Learning Objectives
- Discuss a work of art as a foundation to the unit students are starting.
- Communicate with the class about the art and about the plans for the unit as a foundation for community building.
Join Sphere to explore the 60th anniversary of the Civil Rights Act and 70th of Brown v. Board of Education through primary sources and multimedia, fostering critical thinking on equality and justice in history classes.
Note: This lesson doesn’t have to be taught through the lens of Cbabi Bayoc; any artist you feel comfortable with should and can be used to introduce the unit.
Before starting, review the norms for your class or use this time to create norms.
These are some examples of norms, though it is important to note that students should create these norms as a class:
Use the painting to create community as part of a warm‐up for the unit. Have the painting displayed on the board or have color cop(ies) for the students to view in hand or online.
Use a Harvard Project Zero Thinking Routine to have students write about the painting.
Discuss the painting: What did they notice from the thinking routine? What about it did they like? Dislike? How does it show the American experience? The African American experience?
As you talk with students about the art, you should add information about the artist. Interesting facts that will help students describe what they are saying and feeling are listed below from his website:
Differentiation: Students can be given the website, and they can find and share information about Cbabi.
Based on how your class flows and moves, use this time to transition from learning about the painting and sharing a little bit about the artist to learning more about Cbabi (or your artist of choice) by watching a video about the artist. Ask your students the following questions:
Say: “Based on what we are talking about today, what themes/ideas/topics do you think we’ll be covering as the unit progresses?”
Be sure to preview the unit, briefly going over any works that will be covered.
These can be used at the end of class to bring the topics of today’s lessons together:
Grade 9–10
Grade 11–12
Grades 9–10
Grades 11–12
Grades 9–10
Grades 11–12
Note: This is just one example of how to pace the unit. It is structured as a readers and writers workshop: every day, you read from the chosen book (as in a book club) and work with a text. This is paced for a 48‐minute class period. Each day’s lesson also has a plan. Suggestions for books, short stories, images, and poems are below. Use anything that you know works in your district, school, or classroom.
Monday | Tuesday | Wednesday | Thursday | Friday |
Introduction to the unit; creating an atmosphere for reading and discussion Writing activity and class discussion: Cbabi Bayoc Discuss class values and class norms |
“Exploring Stereotypes and Biases through AI: A Discussion on Race, Place, and Identity” “I Asked AI What the Typical Person from Each State Looks Like, and Here’s What It Came Up With,” by Sara Thompson, BuzzFeed |
“Who Are You? Identity Maps” How who we are shapes how we perceive the world. |
Introduction to literature circles or Common Read text Quick Write and/or the Pomodoro reading technique Group discussion |
Literature circles or Common Read text; introduce culminating event for the unit Examples:
|
Monday | Tuesday | Wednesday | Thursday | Friday |
Read introductory book for 10 minutes Quick write activity about the reading |
Writing and class discussion: focus on an artist or poet Close class by reading the assigned book |
Brown v. Board: How Does It Continue to Shape America? Activity: |
What is Brown v. Board and how did it shape America? (continued) Activity: |
Civil Rights: Sketchnotes Choose a short story or poem to read Create a sketchnote about the chosen short story or poem. |
20 minutes of reading Book discussion and close read Quick write activity about the reading |
Topic Flood: Black and African Americans then and now (images, articles, and stories) Topic Flood Closing: Discuss three things learned |
Topic Flood: Black and African Americans then and now (images, articles, and stories) Questions and reflection |
Quote, Meaning, Context, and Significance: “The Civil Rights Act of 1964” Work with primary text (share Google Doc with class) |
Quote, Meaning, Context, and Significance: “The Civil Rights Act of 1964” (continued) Work with primary text (share Google Doc with class) |
20 minutes of reading Book discussion and close read Quick write activity over the reading |
Read and discuss Civil Rights in fiction: two stories to read and discuss Wagon wheel activity for discussion |
20 minutes of reading Quick write activity (use critical literacy questions for discussion) Read poem with analyzing technique |
Work on culminating event for the unit | Culminating event for the unit due by the end of class |
Note: The following literature and informational texts are suggestions to provide you with a diversity of ideological perspectives and formats. This list is not exhaustive. We encourage you to review the relevant standards in your community when selecting the best options for your students.
AP‐Level Books (Fiction)
Fiction
Nonfiction
Short Stories
Poetry
Videos/Podcasts/Music
Children’s/Picture Books
Articles/Essays
Art/Photography
Essential question: How has the Black and African American experience shaped the United States?
Respond to the quote: “Struggle is a never‐ending process. Freedom is never really won. You earn it and win it in every generation.” —My Life with Martin Luther King Jr. by Coretta Scott King.
Respond to the quote: “We must never forget that Black History is American History. The achievements of African Americans have contributed to our nation’s greatness.” — Representative (NY) Yvette D. Clarke in the article “Black History Is American History” by XXX, Huffington Post.