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Student Activism: History's Change Makers
Grade 10Social StudiesHistory4 days
★★★★★
5.0 (1 rating)Student ActivismHistorical MovementsSocial ChallengesCritical ThinkingCollaborative DiscussionsAnalytical Skills
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can understanding historical student-led movements help us address contemporary social challenges?Essential Questions
Supporting questions that break down major concepts.- What is student activism and why is it significant in history?
- How have student-led movements influenced the course of U.S. history?
- In what ways do the contexts of time and place affect the outcomes of student-led movements?
- How can analyzing past student activism inform our understanding of current social issues?
- What are some modern-day issues that mirror past student-led movements, and how do they compare?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Define and understand the concept of student activism within a historical context.
- Analyze significant student-led movements in U.S. history and their impacts on society.
- Evaluate how historical contexts influenced the outcomes of student-led movements.
- Draw connections between historical student-led activism and contemporary social issues.
- Develop critical thinking and analytical skills by examining primary and secondary sources related to student activism.
Common Core Standards
CCSS.ELA-LITERACY.RH.9-10.2
Primary
Determine the central ideas or information of a primary or secondary source.Reason: This standard is essential for analyzing historical documents related to student activism and understanding the core ideas behind these movements.
CCSS.ELA-LITERACY.RI.9-10.9
Secondary
Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.Reason: Supports analysis of historical documents that record student activism and societal changes.
CCSS.ELA-LITERACY.SL.9-10.1
Supporting
Initiate and participate effectively in a range of collaborative discussions on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Reason: Encourages collaborative discussions on historical and current social issues, an integral part of understanding activism.
C3 Framework for Social Studies State Standards
C3.D2.His.1.9-12
Primary
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.Reason: Understanding the influence of time, place, and broader contexts on student movements is critical to grasp the nuances of historical activism.
D2.Civ.14.9-12
Secondary
Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.Reason: Relates to understanding how past movements have influenced current societal changes.
Entry Events
Events that will be used to introduce the project to studentsVirtual Reality Walkthrough
Immersive VR experience that takes students through key events of historical student movements, allowing them to experience the emotions and environments firsthand. This sensory approach invites them to relate personally to these moments, driving a deeper inquiry into the impact and motives behind these movements.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Student Activism Codex
In this activity, students will embark on a journey to explore and document significant student-led movements throughout history. They will define and contextualize student activism by diving into its historical roots, outcomes, and significance. Students will explore various instances of activism such as the Civil Rights Movement, Vietnam War protests, and more.Steps
Here is some basic scaffolding to help students complete the activity.1. Research and select a historical student-led movement from a provided list.
2. Create a timeline of events surrounding the chosen movement using digital tools.
3. Identify key figures and their roles within the movement.
4. Compose a brief reflective essay on the chosen movement's impact on society.
Final Product
What students will submit as the final product of the activityA comprehensive digital document (Codex) featuring a timeline, key figures, and reflective essay.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.9-10.2 by determining central ideas of primary/secondary sources and C3.D2.His.1.9-12 by evaluating historical events shaped by time/place.Activity 2
Contextual Landscapes
Students will dive deeper into understanding the circumstances and broader historical contexts that influenced their selected student-led movement. This activity teaches them to analyze the influence of time and place on the outcomes of activism.Steps
Here is some basic scaffolding to help students complete the activity.1. Conduct an analysis of the sociopolitical environment existing during your selected movement.
2. Create a multimedia presentation revealing how these contexts influenced the movement's development.
3. Engage in peer discussions to explore different contexts and outcomes of other movements.
Final Product
What students will submit as the final product of the activityA multimedia presentation illustrating the influence of historical contexts on the selected movement.Alignment
How this activity aligns with the learning objectives & standardsAligns with C3.D2.His.1.9-12 by evaluating how events were shaped by circumstances of time/place.Activity 3
The Echoes of Advocacy
In this activity, students make connections between historical student-led movements and modern-day issues. By doing so, they will better understand how past activism informs and shapes contemporary social challenges.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify a modern-day issue that mirrors the goals of a historical student-led movement.
2. Draw parallels between the historical movement and the present-day issue in a written report.
3. Present and debate findings in class, highlighting the relevance of past lessons.
Final Product
What students will submit as the final product of the activityA written report and a class debate on historical and current activism parallels.Alignment
How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RI.9-10.9 by analyzing seminal U.S. documents for related themes and D2.Civ.14.9-12 by understanding societal changes.Activity 4
Source Sleuths
Students will hone their critical thinking and analytical skills by examining primary and secondary sources related to student activism. The activity's purpose is to develop a deeper understanding of historical events through meticulous source analysis.Steps
Here is some basic scaffolding to help students complete the activity.1. Select primary and secondary sources relevant to a chosen student-led movement.
