Does simply ending an injustice result in justice, or does achieving true justice require something more?
DAY 1 - SEED 1
DAY 2–3 - SEED 2
DAY 4–5 - SEED 3
DAY 6–8 - PLAN 1
DAY 9 - SEED 4
DAY 10 - SEED 5
DAY 11 - SEED 6
DAY 12–17 - SEED 7
DAY 18–20 - SEED 8
DAY 21–23 - SEED 9
DAY 24–25 - PLAN 2
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds,
teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
In-class, timed analytic writing; comparison and synthesis of ideas
"Wounded Knee Creek" by N. Scott Momaday
"Three Thousand Dollar Death Song" by Wendy Rose
"The Man He Killed" by Thomas Hardy
"At the Justice Department, November 15, 1969" by Denise Levertov
"Lucinda Matlock," "Oaks Tutt" by Edgar Lee Masters
"If We Must Die" by Claude McKay
"Miss Rosie" by Lucille Clifton
"Still I Rise" by Maya Angelou
"Arise, Chicano" by Angela de Hoyos
*IMPORTANT NOTE: These poems touch on sensitive, mature topics. They should be considered possible, not required, texts. As with all materials in these units, these poems have not gone through a review and approval process. Local school systems should make a determination as to their appropriateness. In addition, when selecting specific poems for study, teachers should consider the link between these poems and the research project in this unit. Wise choices will make the research piece go more smoothly for teachers, media specialists, and students.
*Students will have studied closely one poem from a selected list. They may use that poem and one other from the list. To prepare for this in-class timed write, students should prepare the second poem as homework, organizing their notes from class discussions and crafting a thesis or controlling statement for their essays. Prior to the in-class writing, the teacher should lead the class in the development of a rubric for evaluating their writing for this assignment.
Reminder: These websites have not undergone a review. Teachers should adhere to any Acceptable Use Policy in place in their local school systems.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions on Maryland Learning Links: http://marylandlearninglinks.org.