The Uprising
Day 1:
Lesson Overview:
Students will watch a documentary from CSpan about The Uprising to introduce the unit topic. Students will create a KWL chart as a large group. Students will get into small groups that they will work in throughout the duration of the unit. Teachers will introduce the novel Ghost Boys. Students will be reading the novel throughout the unit in their small groups so that they can discuss as they read, and then report back to the large group. The large group will have daily conversations about the novel during ELA time.
Elaborate - Students will pretend to be newspaper reporters. They will go through photographs to demonstrate understanding and write about what they are learning. Students will incorporate first-hand accounts to give more support for their “newspaper article”.
Objective: Students will be able to review and reference artifacts used in class to create a newspaper article that will showcase their views on what occurred during the uprisings.
Standard Ideas: RI. 7.1 Reading Informational Text (ELA).
7-H1.4.3 History Use historical perspectives to analyze global issues faced by humans long ago and today.
Assessment: Students will engage in a grand conversation; students will present what they learned in their small groups to the large group.
Closure: Students will use some details to guide their unit culminating event of writing a newspaper article.
Day 2:
Lesson Overview: Teachers will introduce a slideshow of pictures of landmarks today and during the riots in Detroit: examples of some locations are Tiger Stadium, Belle Isle, and Woodward Avenue. First teachers will introduce beautiful locations today, that students are familiar with, then they will show photographs of the same locations destroyed by the riots. Ask leading questions, what do we see? What happened? Why did it happen? Use words like rebellion and uprising as opposed to riots- language matters and helps form attitudes and opinions. Teachers will use an Interactive map via the white board, then students will use a pin to pin up where on the map their photographs were taken and where the riots started, to show the spread of the rebellion into the communities. Students will then find the locations on the map of Detroit. Teachers will introduce the origin of the Riots- Belle Isle 1943. Students will have an opportunity to read the text, Forgotten Landmarks of Detroit, in order to compare and contrast landmarks of the past and landmarks of today in the city of Detroit. They can speculate why some of the landmarks are no longer relevant in the city today. Were any of the landmarks ruined or destroyed? Did the riots have anything to do with this?
https://projects.lib.wayne.edu/12thstreetdetroit/exhibits/show/july23_aug41967/map
SEQUENCE OF EVENTS, JULY 23-AUGUST 4, 1967
Objective: Students will be able to discuss the origin of the “Uprising” and use primary sources to make connections to the city of Detroit.
Students will be able to make references to different sources used in class to support their ideas in their newspaper article.
Standards: 7-G1.1.1 Explain and use a variety of maps, globes, and web-based geography technology to study the world, including global, interregional, regional, and local scales.
Assessment: Students will use a map to see where the riots took place. Students will engage in a grand conversation about where Belle Isle is located and what happened there to start the “uprising”.
Day 2: Optional Field Trip
Belle Isle Field Trip “The Origin of the Uprising”
Location: Belle Isle State Park, Detroit, MI/ Detroit, MI
Travel time to destination: Travel time will be approximately 20 minutes. Students will leave the school at 10 am and return at 2 pm. Students will have lunch at Belle Isle. They should pack a lunch from home; if they cannot pack a lunch from home, a paper bag lunch will be provided from the school. Students will depart from Belle Isle at 1:30 pm.
Classroom Learning Experience: Students will watch a short clip about the origin of the uprising. Students will discuss their personal experiences with Belle Isle. Are they very similar or very different than what was shown in the clip? Students will use a large map of Detroit to locate Belle Isle. Teachers will use an interactive map to show students how the riots of 1943 originated on Belle Isle and quickly spread into the community. Teachers will review the timeline that community members created using photographs about the riot and its community spread. Students will use pins to attach various images to a large map of Detroit, much like the interactive map, at the site they were taken. The photographs will outline the community spread of the riots. Teachers will discuss redlining and the impact that is has. How did redlining play a part in the riots? Students will measure how far the rebellion traveled form Belle Isle to its ending location using the scale on the map.
