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Students will identify a law or rule that they feel is unjust, and devise a kind of civil disobedience to protest that rule, and they will explain their choices to an audience.

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Students will identify a law or rule that they feel is unjust, and devise a kind of civil disobedience to protest that rule, and they will explain their choices to an audience.

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Several readings, films, stories about effects of different unjust laws or status quo - maybe all related to theme like school? or something? 

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Several readings, films, stories about effects of different unjust laws or status quo - maybe all related to theme like school? or something? 

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Gallery walk with 3-4 images/video clips of acts of civil disobedience but don't use the term "civil disobedience" yet. Small group/class discussion: "What do all these images/videos have in common?" As a class, define civil disobedience. Then tell the class they've defined civil disobedience! Class think-aloud (teacher scribes) acts of civil disobedience students could theoretically do, or have seen, or can think of...

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Possible lesson plan options - presenting a bunch of contrasting cases of different laws or status quos, and letting the students categorize them into just and unjust and then explain why. The goal should be to come up with a set of criteria with which to judge laws or status quos more generally, one that students would be able to use for examples in their own lives. Another option might be to read a section of Letter from Birmingham Jail, in which Dr. King has already built in contrasting cases of just and unjust laws, and have students develop a criteria similarly to the one above based on the examples in the letter (an alteration of this might be presenting multiple definitions of injustice by different authors, and having students draw general criteria from those). -Sam and Taran

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Should we leave it up to students to develop a definition of injustice in the first place? Should we not prep them with a list of criteria - should injustice be up for debate for students to interpret? Or is this important to have a definition set more concretely and responsibly? yes - we need a responsible definition,, which is going to come in part from the texts you present or the examples you give to students.

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K.O. - “what do you remember about the BLM protests from summer 2020?”

Group Reminder - mini lecture of what happened (order of events)

Take a Stand - “Were the protests of the summer of 2020 effective?”
Explain

Takeaway - for an act of CD to be “effective” you need to have a clear goal.

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Using contrasting cases to introduce students to the idea of source reliability.  To do this: give students different sources on one issue and have them rank the sources from least reliable to most reliable. Then discuss WHY.

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Dr. King "Letter from a Birmingham Jail"

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Dr. King "Letter from a Birmingham Jail"

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is blocking a highway a good act of civil disobedience? effective?  use comments for debate

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is blocking a highway a good act of civil disobedience? effective?  use comments for debate

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https://thetylt.com/culture/is-blocking-freeway-traffic-a-good-protest-tactic

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https://www.theatlantic.com/education/archive/2018/10/lacking-internet-millions-teens-cant-do-homework/574402/

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It's a glaring irony that's also a major force behind class- and race-based discrepancies in academic achievement. In what's often referred to as the "homework gap," the unequal access to digital devices and high-speed internet prevents 17 percent of teens from completing their homework assignments, according to the new Pew analysis, which surveyed 743 students ages 13 through 17. Black teens are especially burdened by the homework gap: One in four of them at least sometimes struggle to complete assignments because of a lack of technology at home. And close to half of teenagers in the bottom income bracket have to do their homework on a cellphone occasionally or often.
Read: The futile resistance against classroom tech
From a history-class assignment on the political debate over immigration to required participation in an online discussion board for AP Environmental Science, access to a functioning computer and high-speed internet is all but a prerequisite for success in high school. This is becoming especially true as schools gravitate toward software where students file assignments and papers virtually, as well as schools that equip each student with a laptop or tablet; one 2017 survey that half of U.S. teachers have one device for each of their students, up 10 percentage points from the year prior. Close to two in three teachers use technology in their classroom daily, according to a separate 2017 survey.

The homework gap can have major consequences, with some studies suggesting that teens who lack access to a computer at home are less likely to graduate from high school than their more technologically equipped peers. The "challenge to complete homework in safe, predictable, and productive environments can have lifelong impacts on their ability to achieve their full potential," John Branam, who runs an initiative to provide lacking teens with internet access, in an op-ed for The Hechinger Report last year.

Although the big telecom providers offer subsidies to low-income families, these programs are generally underused. And while disadvantaged students can resort to public libraries and other venues that offer free Wi-Fi, such alternatives are still major obstacles to finishing homework every night. "Your aunt has internet access [at home] but she lives a 40-minute bus trip across town," Branam wrote, illustrating the roadblocks for teens without internet access. "The public library does, but it has a 30-minute computer use limit and, as a young woman, you don't feel comfortable there late at night. McDonald's has free Wi-Fi but it's noisy, you have to buy food and you can't linger there forever."
Read: When students can't go online
With a team of researchers, the University of Texas at Austin professor S. Craig Watkins spent a year and a half observing and interacting with high schoolers to better understand the digital divide. The researchers' forthcoming book, The Digital Edge: How Black and Latino Youth Navigate Digital Inequality, chronicles the ways low-income students of color get around not having access to the internet and a computer. In what Watkins calls "social hacking," students often "reengineer their socioeconomic circumstances in order to get access to technology that they otherwise would not have access to." For example, the researchers observed that students without such resources at home were adept at developing relationships with teachers who could, say, give them special weekend access to laptops and software for use at home. They also tended to rely on other needy classmates to find work-arounds, sharing with one another smartphones and tablets that more affluent students often take for granted, for instance. "It was an inventive way of cultivating social capital," Watkins says, "but it also created a kind of sharing economy."

