Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.
![Lenses of Vietnam: Protest in a Democracy [Inquiry Design Model (IDM) Unit Plan]](https://img.oercommons.org/160x134/oercommons/media/courseware/lesson/image/22Photograph_of_a_Female_Demonstrator_Offering_a_Flower_to_a_Military_Police_Officer22_by_Albert_R._Simpson_uOQkEc8.gif)
This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.
This lesson will introduce students to postcolonial literature--the major players, unifying themes, and major debates surrounding the classification of this genre. It also contains links to readings, discussion questions, and a collaborative project aligned to multiple Common Core standards.
This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.
Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.
This lesson plan talks about stereotyping and its harmfulness. After this lesson students will be able to became aware of some cultural differences and labeling as well. When applying this lesson, some adaptions may be necessary taking into consideration the variety of contexts worldwide.