Url http://resistancemapping.org/s/m/item/271 Resource class dctype:Image Title Maps Highlight -- Url http://resistancemapping.org/s/m/item/269 Resource class dctype:Image Title Curriculum Highlight -- Url http://resistancemapping.org/s/m/item/267 Resource class dctype:Image Title Home Page Banner -- Url http://resistancemapping.org/s/m/item/261 Title Optional Day: The Great Migration Subject Grade 5 curriculum Description The lesson begins with students sharing stories about their experiences moving into a new family home and identifying reasons why they moved. Historically, hundreds of thousands of people from Puerto Rico moved to cities like Rochester in the 1950s-1970s. They will be tasked with investigating the reasons these families moved through an analysis of primary and secondary sources on Puerto Rican people who moved to Rochester. It is also important that students connect the Great Migration to the challenges Southern Black people faced when they arrived in Northern cities such as segregation and racist policy. Identifier https://docs.google.com/document/d/1D-RwQGjUzPgECFFUb6WSUS-m5B_-Ojmn/edit?rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1Y2V-P7InHiVkjDB1sFtsUHEk9djCA4xtsfzg0jCrxak/edit Slide Deck https://docs.google.com/document/d/1Btb6CwL38pLQaccqg7B_ko0S37yfBn4xU8I2rmjFAdc/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/254 Title Grade 5 Case Studies Description Students will work collaboratively to investigate the current state of inequity faced by the Latinx community in Monroe County, the root causes, and the local civil rights leaders who stood up to these issues. Students will be investigating primary source newspaper articles, interviews, legal documents, U.S. Laws, and local deeds. These case studies feature local leaders in the Puerto Rican community such as Maria Lopez, Henry I Padrón-Morales, Roberto Burgos, Nydia Padilla, and Nancy Padilla. -- Url http://resistancemapping.org/s/m/item/252 Title Case Study 5: Restorative Circle Subject Grade 5 curriculum Description Students will explore the ways people and groups in both the past and present have worked to build a more equitable community in Rochester by participating in a restorative circle. Students will also identify what in their school and community they might change. Identifier https://docs.google.com/document/d/18gzJ1OqmvVH5SsaTGUchENaJ2JcuQK9G/edit?usp=sharing&ouid=116514609712308625500&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/u/0/d/1VI6cyNNNIm8kROAJvnhWGs1c8de1avsfaYrYS2qyzjk/edit Slide Deck https://docs.google.com/document/d/1TqmBGJMACs-Zt8skyMZpulnXAywQ0KTW635OwcgW9EY/edit?usp=sharing Student Handouts -- Url http://resistancemapping.org/s/m/item/249 Title Case Study 4: Jigsaw Source Sets Analysis Subject grade 5 curriculum Description Students will explore race and equity in Rochester through a structured analysis of four sets of sources. This activity is designed to help students practice their source-analysis skills and deepen their understanding of the challenges faced by the Latinx community in Rochester and their resistance. These sources highlight the challenges that were often unique to the Latinx community in Rochester and center on the challenges faced by ENL students. The sets, especially the primary sources, provide a lens for students to collaboratively consider Rochester’s history as well as a model for civic activism today. Identifier https://docs.google.com/document/d/1yVDN0dzBqH_jD2EkgRfAjIpg4Hh-qHq5/edit?usp=sharing&ouid=116145880480993879968&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/u/0/d/1SRw1Rtsk-pLF8CgSskW-ol58kPSSsv_je8vHCcoeRMg/edit Slide Deck https://drive.google.com/file/d/1tCqXj56Qgwv1-XIuObuW9PhmzuyzIn6D/view?usp=sharing Student Handouts -- Url http://resistancemapping.org/s/m/item/247 Title Case Study 3: Common Source Subject grade 5 curriculum Description Each student will have a copy of the Common Reading. The lesson focuses on the story of activist Roberto Burgos. The lesson begins by briefly contextualizing Burgo’s story by showing the redlining and housing segregation faced by the Latinx community in Rochester, and the ways Burgos and his friends resisted. The teacher and students will read and analyze the first part of the common reading “Rochester Redlining Map 