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Why Millions of Teens Can't Finish Their Homework

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It's a glaring irony that's also a major force behind class- and race-based discrepancies in academic achievement. In what's often referred to as the "homework gap," the unequal access to digital devices and high-speed internet prevents 17 percent of teens from completing their homework assignments, according to the new Pew analysis, which surveyed 743 students ages 13 through 17.

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https://peterlevine.ws/?p=22591

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In my public policy course today, my students took a short opinion survey that I created for them, with questions about the justice or injustice of a variety of circumstances. For instance: Bob Iger, the CEO of Disney, was paid about $45 million last year. A customer service representative at Disney…

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debating equity

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or might they need a lesson where I help make knowledge visible or practice skills?

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or might they need a lesson where I help make knowledge visible or practice skills?

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Ask myself: based on what I know, do kids need support in learning how to do this? Do I need to create a lesson about this? 

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Ask myself: based on what I know, do kids need support in learning how to do this? Do I need to create a lesson about this? 

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Students need to see and validate experience and knowledge base for considering injustice in their and others' lives 

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Students need to see and validate experience and knowledge base for considering injustice in their and others' lives 

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They need a working definition of injustice to compare their experiences and examples to (which means I need one too)

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They need a working definition of injustice to compare their experiences and examples to (which means I need one too)

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Students need to be able to draw on experience and know how to research or ask about others' experience to explore and support argument about  injustice of different status quos (including where to look, reliable sites); 

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Students need to be able to draw on experience and know how to research or ask about others' experience to explore and support argument about  injustice of different status quos (including where to look, reliable sites); 

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Students need to know what an act of civil disobedience is, have a working definition of it and be able to come up with new examples that fit that definition.

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Students need to know what an act of civil disobedience is, have a working definition of it and be able to come up with new examples that fit that definition.

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Students need to know how they might define effective acts of civil disobedience.  When is civil disobedience effective? When has it been effective? Where in the chain of options does this lie/what other things need to be exhausted first, if any?

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Students need to know how they might define effective acts of civil disobedience.  When is civil disobedience effective? When has it been effective? Where in the chain of options does this lie/what other things need to be exhausted first, if any?

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I got a little stuck here. It would probably help to have a working definition of what a good act of civil disobedience is, and why I’m using it. This ties back into the step two steps ago.

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I got a little stuck here. It would probably help to have a working definition of what a good act of civil disobedience is, and why I’m using it. This ties back into the step two steps ago.

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Students need to know how to construct an argument. This deserves its own task analysis and can be broken down into a ton of mini lessons. Rhetoric is also important, hopefully MLK’s letter is a helpful scaffold for sentence frames among other things.

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Students need to know how to construct an argument. This deserves its own task analysis and can be broken down into a ton of mini lessons. Rhetoric is also important, hopefully MLK’s letter is a helpful scaffold for sentence frames among other things.

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STudents would have to know: how to communicate with different audiences; how to create They say/I say introduction; how to provide context; how to research appropriate data (that includes knowing reliable sources); how to sequence that data; how to make a claim (they know how to do that); how to warrant their data so it connects to claim; how to play with rhetorical devices for different effects; grammar and punctuation for school board audience?

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Brainstorm different examples of unjust laws, rules, and status quos. This was harder than I expected 

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Brainstorm different examples of unjust laws, rules, and status quos. This was harder than I expected 

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Justify why each of those things were unjust., which for me included examples of inequitable benefit and harm                  -                                                                                                           -                                   

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Justify why each of those things were unjust., which for me included examples of inequitable benefit and harm                  -                                                                                                           -                                   

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Found statistics that supported my claim of injustice  

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Found statistics that supported my claim of injustice  

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Found personal stories that also supported my claims, and will help some people understand them better through empathizing

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Found personal stories that also supported my claims, and will help some people understand them better through empathizing

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Brainstorm potential acts of civil disobedience from the narrowed down list of things that I was actually able to justify as unjust and provide significant examples of harm

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Brainstorm potential acts of civil disobedience from the narrowed down list of things that I was actually able to justify as unjust and provide significant examples of harm

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Determined whether or not the acts of civil disobedience I brainstormed were actually constructive, or if they were just annoying and wouldn’t actually do an effective job of facilitating change

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Determined whether or not the acts of civil disobedience I brainstormed were actually constructive, or if they were just annoying and wouldn’t actually do an effective job of facilitating change

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Started to brainstorm how I would present my justification of my act: likely a speech to the district or school board

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Started to brainstorm how I would present my justification of my act: likely a speech to the district or school board

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Things I did :Considered my audience; They Say/I Say beginning about value and justice of homework. Context for my argument - homework is inequitable. Data supporting my argument, including digital divide (https://www.theatlantic.com/education/archive/2018/10/lacking-internet-millions-teens-cant-do-homework/574402/); personal stories; more); organized data. Used warrants to connect my data to my claim. moved onto announcing my act of civil disobedience - no homework - instead, submitting arguments about the inequity of homework. Then I felt like I needed to say something about possible consequences. Looked back at Dr. King's argument to consider rhetorical effects. Used his parallel structure, which I actually noticed using UDBW.