2. Analyze and annotate documents, focusing on central ideas, perspectives, and biases.
3. Summarize findings and share nuances discovered with the class in a collaborative session.
Final Product
What students will submit as the final product of the activityAnnotated primary and secondary sources portfolio with a class presentation on findings.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.9-10.2 by determining central ideas of primary/secondary sources.Activity 5
Activist Roundtable
This capstone activity involves synthesizing knowledge from previous activities in a collaborative discussion format. Students will discuss historical and current social issues, integrating ideas and developing well-rounded perspectives.Steps
Here is some basic scaffolding to help students complete the activity.1. Collaborate with peers to prepare for roundtable discussions on key lessons learned about activism.
2. Share and defend points of view regarding societal challenges, using historical movements as examples.
3. Reflect on the discussions through a personal journal entry, capturing new insights and perspectives.
Final Product
What students will submit as the final product of the activityA group discussion and a personal journal entry reflecting on the roundtable insights.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.9-10.1 by fostering collaborative discussions on historical/current issues.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioRevolutionary Reminiscences Portfolio Rubric
Category 1
Historical Understanding
Assesses students’ ability to understand and analyze historical student-led movements and their impacts.Criterion 1
Comprehension of Movement
Measures the student's understanding of the selected historical student-led movement, including its causes, key figures, and outcomes.
Exemplary
4 PointsDemonstrates an exceptional understanding of the historical movement with detailed insights into causes, key figures, and outcomes; provides comprehensive contextual analysis.
Proficient
3 PointsShows thorough understanding of the historical movement, with clear explanations of its causes, key figures, and outcomes.
Developing
2 PointsProvides a basic understanding of the historical movement with partial clarity on key elements.
Beginning
1 PointsShows minimal understanding of the historical movement, with vague or incomplete explanations.
Criterion 2
Contextual Analysis
Evaluates the student's ability to assess how historical contexts influenced the outcomes of student-led movements.
Exemplary
4 PointsDemonstrates sophisticated analysis of historical contexts, highlighting nuanced understanding of how they influenced the movement's outcomes.
Proficient
3 PointsProvides effective analysis of historical contexts, with clear connections to the movement's outcomes.
Developing
2 PointsOffers a basic analysis of historical contexts with limited connection to outcomes.
Beginning
1 PointsIncludes minimal or unclear analysis of historical contexts.
Category 2
Critical Thinking and Analysis
Assesses critical thinking skills in evaluating primary and secondary sources and their relevance to historical movements.Criterion 1
Source Evaluation
Measures the student's ability to critically evaluate and analyze primary and secondary sources related to their chosen movement.
Exemplary
4 PointsExhibits exceptional critical evaluation of sources, recognizing biases, perspectives, and validity, with nuanced analysis.
Proficient
3 PointsConducts a thorough evaluation of sources with clear identification of biases and perspectives.
Developing
2 PointsProvides a basic evaluation and understanding of sources with some recognition of biases.
Beginning
1 PointsShows limited ability to evaluate sources or recognize bias.
Category 3
Communication and Presentation
Assesses students’ ability to articulate their findings and insights clearly through presentations and written work.Criterion 1
Articulation of Ideas
Evaluates how well students communicate their insights and findings through both written and oral formats.
Exemplary
4 PointsCommunicates findings in a highly articulate and engaging manner, with well-structured arguments and clear expression in both oral and written forms.
Proficient
3 PointsConveys ideas clearly and effectively with logical structure in both written and oral presentations.
Developing
2 PointsArticulates ideas with some clarity, though may be disorganized or incomplete in places.
Beginning
1 PointsStruggles to articulate ideas clearly, with significant disorganization or lack of detail.
Criterion 2
Collaboration and Engagement
Measures how effectively students engage in collaborative discussions and incorporate diverse perspectives.
Exemplary
4 PointsExhibits exceptional participation in discussions, actively integrates diverse perspectives and leads collaborative efforts.
Proficient
3 PointsParticipates actively in discussions, effectively incorporating multiple perspectives.
Developing
2 PointsContributes to discussions in a limited way, with some engagement with different perspectives.
Beginning
1 PointsShows minimal engagement and reluctance to integrate other perspectives.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on how your understanding of historical student-led movements has evolved through this course. What were the most surprising or impactful insights you gained?
Text
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Question 2
On a scale of 1-5, how well do you feel you can connect historical student-led movements to modern-day issues after completing this course?
Scale
Required
Question 3
Which student-led movement analyzed in this course do you think has the most relevance to today’s social issues, and why?
Text
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Question 4
Identify one skill or piece of knowledge gained from this course that you believe will be most beneficial in your future education or civic engagement.
Text
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Question 5
Which portfolio activity did you find most engaging, and how did it enrich your understanding of the course material?
Multiple choice
Required
Options
Student Activism Codex
Contextual Landscapes
The Echoes of Advocacy
Source Sleuths
Activist Roundtable