In 1884, Joseph and Mary Tape sued the San Francisco School District …
In 1884, Joseph and Mary Tape sued the San Francisco School District for the right to public education, arguing that their daughter Mamie Tape deserved the right to attend public school. The California Supreme Court ruled that the Fourteenth Amendment protected the rights of citizens and thus, Mamie, a U.S. citizen, could not be denied the opportunity to attend school. However, the Court ruled that segregated schools were not against the law, which led the San Francisco Board of Education to build separate schools for Chinese students. In this lesson, students will examine how the California Supreme Court Case of Tape v. Hurley (1885) reinforced the Perpetual Foreigner Stereotype. They will analyze a primary source document to understand how this landmark civil rights case set the foundation for ending school segregation.
This lesson was produced as part of the New York City Department of Education's Hidden Voices curriculum. Content was created by The Asian American Education Project and this version is owned by The Asian American Education Project. As such, users agree to attribute work to The Asian American Education Project.
City to City, as a class, will jump into the complexity of …
City to City, as a class, will jump into the complexity of planning in New Orleans, a post-disaster city. City-to-City will ask how a post-disaster city grapple with its ideas of identity, what it is, who it represents, and how it projects its sense of self to residences, businesses, tourists, and to the outside world. In considering its people, how do city planners think about who lives where and why? At the same time, how can city planners celebrate a city's history and its culture and how can these elements be woven into reconstruction? Students will travel from Cambridge to New Orleans over Spring Break to meet and consult with their alumni clients, and continue to work on projects.
CAP is a free project-based learning program for civics and government. Think …
CAP is a free project-based learning program for civics and government. Think of it as a culmination of students’ social studies education, a chance for them to apply what they have learned to the real world and impact an issue that matters to them.
From the CAP curriculum, you will first teach three lessons that are tied to government/civics content. These lessons provide content that students will need to start their own CAP projects. Once students start working on their own CAP issues, you will teach two more lessons that focus on policy analysis.
A CAP project is an issue or problem students select, research and then identify propose and submit a solution for.
CAP provides a bundle of additional lessons for you to choose from, based on the needs and interests of your students.
Students could select issues related to school, community, or even national or global issues. CAP students identify an issue or problem that matters to them, connect it to public policy, then take “civic actions” to try to impact their selected issue/problem. It is up to you, the teacher, if you want to limit the scale of the issues they choose.
In any case, it is key that you require students to make the connection to public policy if you are integrating CAP into your government course.
From document: Students will work collaboratively to create a mural of the …
From document: Students will work collaboratively to create a mural of the Statue of Liberty to show the statue as a representation of freedom and a symbol of welcome to immigrants coming from other countries.
From lesson: Students create art works based on an examination of the …
From lesson: Students create art works based on an examination of the language of the Constitution and the personal connections they make. These art works will incorporate words, illustrations, and mixed media images.
This infographic and supporting resources assist educators and students to contact local …
This infographic and supporting resources assist educators and students to contact local government and advocacy groups to advance civic engagement in and out of the classroom. It provides background information on why civic engagement is a good idea, what it looks like in the classroom, and links to community development, university partners, and statewide Chambers of Commerce.
Special thanks to Jim Renzelmann at the Sheboygan Area School District for his help on this work!
The Problem: When evidence is attractively presented, convincingly stated, or aligns with …
The Problem: When evidence is attractively presented, convincingly stated, or aligns with our beliefs, it can be tempting to accept it without stopping to ask whether the evidence comes from a trustworthy source or directly supports the claims being made. When evidence takes the form of statistics or infographics, it can be particularly tempting to accept it without fully evaluating it. This lesson gives students a chance to practice evaluating evidence based on its reliability and relevance. Students work in groups to evaluate several examples of online evidence and engage in class discussions about the strength of the evidence.
Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.
The Problem: Claims and evidence flow rapidly online. We aid in the …
The Problem: Claims and evidence flow rapidly online. We aid in the spread of misinformation if we don’t ensure that a claim or evidence is accurate before we share it. Luckily, the internet also allows us to check claims and evidence by consulting other sources. Although verification takes time, it helps to ensure that the information we read, use, and share is trustworthy.
This short lesson will introduce students to the importance of checking what other sources say through a relatively straightforward example. Students practice evaluating a claim made on social media by clicking on the provided link to see if the argument in that source matches the claim in the post.
Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.
The Problem: Wikipedia contains a vast supply of information and is the …
The Problem: Wikipedia contains a vast supply of information and is the 5th most trafficked website in the world. Still, many teachers advise students against using it. If students learn to use Wikipedia wisely, it can be a powerful resource for lateral reading, verifying claims, and a starting point for research.
This lesson introduces students to Wikipedia’s standard of verifiability, which requires article authors to provide reliable citations to support claims they make. By following these citations, students can verify the claims in Wikipedia and locate a variety of reliable resources. Students practice verifying claims on Wikipedia by following its citations.
Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.
The Problem: Online videos are easy to create and distribute. Evidence presented …
The Problem: Online videos are easy to create and distribute. Evidence presented via video is becoming an increasingly popular way to support claims online. However, videos can be especially challenging to evaluate effectively. Too often, we are convinced by what we see (or think we see) and do not carefully consider how the video could misrepresent its subject.
This short lesson helps students practice analyzing video evidence. Students complete a task that asks them to evaluate a video that makes a claim and supports it with selectively edited video evidence. They then read and discuss an article about the video. Then they watch an unedited version of the video to practice skills for analyzing video evidence.
Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.
The Problem: Photographs and other images circulate rapidly online and are often …
The Problem: Photographs and other images circulate rapidly online and are often persuasive forms of evidence. It can be difficult to determine the accuracy of these images and it is often tempting to take these images at face value. If we trust images without verification, we risk believing false claims and narratives.
This short lesson will introduce students to a strategy for learning more about online images: the reverse image search. Students can use this tool to learn more about an image, including where it has been posted online and what (if any) stories have been written about it. Students practice this strategy in groups.
Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.
"Teach students about civic participation and the role it has played in …
"Teach students about civic participation and the role it has played in our judicial history with this two-part lesson comprising historic cases, a classroom mock trial, and a research project. Objective: Your students will analyze the impact of historic cases and the role of civic participation in these cases. Students will also demonstrate their understanding of the basic elements of a trial through a mock trial proceeding. Time: Two class periods Materials: Student Worksheets #1 and #2, access to online resources, paper, pencil or pen"
This is a featured conversation from Future Hindsight, a podcast with a …
This is a featured conversation from Future Hindsight, a podcast with a simple premise: civic participation is essential to a functioning democracy. So how do we do it? In this episode, host Mila Atmos speaks with Sung Yeon Choimorrow, the executive director of the National Asian Pacific American Women’s Forum, about Asian American stereotypes, changing the narrative about who Asian-Americans are, and activating Asian communities to take civic action.
Use this module to help students learn about being and engaged citizen. …
Use this module to help students learn about being and engaged citizen. Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and service on juries. Experience the responsibilities of citizens at the local, state, or federal levels. Conduct a service project to further the public good. This teaching module comes with lesson plans, readings, student guides and handouts, practice, games, a review, a gallery walk, and an opportunity for student simulation/engagement.
This is a video learning module that teaches about citizenship and the …
This is a video learning module that teaches about citizenship and the 14th amendment. The module goals are: define citizenship as stated in the Fourteenth Amendment, describe the process of becoming a naturalized citizen, and to evaluate the impact of the naturalization process on society, government or the political process.
A teaching module designed to have students learn about the Bill of …
A teaching module designed to have students learn about the Bill of Rights and other amendments and evaluate rights contained in the Bill of Rights and other amendments to the Constitution. Use video resources, readings, student practice scenarios, and quizzes to help students learn about protected rights and violations through the examination of the Bill of Rights & other amendments.
Do your students have what it takes to be the next hit …
Do your students have what it takes to be the next hit Broadway musical producers? In this free civics learning game, students assume the role of a theater producer adapting true events from United States history to the stage. It’s up to them to analyze primary sources from the Library of Congress to create a new smash Broadway musical hit that is historically accurate and celebrates the power of ordinary citizens in creating change. Students work with different theatrical departments to learn about important aspects of creating a musical, such as costuming, set design, writing, and music. Once all the mini-games are complete, they are rewarded with a scene from their musical on opening night, completely personalized based on the creative choices they made during their game experience.
Assessment example for a student essay on how a bill becomes a …
Assessment example for a student essay on how a bill becomes a law. Aligned to a standards-based grading framework and political science standard 3: Analyze and evaluate the powers and purposes of political and civic institutions.
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