1938” together. Then, they will analyze the remaining parts of the common reading that includes a video interview with Roberto Burgos and the interview transcript to be read separately. In their teams of four, students will each be assigned a collaborative role (Capt. Context, Mister E, The Connector, or Credible Hulk) and will answer the corresponding questions on the Common Source. Finally, students will gather in a restorative circle and share their observations and inferences about the question for the day. Identifier https://docs.google.com/document/d/1J1V-cmFzJulYuTwTkTS6tOReSeSHL7vT/edit?usp=sharing&ouid=116514609712308625500&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/u/0/d/1x5ohR0IJRj71KMT0hYTA4AbLDDV9wT1I1rDS9dgFLTw/edit Slide Deck https://docs.google.com/document/d/1PO7CIhzQx4mm3rbvH94hkG4ZQUGn11pf/edit?usp=sharing&ouid=116145880480993879968&rtpof=true&sd=true Student Handouts -- Url http://resistancemapping.org/s/m/item/244 Title Case Study 2: Mystery Source Subject grade 5 curriculum Description Students will explore various statistics from Monroe County through a structured source analysis of a Mystery Source. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial inequities today through an analysis of the Mystery Source, four graphs telling a story of inequities across Monroe County. Ultimately students will make a claim (their guess identifying the mystery sources) and support it with evidence. Identifier https://docs.google.com/document/d/1_Ud8JE2ugLU8TkAtBXbYmbw0pehVLQL8/edit?usp=sharing&ouid=116514609712308625500&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1BfEuWQ4tpAJ8GvSkOtXvKDEFlDwkTtxMicy5ZikCR1g/edit?usp=sharing Slide Deck https://docs.google.com/document/d/1bVkw1zBVK8tNtvt_X2GE8--AC5_hljQJ7w58PU1sTQU/edit?usp=sharing Student Handouts -- Url http://resistancemapping.org/s/m/item/242 Title Case Study 1: Identity Subject grade 5 curriculum Description Students will begin with a self-reflection on their own identity that allows each student to consider what is important independently. This is a critical step that honors the unique and individual identity of each student in our classrooms. They will then watch a short interview with Latinx civil rights leader Henry I. Padrón-Morales about his identity. Students will explore concepts of race, ethnicity, and nationality through a video as well as consider how Latinx and Puerto Rican identity has developed. They will then participate in a discussion and restorative circle to share about their own identity and the identity of Latinx people. Students will co-create and affirm group norms that will provide the framework for how to safely talk about identity, race, and racism. Identifier https://docs.google.com/document/d/1S2mUGLwJ1f3aYi6-OmkTi6rVNWpeO6fD/edit Teacher Directions https://docs.google.com/presentation/d/1ty1JiLpQH6W63DTk3YABe3huBBUn8nR35FgpLDebOQ8/edit?usp=sharing Slide Deck https://docs.google.com/document/d/13WnkgQZ_0CUlwRgBPXHN--8BvS-lMM0ir0fgmJ3VGak/edit?usp=sharing Student Handouts -- Url http://resistancemapping.org/s/m/item/200 Title Case Study 5: Restorative Circle Subject grade 4 curriculum grade 7 curriculum Description Students will explore their thoughts and feelings about enslavement in New York State. Students will have the opportunity to share what they’ve learned throughout the week as well as questions they still have around enslavement. The purpose of this lesson is to create a safe space for students to explore, express and process their feelings. Identifier https://docs.google.com/document/d/1PLGrgSaU6cJwXMDJW6gME9CirmfNdigf/edit Teacher Directions https://docs.google.com/presentation/d/1PyeaGhk8f8iepcMBSpdKXQINEjtjaTeN0TQDokQMQ3c/edit#slide=id.ge81652b1e1_0_60 Slide Deck https://docs.google.com/document/d/19-4mTLXBKcgzEY0WNknDzeTRtht_wc86/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/199 Title Case Study 4: Jigsaw Source Sets Analysis Subject grade 4 curriculum grade 7 curriculum Description Students will explore the ways Black people and their allies in New York and in Rochester resisted the horrible conditions of enslavement through a structured analysis of four sources. This activity is designed to help students practice their source-analysis skills and deepen their understanding of how European