Grades 8-12: A History of Discrimination and Its Consequences
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Common Core Standards
Grade 8
Reading Informational Text
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Barely done
Writing
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
Grades 9-10
Reading Informational Text
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Writing
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1(a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Grades 11-12
Reading Informational Text
RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1(a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Description of Lesson
This Grades 8-12 lesson titled “A History of Discrimination and Its Consequences” from pbs.org has an estimated instructional time of one 90-minute class session of social studies/literacy instruction. During the lesson, students engage in a variety of activities to examine the national experience of slavery up through the Civil Rights Movement. Through discussion, followed by written reflection, students examine the ongoing historical struggle for the American Dream and the impact of discrimination and racism on the achievement of this goal.
Cautions
Connecticut teachers should be cautioned that while the lesson as posted lists Grades 7-12 as the target grades, the lesson as written best fits grades 8-12 as outlined in the Connecticut Elementary and Secondary Social Studies Frameworks. It is unclear if the standards listed for the lesson are actually addressed during instruction. The majority of standards listed are not targeted during instruction or classroom activities and will need to be adjusted to more accurately reflect what is actually being covered in the lesson. The lesson plan does not list any Common Core Standards for Speaking and Listening although the standard is addressed and should be added. Lesson activities will need to be more fully developed to engage students in analysis, evaluation and/or reflection. In order to elicit direct, observable evidence of the degree to which a student can independently demonstrate the targeted standards, an assessment with a CCSS-aligned rubric will be necessary.
Rationale for Selection
The lesson is a useful example of how to use technology and media to deepen learning and draw attention to evidence and texts as appropriate. It cultivates student interest in reading, writing and speaking about texts. The materials included in this lesson plan would provide an excellent start to a unit on slavery or the Civil Rights Movement. Supplementary lessons are provided on the website.