Los estudiantes aprenderán qué es la protesta a través de una canción y una imagen de una protesta histórica en Oregón. Además, explorarán las formas en que las personas pueden expresar su desacuerdo frente a la injusticia y los factores que pueden generar una protesta.

This course explores how social theories of urban life can be related to the city’s architecture and spaces. It is grounded in classic or foundational writings about the city addressing such topics as the public realm and public space, impersonality, crowds and density, surveillance and civility, imprinting time on space, spatial justice, and the segregation of difference. The aim of the course is to generate new ideas about the city by connecting the social and the physical, using Boston as a visual laboratory. Students are required to present a term paper mediating what is read with what has been observed.

Students will compare Kendrick Lamar's "Alright" with black protest songs of the past in order to identify common themes and ideas tat artists have used to illustrate black experience in the United States.

Students will be able to infer arguments both for and against the Colonies going to war and not going to war with Great Britain based on a short video clip from the movie "The Patriot."

This is my PBL that helps educate students on the art of protest and how it can affect a community.

As producers of knowledge with a particular focus on social (in)justice, racial, gendered and transnational journeys, Guttman Community College scholar-activists have constructed a new digital canon that offers New Yorkers the opportunity to contribute testimonies of tumultuous times. Curated by Dr. Samuel Finesurrey, Guttman undergraduates Elsy Rosario, Tigida Fadiga, Luz Hidalgo, Phisarys Sidemion, and Sadaf Majeed and digitized by Guttman staff members Joanna Wisniewski, Ivan Mora, and Kristina Jiana Quiles, this collection democratizes the production of knowledge by empowering community college students, largely deriving from immigrant households, to shape the narratives told about their communities and their generation. Organized into five themes, with testimonies gathered in six languages, this archive documents a diverse set of New York experiences. Funded by the American Council of Learned Societies and the Mellon Foundation, this exhibition helps us rethink struggles and movements of the past and present, to unearth the human networks that carry all New Yorkers in difficult times.

The Civil Rights Movement for African American equality is one of the defining social movements of the 1950s and 60s.  Ordinary people took to the streets to demand equality.  This lesson will explore the various forms of protest that defined the movement.  Two of the most notable leaders of the movement were Martin Luther King, Jr. and Malcolm X.  While both men shared the common goal of equality, their approaches were very different.  Martin Luther King preached nonviolent civil disobedience, while Malcolm X demanded equality “by any means necessary.” You will examine famous speeches and articles written by both men to form your own opinion of which approach is more effective to have your demands met.StandardsCC.8.5.11-12.FCC.8.6.9-10.GCC.8.3.12.D