Colonists expanded slavery by forcing Africans to come to New York, that the main purpose of slavery was to make money for enslavers, and that in every time and place enslaved people sought freedom. They will also be encouraged to connect the jigsaw sources to the common source readings on Sojourner Truth and Austin Steward. Identifier https://docs.google.com/document/d/1d2aaaHAwGdedmnYgAzCYqU4D2xJQJ8Wm/edit Teacher Directions https://docs.google.com/presentation/d/1K1alqNJ0ByrjKyZHVQS0vIEx8lwLobI6RXbMWyPhSYs/edit#slide=id.ge9e0f138f1_0_60 Slide Deck https://drive.google.com/file/d/1gfUgdwtr_2vqRPLtV2n_IvJX4x_PgWov/view Student Handouts -- Url http://resistancemapping.org/s/m/item/198 Title Case Study 3: Source Analysis Subject grade 4 curriculum grade 7 curriculum Description The teacher will go over the learning target, directions, and any new vocabulary. Students will be broken into two groups. Group 1 will have a copy of the primary source about Austin Steward and the corresponding superhero questions. Group 2 will have a copy of the primary source about Sojourner Truth and the corresponding superhero questions. Each group will read, analyze, and answer the superhero questions using each of the four roles. When both groups have completed the reading and questions, they will gather in a restorative academic circle and share observations and inferences about the question for the day “How did Black people resist the horrible conditions of enslavement?” The teacher will close with the quote by Maya Angelou. Identifier https://docs.google.com/document/d/13xsYGKDi69Ot8EWf_iwYRE2I2KDXqOjg/edit Teacher Directions https://docs.google.com/presentation/d/1vW_jTA9yyl6kjd9zjkL91WTkMScBBWb5k_kN85dFYHM/edit#slide=id.ge9e2c38767_0_60 Slide Deck https://drive.google.com/file/d/12M1Unh7FkdwFeBY2d1t_Ahta0gsOg1cy/view Student Handouts -- Url http://resistancemapping.org/s/m/item/197 Title Case Study 2: Gallery Walk Subject grade 4 curriculum grade 7 curriculum Description Students will be introduced to the concept of enslavement through a short interactive video and a gallery walk. Students will view an interactive map depicting the scale of the Atlantic Slave trade when European countires and colonists expanded slavery by forcing Africans to come to the Americas. Students will participate in a gallery walk to explore the legacy and impact of enslavement on the United States, New York State, and Rochester. They will recognize that white people in NYS enslaved Black people for the purpose of making money. They will notice that many of our counties, cities, and towns are named for enslavers. They will recognize that the conditions of enslavement were inhumane and that Black people and their allies resisted the horrible conditions of enslavement. The lesson closes with the ‘why’ behind enslavement with a short video explaining how enslavers adopted and spread false beliefs about racial inferiority to justify the enslavement of Africans. Identifier https://docs.google.com/document/d/1i4oFcEKsZvO4cF3SdZ4QYtDYmIr--ZYm/edit?rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1WwcfyoCvXcLL2vu4YLA7M00Pixe69rmFJCovweQuiNc/edit Slide Deck https://docs.google.com/presentation/d/1ZU6Fyxh4tgeWsj-4_SCaYTeD4vopQ4FAN4jK1ljEQCI/edit#slide=id.gf1d95b573f_0_0 Student Handouts -- Url http://resistancemapping.org/s/m/item/196 Title Case Study 1: Africa Subject grade 4 curriculum grade 7 curriculum Description Students will analyze multiple sources including images, photographs, and artifacts through a zoom in zoom out activity and a 3-2-1 partner activity. Writing down what they notice, wonder, and infer, students can also draw on background knowledge they have about Africa. Students will begin to develop new questions and understanding about Africa. This analysis of sources is intended to broaden and perhaps complicate their understanding of Africa as they describe relationships between the sources and consider location, as well as the culture and traditions of Africa. This analysis will allow students to see the rich culture, history, development, and diversity all present in Africa, a perspective on the continent that is not always presented. Identifier https://docs.google.com/document/d/1myrifW3SRgrY9rnFKVc-vQVcz9hqs0gT/edit Teacher Directions