Field Work Experience: Students will walk through downtown Detroit to some of the locations in the artifacts presented in the interactive map. Students will trace the spread of the riot through the community using photographs and maps. Students will use a polaroid camera to take photographs of present-day locations seen in the artifacts pinned on the map of Detroit for comparison. After visiting several locations from the artifacts found on the map, students will be bussed to Belle Isle State Park. Students will have the opportunity to learn about the origin of the uprising from a historian who will recount the details while visiting the location. Students will have the chance to ask questions and take notes. Students can take photographs of Belle Isle with the polaroid camera for comparison with photographs of during and after the riots. Students will have lunch on Belle Isle and will spend the remaining time enjoying the park in small groups with a chaperone in order to experience the culture of life on Belle Isle today.
Classroom Learning Experience/ Lesson Closure: Students will have an opportunity to meet in their small groups to discuss what they learned and record notes in their journals to use when writing their newspaper article at the end of the article. Students will hang the photographs they took on the map using pins next to/on top of the original photographs from the rebellion. Students will have a large group discussion about the changes Detroit has undergone since the rebellions of 1943 and 1967. How are these locations changed? How are they the same? Were any of the locations destroyed during the riots? Have any of them been rebuilt since then? If not, why?
Day 3:
Lesson Overview:
Teachers will go over the article first as a large group and then students will research the uprising from 1943 and 1967 in small groups. Students will complete a large group Venn diagram comparing and contrasting each uprising era, including who was involved, what happened, where the riots took place, what events led to the uprising and what were the results for the uprising.
https://www.capitalgazette.com/news/nation-world/ct-detroit-riots-anniversary-20170716-story.html
Objective: Students will be able to compare and contrast the events from 1943 and 1967.
Standard: 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
Assessment: Students will complete a Venn diagram. The Venn diagram will be displayed in the classroom for reference. This will help support ideas for the end of unit activity. Students will complete this in a large group as a class based on the artifacts and articles they have gathered and reviewed.
Day 4:
Lesson Overview:
Students will connect the Race Riots of 1943 and 1967 to the riots of 2020. Why did the name “Race Riots” change to “The Uprising?” “What were your experiences?” “What did you witness?” “Did you have first-hand experience?” “Did you witness the riots on the news, on the radio, on social media?” “How did you feel about the things you saw on the news, social media or in person?” Teachers will engage students in an interactive read-aloud, Something Happened in our Town, a children’s picture book about social media coverage of a police shooting in a community involving the death of a Black community member. Students will discuss the different perspectives observed in the book, from both a White family and a Black family. Students will discuss the importance of the media portrayal of a situation. How will they portray their images having seen and experienced what they have today?
Objective: Students will be able to connect issues surrounding the Race Riots of 1943 and 1967 to the Uprising of 2020.
Standards: 7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.
Assessment: Students will use social media to collect images that portray the Uprising of 2020 from their individual perspectives. They will use their images to create an artistic collage. Students will present their collages to the large group and discuss how their images align with what they experienced. Collages can be displayed on a display board for reference.
Day 5:
Lesson Overview:
Students will watch clips of the riots from 1943 and 1967. The teacher will engage students in an interactive read-aloud, Not My Idea: A Book About Whiteness, to prepare students to have difficult conversations about race and racism and how they may connect these issues to the riots of 1943 and 1967. The class will invite community members to come in to have a grand conversation about the uprising of 2020. Students will have the opportunity to sit down with community members to interview them for their portion of the documentary.
https://www.pbs.org/video/detroit-48202-conversations-along-a-postal-route-tzx2ee
https://www.c-span.org/classroom/document/?6760
Objective: Students will be able to use social media to create a documentary of their own experience during the “uprising” of 2020.
Standards: 7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).
P2.4 Use resources in multiple forms and from multiple perspectives to analyze issues.
Assessment: Students will create a video of their experience or the experience of people they have interviewed or the interviews they have watched during class on the 2020 Uprising.
