Whose Streets? Lesson Plan Resources and Standards
Resources and Standards
This is a list of organizations, websites, articles and other materials that may be helpful to teachers in developing the lesson, or for students as they are researching.
POV: Whose Streets?
https://www.amdoc.org/watch/whosestreets/
The film’s official POV site includes a discussion guide with additional activity ideas, steps to borrow the DVD from the POV Lending Library and other resources.
POV: Media Literacy Questions for Analyzing POV Films
http://www.pbs.org/pov/educators/media-literacy.php - This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.
Center for Nonviolence and Social Justice
http://drexel.edu/cnvsj/ - The Center for Nonviolence and Social Justice at Drexel University works to promote health, nonviolence and social justice through trauma-informed practice, research, professional development and advocacy for policy change.
Newsela: Stories on Ferguson
https://newsela.com/text-sets/4829 - This collection of news articles from diverse sources includes text at different reading levels.
The New York Times: “Evidence Released in Michael Brown Case”
https://www.nytimes.com/interactive/2014/11/25/us/evidence-released-in-michael-brown-case.html - This interactive article allows students to read primary source documents related to the case.
Social Text: “The Murder of Michael Brown: Reading the Ferguson Grand Jury Transcript”
https://read.dukeupress.edu/social-text/article/34/1%20(126)/49/31091/The-Murder-of-Michael-BrownReading-the-Ferguson - This academic article by Nicholas Mirzoeff “uses the transcript as an archive to demonstrate how the informal systems of racial hierarchy in the United States operate today.”
STANDARDS
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the text.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-LITERACY.L.9-10.6, 11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
CCSS.ELA-LITERACY.SL.9-10.1.A, 11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.
Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11–12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes and arguments in works of public advocacy.
W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.11-12.6
Use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
SL.11-12.3.
Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
SL.11-12.5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
Sources
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