https://docs.google.com/presentation/d/1zoaCmSoQyJnXg-_i315lAL1cD4zDwk88fgE-PHJVuxY/edit Slide Deck https://docs.google.com/document/d/13TIN81qmoDQCG1Ij1yznKg1LDYmiZyTS_BQ0culax00/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/195 Title Grade 4/7 Case Studies: Enslavement in New York Description Students will learn the specific history of enslavement in New York State (NYS) as directed in the NYS Social Studies Framework. Students will examine primary and secondary sources to determine what enslavement was like in NYS and how people resisted it. Sources include excerpts from the autobiographies of Austin Steward, Sojourner Truth, and Reverend Thomas James. -- Url http://resistancemapping.org/s/m/item/165 Title Case Study 5: Restorative Circle Subject grade 12 curriculum Description By analyzing two sources and participating in a restorative circle, students will explore the ways people and groups in the past and present have worked to build a more equitable Rochester community. Students will also identify issues in their school and/or community they might change and explore strategies for taking action. Identifier https://docs.google.com/document/d/1ZMD3uZPniBOkyKP84cSwYaFr5owg5CeX/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1paT-wm948dXUUULXuVcT6_CST5Sek3ha/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/1TOn9F7PcOA1XrCtOawFUjq6YB7LaYGNP/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/164 Title Case Study 4: Box Protocol – Jigsaw Source Sets Analysis Subject grade 12 curriculum Description Students will explore race and equity in Rochester through a structured analysis of four jigsaw source sets. This is the third stage of a multi-step instructional strategy referred to as the Boxing Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation and resistance through four sets of sources. All sources are related to specific racist policies in Rochester and/or the people who resisted. Identifier https://docs.google.com/document/d/1g2iFPUZVruNriibKq_2a2J9_Sf6Fkajr/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/13Pq90j9R-dxO0w8F_uyXegk1wHixUAes/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/1G2hzMFF0FPZBp99ie5efaFETciU_yF-C/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/163 Title Case Study 3: Box Protocol – Common Source Analysis Subject grade 12 curriculum Description Each student will have a copy of the Common Reading, excerpts from the Federal Housing Authority’s Underwriting Manual of 1938. In their teams of four, students will each be assigned a collaborative role (Capt. Context, Mister E, The Connector, or Credible Hulk) and answer the corresponding questions on the Underwriting Manual , recording their information in the Round 2 area of the Box Protocol. Then, students will read four Area Descriptions from Rochester’s redlining map and try to identify the grade and location of each area. Students will use what they learned from the Underwriting Manual to make these inferences. Finally, students will gather in an academic circle to debrief their learning and consider the role of the Federal Government as well as the impact of racist policies on property ownership. Identifier https://docs.google.com/document/d/1TpcQy4k9OXXLgXV9_0jUTQReuc639gmu/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1FG6AQW4g8IcDg-nLsjJPFl8VWAIUR8YT/edit Slide Deck https://docs.google.com/document/d/1uLXVb1vOg6X7F5NfW0jYUNOrS-Kr9BK_/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/162 Title Case Study 2: Box Protocol – Mystery Source Analysis Subject grade 12 curriculum Description Students will explore the racial composition of Monroe County through a structured source analysis of a Mystery Source. This is the first stage of a multi-step instructional strategy referred to as the Box Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation today through an analysis of the Mystery Source, an infographic about health equity in the Rochester Region. Students will then work together to examine more data about health inequity in the Finger Lakes Region. Ultimately students will make a claim (their guess identifying the source) and support it with evidence. In an optional activity, if time permits, students explore 20th century housing policies that bankrolled white capital accumulation while halting black