Day 6:
Lesson Overview: Students will take a field trip to the Detroit Historical Museum. The students will visit “Detroit 67: Perspectives Facilitated Group Experience” exhibit. This exhibit is a dialogue- facilitated experience. In 90 minutes, students will experience what community members experienced in the summer of 1967. Students will have opportunities to discuss with a tour guide what they are seeing and hearing and ask questions to enhance their learning. Students will focus on the question, “what were the issues behind the rebellion/uprising?” Students can explore the Detroit Historical Museum in search of answers to this question.
https://detroithistorical.org/detroit-historical-museum/plan-your-visit/group-tours-programs
Objective: Students will be able to create a list of issues that led to the “Uprising” in 1967.
Standards: P2.1 Use compelling and supporting questions to investigate social scientific problems.
P3.4 Explain the challenges people have faced and actions they have taken to address issues at different times and places.
Assessment: Students will create a large group chart of the issues surrounding the origin of the Rebellion. The chart will be posted in the room for students to refer to and engage with when writing their newspaper articles. Students will finish the KWL chart to hang in the classroom for the newspaper writing on day 7.
Day 7:
Summary: Students willpretend to be newspaper reporters, go through photographs and all information gathered throughout the unit to demonstrate understanding and write about what they are learning. Could incorporate first-hand accounts to give more support for their “newspaper article”.
Standards
RI. 7.1 Reading Informational Text (ELA)
7-H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today
P2.3 Know how to find, organize, and interpret information from a variety of sources
Outcomes
Students will be able to review and reference artifacts used in class and during field trips to create a newspaper article.
Preparation
Students will work in small groups to review their information.
Sources will be arranged in four or five stations around the room, with space for students to move freely and explore (photographic print station, audio station, video station, computer station for research, print station).
Instruction
A. Introduction – Engaging Students, Activating Prior Knowledge, and Setting Lesson Goals
15 minutes needed
Students have been gathering notes and support for their newspaper article for the week of this unit plan.
“We have learned so much over the past week on the “uprising” in Detroit from 1943, 1967 and even in 2020.
I want you to now get with your partners you have been working with this week, then I want you to look over the notes you have been collecting and compare your information with your (partner) people in your group. Discuss your different viewpoints with your group members. Next, I want you to pretend you are a reporter from one of the years we have studied from the “uprisings.” You can decide as a group which year you feel most comfortable with reporting on. Your article must be at least 1 page in length, but it could be longer.”
Teachers will model how to use each station appropriately. Teachers will model appropriate article writing using sources and artifacts pre-selected as a large group. Students will then get into groups.
B. Instructional Sequence: Engaging Students in Actively Constructing Deep Understanding
35 minutes needed
While you are discussing your ideas with your group, I want you to ask yourself a few questions. “What events led to the uprising?” “How did it feel to witness or be involved?” “What outcomes resulted from the uprisings?” I want you to think about the interviews or firsthand accounts you have heard from the community on the “uprisings”. You can use these as “interviews” to support your newspaper article. If you are writing about 2020, you may want to include your own personal experience or an interview from one of your partners. You must include at least one support for your article from something we have used in class! This could include the photographs, videos, interviews or any notes gathered from the field trip from the Detroit Historical Museum.
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Students will explore various stations throughout the classroom in small groups, rotating stations with other groups, and teachers will monitor groups at each station.
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While students are working, teachers will walk around, offering help or support when needed.
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Students will work on composing their articles at their workstations in small groups.
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Students can write or type out their final article and submit to their designated location.
C. Closure –Summarizing and Synthesizing Students’ Learning
15 minutes needed
A large-group conversation will occur after the students have finished working in their groups. We will gather information on where all the groups are at and see who still needs help or what work is still needed to be done. If more time is needed, the lesson will continue into day 8. Students will read their newspaper articles to the class, sharing their information and opinions on the “uprisings”. A grand conversation will conclude the lesson as a way to get feedback on how well the students thought the lesson went. What could have been different/changed or what could have been added. The articles will be compiled into a classroom “newspaper” to refer back to at the conclusion of the unit. Students can each have a copy and one copy can be displayed in the classroom social studies center. How can we connect this topic to future learning or social injustices still prevalent today?
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