarity and difference.
TRANSITION to next learning activity
Students will be reminded to be at a level 0 when moving
around the classroom
Students will be assigned partners to share with beforehand
so there isnt a fight or confusion over partners

Group paper collectors are already designated to pass out


and collect paper

ASSESSMENT (Academic, Social and/or


Linguistic) SUPPORT
Assessment How are People Alike Venn Diagram
Those students who
[You Do] Have students fill out the How are People Alike work a little slower will
be given extra time to
Venn Diagram.
get all of their ideas out
In what ways are people alike? onto the paper and given
In what ways are they different? ample time to process
and share their thoughts
Complete the three-way Venn diagram with one circle
and ideas.
representing each photograph.
Fill in the ways that the people in the photos are alike and
the ways they differ.