social mobility. This mixer role play is based on Richard Rothstein’s The Color of Law (Liveright, 2017) which shows in exacting detail how the government segregated every major city in the United States with dire consequences for People of Color. Identifier https://docs.google.com/document/d/1Di7CcEmT_dSwE8a0qtLT0-bEN_JTaaJl/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1LWB97VDUobDzUqagS5FilenXktgSUBkw/edit Slide Deck https://docs.google.com/document/d/1hFR1ivfNejd5xaaVzi3TEBZJTYooGUK9/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/161 Title Case Study 1: Restorative Circle Subject grade 12 curriculum Description Students will participate in a community circle where they will share their understanding of and experiences with systemic racism, racists, antiracists, and activism (activists). Students will co-create and affirm group norms that will provide the framework for how to discuss systemic racism and explore the way it has shaped civil discourse. This is also an opportunity for the teacher to understand more completely students' experiences with systemic racism and how it has shaped their reality. The questions students may raise from the discussions can also inform next steps and how to introduce the boxing protocol and the primary source analysis. Identifier https://docs.google.com/document/d/1DR_hlJ6InzHz7YlT6DOiuEndpiPKPreC/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1nCe10f4meigDzo9KMWLNbdzMRXqA-an2/edit Slide Deck https://docs.google.com/document/d/12dcGnOl2_t0CzxQpSdRedY79VqBR1ELq/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/160 Title https://resistancemapping.org/s/m/page/curriculum-grade-12 Grade 12 Case Studies: The Local History of Racist Policy and Resistance III Description The grade 12 case studies advance the themes covered in grade 4 and 8 with a specific emphasis on civic action. Students will work collaboratively to investigate the current state of disparity and segregation in Monroe County, the root causes, and the local civil rights leaders who stood up to these issues. Students will examine the history of policing, school and housing integration efforts, and regional health disparities and compare historical sources with local current events. Sources include the FHA Underwriting Manual, interviews with local activists and elected officials, statistical data prepared by regional non-profits. -- Url http://resistancemapping.org/s/m/item/159 Title Case Study 5: Restorative Circle Subject grade 8 curriculum Description Students will explore the ways in which African-American activist Dr. Walter Cooper worked to build a more equitable Rochester community. Students will identify an action strategy from Dr. Cooper’s story to apply to a problem at school or the community in which they live. Identifier https://docs.google.com/document/d/1dLNyYyWhVWSNdtKnsaZm059qcm1d-q56/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1k2q5Xo-fRHbAKsuQlsMvGMVLHa7QdgCp/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/1HSeIjS4pk-B8DWaa5pjvc8Are-1Kayv6/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/158 Title Case Study 4: Box Protocol – Jigsaw Source Sets Analysis Subject grade 8 curriculum Description Students will explore race and equity in Rochester through a structured analysis of four jigsaw source sets. This is the third stage of a multi-step instructional strategy referred to as the Boxing Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation and resistance through four sets of sources. All sources are related to specific racist policies in Rochester and/or the people who resisted. Identifier https://docs.google.com/document/d/1OCmgUgAhfwFRE5IG5G7Qbc91pLo1k_Vn/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1Z8Wl3EED6Iiy6WKvqRKGkjOx5kpsDizU/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/153hsTShOfWFD2KDqxgYBcfJ5yJvF8I62/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/157 Title Case Study 3: Box Protocol – Common Source Analysis Subject grade 8 curriculum Description Each student will have a copy of the Common Reading which will focus on redlining and a brief overview of housing segregation through several sources.. The teacher and students will read and analyze the first part of the common reading “Rochester Redlining Map 1938” as well as excerpts from