Objectives:
- Identify a civil rights issue that exists in the United States and prepare a proposal for addressing it.
Scene 1 — Engage
Student Activity
Students read an overview of recent civil rights milestones and are introduced to the project-based learning experience, in which they will select and address a current civil rights issue. As a class, they contribute to a shared table listing different ways people can take action to expand political rights and economic opportunities for minorities.
Teacher Moves
Explain the overall project flow and highlight that students will work in small groups for most of the experience. Review the objective and, using the sample ideas provided, support students in brainstorming a diverse list of civic actions. Then divide students into small groups for the upcoming scenes and manage the transition to the next part of the lesson.
Scene 2 — Explore (Identify the Problem)
Student Activity
Students learn about the National Organization on Disability and then, in small groups, revisit and explore the websites of several civil rights organizations (such as the NAACP, NOW, LULAC, AIM, ACLU, SPLC, ADL, and NOD) to investigate the current issues these groups are addressing. Each group selects one issue that interests them and posts a statement describing the problem and why it matters to them.
Teacher Moves
Monitor groups as they explore the organizations’ websites, ensuring that students focus on concrete, current civil rights issues. Review each group’s posted problem statement, helping them refine or narrow their topic as needed so it is clear, appropriate, and manageable before moving on.
Scene 3 — Explore (Gather Information)
Student Activity
In small groups, students plan and conduct research on their chosen civil rights issue, using multiple types of sources. They gather information about the issue’s causes, effects, and possible ways to address it, recording their findings in a shared notes space.
Teacher Moves
Check each group’s notes to confirm they are collecting relevant, sufficient information from varied sources. Confer with groups that need support in deepening their research, redirecting them toward stronger sources or more focused questions as necessary before unlocking the next scene.
Scene 4 — Explain/Elaborate (Consider the Options)
Student Activity
Students are reminded that there are many forms of civic action. In their groups, they brainstorm up to ten possible actions they could take to help address their issue and post these options in a shared table. They then select the three most promising options and use a graphic organizer to record the description, advantages, and disadvantages of each. After reviewing their analysis, they decide which option represents the best course of action.
Teacher Moves
Coach students on effective brainstorming, encouraging them to generate a wide range of ideas before evaluating them. Provide technical and organizational support as they record options and complete the advantages/disadvantages chart. Review each group’s organizer to ensure they have at least one realistic, well-considered option and that they understand how to weigh pros and cons before allowing them to proceed.
Scene 5 — Elaborate (Implement Your Solution)
Student Activity
Groups develop a concrete plan to implement their chosen action, ensuring that each member has a defined role. They outline their implementation plan in a shared space and then carry out the civic action or, if directed, create a presentation-based project (such as a video or pamphlet) that addresses their civil rights issue.
Teacher Moves
Clarify whether students will complete an actual civic action project or a presentation-based alternative, and review any guidelines and requirements. Examine each group’s implementation plan to confirm that it is feasible, respectful, and appropriately scoped, providing feedback and adjustments as needed before students proceed to implementation and the final evaluation.
Scene 6 — Evaluate (Evaluate Your Action)
Student Activity
Working individually, students summarize their group’s civil rights issue and the action they took, then evaluate how effective their solution was in addressing the problem, reflecting on outcomes and impact.
Teacher Moves
Prompt students to thoughtfully reflect on the results of their projects and the effectiveness of their chosen actions. Optionally, have each group present a brief summary of its work to the class and facilitate a whole-class discussion about civic responsibility and participation in a democracy.
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