The goal of this case study is to build discussions around identity. Students should discuss and understand that there are multiple aspects of their identity. Students are introduced to vocabulary terms such as race, racism, and antiracist. The purpose of introducing these vocabulary words is to provide students with a common language and historical context for the lessons that follow.

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Students will explore what a community is and investigate what Rochester’s community was like in the 1950s-1960s through examining local images and a read aloud of ‘Constance Mitchell Stands up”.

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Students will explore what a community is and investigate what Rochester’s community was like in the 1950s-1960s through examining local images and a read aloud of ‘Constance Mitchell Stands up”.

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How was Constance Mitchell an activist who served her community?

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Students will review their learning from the previous lessons on Constance Mitchell and communities. Students will share their learning in the context of a community circle and also have an opportunity to discuss problems that the class might be able to address. Brainstorming possible solutions could also lead to civic action in their school or local community as part of this learning process.

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