the FHA Underwriting Manual and area descriptions for 4 different neighborhoods. Together, they will analyze the remaining parts of the common reading including an excerpt from the National Housing Act. In their teams of four, students will each be assigned a collaborative role (Capt. Context, Mister E, The Connector, or Credible Hulk) and answer the corresponding questions on the Common Source. When all students have completed the reading a second time independently, they will record information in the Round 2 area of the Box Protocol (instructions on slide 5). As the instructions note, students can record information that helps to clarify the first document (the Round 1 Mystery Source [2010 Monroe County Pop. Map), or information related to the lesson question for the day (“What role did the government play in segregating our community?”), or they can record new information they find interesting or possibly relevant to the general topic of the day. Finally, students will gather in an academic circle and share their observations and inferences about the question for the day and the inquiry question “What challenges did people of color face when they moved to Rochester and how did they resist?”. Identifier https://docs.google.com/document/d/1DImJIV6BuumpZ1yYikwlk0YL3zcLcAXs/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1VBBTZ6ID9PUzTvILofDEl6v9JPAYFvyi/edit?rtpof=true&sd=true Slide Deck https://docs.google.com/document/d/1eZVK5ABg3iLV7yDLWjSvy-iRm6z9uRi6/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/156 Title Case Study 2: Box Protocol – Mystery Source Analysis Subject grade 8 curriculum Description Students will explore the racial composition of Monroe County through a structured source analysis of a Mystery Source. This is the first stage of a multi-step instructional strategy referred to as the Box Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation today through an analysis of the Mystery Source, a US Census dot map of Monroe County in 2010. The Mystery Source is divided into four quadrants and shown to students one quadrant at a time to spur their thinking. Ultimately students will make a claim (their guess identifying the source) and support it with evidence. Students will then look at data from the “2020 Hard Facts Update on Race and Ethnicity in the Nine-County Greater Rochester Area.” This report provides a variety of data such as income, unemployment, infant mortality rates, and more in Monroe County. Analyzing the data will allow students to draw further conclusions about racism and Monroe County. Identifier https://docs.google.com/document/d/1J5Yf_mDB2ylV_7XVgQTk8qwcrbKH9CL6/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1le6v5PnS0xhgD5YDJ46zYktU30WWuiol/edit Slide Deck https://docs.google.com/document/d/17IyA2Vd7eNekWzBHu--rZgY7kDYkwPH3/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/155 Title Case Study 1: Restorative Circle Subject grade 8 curriculum Description Students will participate in a restorative circle where they will share their background knowledge and experiences with racism, systemic racism, and antiracism. Students will co-create and affirm group norms that will provide the framework for how to discuss racism and explore the way it has shaped our lives and community. This is also an opportunity for the teacher to understand more completely student sensitivity and understanding regarding issues of race and what questions they may have. The discussion can also inform next steps and how to introduce the boxing protocol and the primary source analysis. Identifier https://docs.google.com/document/d/17K-dzkAjf0GIr63K6NJm55Ztg18VRzFl/edit?usp=sharing&ouid=109029154372058682314&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/10CDElQvkS6Heo-6sqwSMsGSkoiL4VoAW/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/193pDFCXGVFI_KXP6VUzY5jn6doWunrF8/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/154 Title https://resistancemapping.org/s/m/page/curriculum-grade-8 Grade 8 Case Studies: The Local History of Racist Policy and Resistance II Description The grade 8 case studies build on subjects first introduced in grade 4. Students will work collaboratively to investigate the current state of disparity and segregation in Monroe County, the root causes, and the local