Facing History and Ourselves powerpoint from San Diego workshop, February 19, 2016

1. FACING HISTORY & OURSELVES
TEACHING CIVIL RIGHTS in a COMMON CORE CLASSROOM
San Diego County Department of Education
February 19, 2016

2. ICE BREAKER STRATEGY: CIRCLE WITHIN A CIRCLE/LINE DANCE
What brings you to this workshop?
What is your personal connection to this history or to the study of
this history?
Given the new year, what do you hope for most moving forward as
an educator?

3. Dear Teacher:
I am a survivor of a concentration camp. My eyes saw
what no man should witness:
Gas chambers built by learned engineers.
Children poisoned by educated physicians.
Infants killed by trained nurses.
Women and babies shot and burned by high school and
college graduates.
So I am suspicious of education.
My request is: Help your students become human. Your
efforts must never produce learned monsters, skilled
psychopaths, educated Eichmanns.
Reading, writing, arithmetic are important only if they
serve to make our children more human.

4. Facing History and Ourselves:
Scope & Sequence

5. Facing History Pedagogy

6. Reading: In a Facing History classroom, students read widely from
primary and secondary sources, and use evidence to present careful
analyses, well-defended claims, and clear information.
Writing: A Facing History classroom routinely incorporates writing in
many forms, including rigorous writing assessments and argumentative
essays
Speaking and Listening: Facing History classrooms model the skills
needed for diverse groups to discuss complex topics in a respectful
and academic way.
Media Skills: Common Core standards also incorporate research and
media skills. Facing History helps teachers to utilize media, while
teaching their students to assess the quality and validity of sources

7. Standards-Based Literacy
Strategies (Handouts)
https://www.facinghistory.org/for-educators/educator-resources/teaching-
strategies/literacy-strategies

8. What Makes for a Good
Prompt?
Rigorous - Will require and allow for evidence to
support or refute
Allows for multiple perspectives
Evidence you're considering in class will provide
body of evidence for students to use directly in
relation to a prompt
Opportunity for "critical thinking" and "historical
reasoning"

9. ARGUMENTATIVE PROMPT
ESSENTIAL QUESTION: WHAT CHANGES THE WORLD?
“Never doubt that a small group of thoughtful committed
citizens can change the world. Indeed, it is the only thing
that ever has.” - Margaret Mead
.

10. Anticipation Guide:
Having students share responses to
controversial statements can
engage them with the writing
prompt and help them think about
the topic in a nuanced way
Strategy: Four Corners

11. EVIDENCE
Factual Accuracy: How do we know the evidence is
correct?
Relevance: To what extent does this evidence relate to
the topic/question at hand?
Persuasiveness: Is the evidence powerful in convincing
us of the claim?
Source: Where does the evidence come from? How
credible is the source? What biases exist?

12. RELEVANCY OR NOT
Claim: Cell phones should not be allowed in schools.
A) Cell phones distract from the learning environment. Students
who text or play games on their phones during class do not hear
directions or miss learning important content.
B) Many students today bring cell phones to school.
C) Cell phones are more affordable now than they were in 2000.
D) In surveys, some students report using their cell phones to
cheat on exams

13. A CASE STUDY APPROACH
CHOICES IN LITTLE ROCK TEACHING GUIDE

14. Gathering and Analyzing Evidence:
Segregation
Packet A (pgs. 38-40)
Packet B (pgs. 41-43)
Packet C (pgs. 44-49)

15. ANALYZING PRIMARY
SOURCES
• What surprised you about the evidence you
examined?
• What does the evidence suggest about whether
"separate but equal" can ever be equal?
• To what extent does the evidence support the idea
that segregation was not about race but about power?

16. FORM GROUPS OF 3

17. THE LEGACIES OF
SEGREGATION

18. Shadow Reading Strategy
DELPIT AND DYER

19. ROAD TO BROWN VS
BOARD of EDUCATION
• 14th Amendment : Page 33
• Plessy vs Ferguson 1896 : Page 35
• Brown Decision 1954 : Page 53
• "Inch by Inch" : Page 54

20. Brown v Board of Education
1954

22. September 14, 1957
NEWPORT, RHODE ISLAND

23. Range of Student Choices
STRATEGY: JIGSAW

24. ANALYZING CHOICES
STUDENTS MADE
• Carlotta Walls LaNier : Read pages 105-107
• Jim Eison : Read pages 108-110
• Link : Read pages 115-116
• Jane Emery : Read pages 102-103

25. Prompt 3 /Essential Question:
Who do we remember in history ?
Who else deserves to be remembered?
"Testament" is a memorial built to commemorate the Little Rock Nine. However,
we know that other groups, individuals, and institutions also played an important
role in the eventual desegregation of Central High School

26. Evidence Logs for Prompts
Reproducible 6.4 (page 35)

27. EVIDENCE LOG FOR
PROMPT #3
• Brown v. Board of Education - page 53
• Daisy Bates & NAACP - pages 92-93
• President Eisenhower - pages 75-76
• Media - pages 94-96
• 101st Airborne - page 67
• Link - pages 115-116
• Grace Lorch - 92-93
• United States Constitution - page 33

28. Make a visual representation
of your prompt

29. Revisiting Our Evidence & Writing
Review Your Evidence & Notes
Based on this evidence, support,
refute, or modify Margaret Mead's
quote
Strategy: Human Barometer
Write a Thesis Statement

30. Anthropologist Margaret Mead Wrote:
“Never doubt that a small group of thoughtful committed
citizens can change the world. Indeed, it is the only thing
that ever has.”
.
Support, refute, or modify this statement based on specific evidence from
the history of the civil rights movement

31. TEACHER HAT: What Skills Have
Been Utilized in These Activities?
Speaking
Reading
Listening
Gather relevant information
from multiple authoritative
sources
Writing

32. Facing History & Ourselves:
Case Studies
Holocaust and Human Behavior
Race & Membership in American History: The Eugenics
Movement
Armenian Genocide
Choices in Little Rock
The Reconstruction Era & the Fragility of Democracy
Teaching To Kill a Mockingbird

33. CONTACT US
www.facinghistory.org
lanetwork.facinghistory.org
Office (213) 202-2811
dan_alba@facinghistory.org
Cell (626) 590-3500
Next in San Diego:
August 8-11, 2016
Race and Membership in American History: an Interdisciplinary
Approach
Location: San Diego Museum of Man and Museum of
Photographic Arts

34. EVALUATION
https://www.surveymonkey.com/r/JXNPQR3