<p>This collection is designed to extend students' thinking about acting to overcome systems of oppression after they read a memoir that focuses on social justice and activism. In our English program, students in 6th grade read<em> I Am Malala: How One Girl Stood Up for Education and Changed the World</em> by Malala Yousazai; in 7th grade, students read <em>March: Book One</em> by John Lewis; and in 8th grade, students read <em>Persepolis: The Story of a Childhood</em> by Marjane Satrapi. All use the Project Zero thinking routine "Think, Feel, Care" to explore Malala's, John Lewis's, or Marjane's reaction to the system of oppression they face in their story. To engage with the thinking routine, we ask the following questions:</p> <p>Think: How does the character understand the system and her/his role within it?</p> <p>Feel: What is the character's emotional response to this system and her/his position within it?</p> <p>Care: What are her/his values, priorities, and motivations with regard to this system? What is important to her/him? </p> <p>From there, students analyze the question: How does the character act on what is important to her/him in response to this system? </p> <p>We use this collection and the "Think, Feel, Care" routine to look at how others have responded to and acted against different systems of oppression. After spending time with this collection, we end with the "Circle of Action" thinking routine to help us think about the potential for our own action against systems of oppression.</p> <p>This collection could be used in conjunction with any unit that focuses on social justice or activism. </p> <p>#GoGlobal<br /></p>

<p>This collection brings together the New York Times Podcast 1619 (Episode 1, "The Fight for a True Democracy") and Smithsonian resources to support my 7th graders as we begin our unit on the American Civil Rights Movement. Later in the unit, the students will read <em>March</em>, a graphic novel based on the experience of former Congressman John Lewis during the Civil Rights Movement. In order for the students to understand why the Civil Rights Movement was necessary, they must first understand the history that led to it. This collection does not, by any means, provide a complete or comprehensive history. The podcast provides an historical overview and will serve as a jumping off point for further research. The visual artwork, poetry, articles, and films included at the end serve to provide additional perspectives and opportunities for exploration. The students will develop their own research questions inspired by the thinking they've done throughout this collection and may use the additional resources provided to begin their independent research. A PowerPoint lesson on developing research questions is included.<br></p> <p>The collection is organized into six lessons. The first five follow the same structure: students will explore a piece of visual art using Ten Times Two and Unveiling Stories, using the handout to record their ideas. Students will then listen to a portion of the podcast and use Think, Puzzle, Explore to document their thinking and record questions for further research. After listening to the podcast, they will return to their Unveiling Stories handout and add any new thinking. The sixth lesson brings the students from history to the present and asks them to consider the 2014 artwork <em>New Age of Slavery</em> by Patrick Campbell using Ten Times Two and Unveiling Stories. They will also listen to an NPR report on Black Lives Matter. Following the same format as previous lessons, they will document their thinking and questions about what they've heard using the Think, Puzzle, Explore handout and then return to their Unveiling Stories handout to add new ideas. </p> <p>Please note that the podcast link (including daily listening timestamps), the Unveiling Stories handout, and the Think, Puzzle, Explore handout are all linked at the start of this collection, but will be used each day (see daily lesson plans).  </p> <p>#GoGlobal</p>