civil rights leaders who stood up to these issues. Students will examine the 1958 NYS Human Rights Commission report against discrimination, interviews with Judge Ruben Davis and Dr. Alice Young, and newspaper reports of urban renewal. -- Url http://resistancemapping.org/s/m/item/70 Title Tricia Gonzalez-Johnson -- Url http://resistancemapping.org/s/m/item/69 Title Shane Wiegand -- Url http://resistancemapping.org/s/m/item/67 Title Redia Bridges -- Url http://resistancemapping.org/s/m/item/65 Title Pavatsath (Wasa) Bouphavong -- Url http://resistancemapping.org/s/m/item/63 Title Marissa Privitere -- Url http://resistancemapping.org/s/m/item/61 Title Kimberly Brown -- Url http://resistancemapping.org/s/m/item/59 Title Khieta Davis -- Url http://resistancemapping.org/s/m/item/57 Title Kesha James -- Url http://resistancemapping.org/s/m/item/55 Title Kerry Roberston -- Url http://resistancemapping.org/s/m/item/53 Title Jeremy Smith -- Url http://resistancemapping.org/s/m/item/51 Title Henry Padron-Morales -- Url http://resistancemapping.org/s/m/item/49 Title Greg Ahlquist -- Url http://resistancemapping.org/s/m/item/47 Title Gabrielle Brannigan -- Url http://resistancemapping.org/s/m/item/45 Title Dr. Crystal Simmons -- Url http://resistancemapping.org/s/m/item/43 Title Dr. Isabel Cordova -- Url http://resistancemapping.org/s/m/item/41 Title Danielle Turner -- Url http://resistancemapping.org/s/m/item/39 Title Brian Carberry -- Url http://resistancemapping.org/s/m/item/38 Title Brennon Thompson -- Url http://resistancemapping.org/s/m/item/36 Title Anna Madrid -- Url http://resistancemapping.org/s/m/item/29 Title Case Study 5: Restorative Circle Subject grade 4 curriculum Description Students will explore the ways people and groups in both the past and present have worked to build a more equitable community in Rochester by participating in a restorative circle. Students will also identify what in their school and community they might change. Identifier https://docs.google.com/document/d/1XplA0X_zzpHk-aQgo_du_1TQC_5MzXGY/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1FH5QtEbbsPDI_gP-7NV9Bq1Fmi40aab6/edit?rtpof=true&sd=true Slide Deck https://docs.google.com/document/d/1jBTL6l4AIyVxRJl8Sbo9e6rB1qEwK3UD/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/26 Title Case Study 4: Box Protocol – Jigsaw Source Sets Analysis Subject grade 4 curriculum Description Students will explore race and equity in Rochester through a structured analysis of at least four sources. This is the third stage of a multi-step instructional strategy referred to as the Box Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation and resistance through four sources all related to Dr. Walter Cooper. His experiences facing racism and his resistance and activism as a local community leader provide a lens for students to collaboratively consider Rochester’s history as well as a model for civic activism today. They will also be encouraged to connect the jigsaw sources to the common source redlining map. There is an alternate Jigsaw that can be used in part or as a substitute. Identifier https://docs.google.com/document/d/1lF2frgENhqFqlG10OiZMP7t5-cvC7sec/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1Wo2ZLUmOLboVecTLkLQWr8CydHqUx_hZ/edit Slide Deck https://drive.google.com/file/d/1-baZYEn45y6_4WDawkFWLjWCuHnDpDS0/view Student Handouts -- Url http://resistancemapping.org/s/m/item/23 Title Case Study 3: Box Protocol – Common Source Analysis Subject grade 4 curriculum Description Each student will have a copy of the Common Reading which will focus on redlining and a brief overview of housing segregation through several sources. The teacher and students will read and analyze the first part of the common reading “Rochester Redlining Map 1938” together. Then, they will analyze the remaining parts of the common reading including an excerpt from the National Housing Act. In their teams of four, students will each be assigned a collaborative role and will answer the corresponding questions on the Common Source. When all students have completed the reading a second time independently, they will record information in the Round 2 area of the Box Protocol. Finally, students will gather in a restorative circle and share their observations and inferences about the question for the day. Identifier https://docs.google.com/document/d/1juw8j8cbSBvGuULaT_QKl9Sa0vqhNEus/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1i8IeD55Lf9DlLxrR8xkwCvb6C2IAGtr2/edit?rtpof=true&sd=true Slide Deck https://docs.google.com/document/d/1fwZY7k-qyEDNfEJBV6sO-aZkTL6HbFTi/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/20 Title Optional Day: The Great Migration Subject grade 4 curriculum Description The lesson begins with students sharing stories about their experiences moving into a new family home and identifying reasons why they moved. They will be told that over 6 million people of color moved to Northern Cities like Rochester from 1910-1970. They will be tasked with investigating the reasons these families moved through reading primary and secondary sources about people of color who moved to Rochester. Students will see that moving North was a way people of color attempted to resist racism. It is important to help students connect the Great Migration to the challenges people of color faced with segregation and racist policy when they arrived in Northern cities. This lesson is marked ‘optional’ because this case study may be taught during a number of different times during the grade 4 school year. Identifier https://docs.google.com/document/d/11CM94DyWz1dtCcdcZft9WZ2A5dOFQR3F/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1u_JVepY5RXEala-YIZRhf7VGgNPeduzd/edit Slide Deck https://docs.google.com/document/d/1kgHkGJZubiK2hel7n-WgDjoiIuMXQCGX/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/17 Title Case Study 2: Box Protocol – Mystery Source Analysis Subject grade 4 curriculum Description Students will explore the racial composition of Monroe County through a structured source analysis of a Mystery Source. This is the first stage of a multi-step instructional strategy referred to as the Box Protocol. This activity is designed to help students practice their source-analysis skills and deepen their understanding of racial segregation today through an analysis of the Mystery Source, a dot map of Monroe County in 2010. The Mystery Source is divided into four quadrants and shown to students one quadrant at a time to spur their thinking. Ultimately students will make a claim (their guess identifying the source) and support it with evidence. Identifier https://docs.google.com/document/d/1U3FGqS-mRVjQ3DVreYqrMp0XIe_I9Duw/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1iRa0lhLTJPgBAywU4ADF4PqbX-Vmvehv/edit?rtpof=true&sd=true Slide Deck https://docs.google.com/document/d/1mZCBg0du-BrHfV22OmN9Dunj8h6c5iHd/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/14 Title Case Study 1: Restorative Circle Subject grade 4 curriculum Description Students will participate in a restorative circle where they will share their background knowledge and experiences with racism, segregation, and antiracism. Students will co-create and affirm group norms that will provide the framework for how to discuss racism and explore the way it has shaped our community. This is also an opportunity for the teacher to understand more completely student sensitivity and understanding regarding issues of race and what questions they may have. The discussion can also inform next steps and how to introduce the boxing protocol and the primary source analysis. Identifier https://docs.google.com/document/d/1wR5qRqohvjjvBbqJhP1ioqiYDmCEgi0l/edit?usp=sharing&ouid=110333659313829082669&rtpof=true&sd=true Teacher Directions https://docs.google.com/presentation/d/1Hmju9MH8FlKBaA4JOCXTVa8P1NXo-MWf/edit#slide=id.p1 Slide Deck https://docs.google.com/document/d/1UDyPwrOaX3pIrNezFxsGjr1dxNt77fgz/edit Student Handouts -- Url http://resistancemapping.org/s/m/item/12 Title https://resistancemapping.org/s/m/page/curriculum-grade-4 Grade 4 Case Studies: The Local History of Racist Policy and Resistance I Description Students will work collaboratively to investigate the current state of disparity and segregation in Monroe County, the root causes, and the local civil rights leaders who stood up to these issues. Students will be investigating primary source newspaper articles, interviews, legal documents, U.S. Laws, and local deeds. These case studies feature local leaders Dr. Walter Cooper, Constance Mitchell, Howard Coles, and Ellen Stubbs. --