Giulio Sorro Professor Cooks by qyasfxS


									Giulio Sorro                                                Professor Cooks
Thursday 12:30-3:30

                      CURRICULUM GUIDE

1. Current research articles
Article 1: Video games and kids

Summary: The article was about the amount how much time children spend playing video
games, the negative effects that follow and things parents should watch for in their children.
According to the author he children between the ages of 2-17 all playing video games on a
regular basis. He estimates the numbers at 59 million children. As a result of the amount of time
spent playing games children’s social lives, education and personal development suffer. The
articles points at things to watch for in children and their addiction to playing video games such
as lying to their parents, falling off in their school work and having tantrums when they can’t

Connection to Literacy: The connection to literacy the power and use of computer technology
has in children’s lives.

Significance: As the number’s show and from first hand experiences I know the power and
effects these video games have on our children. I can either ignore it or understand how to use
their video cravings as a way to boast their academic performance. Also to understand why it
exists and if there are other more productive outlets they can put their energies into. Maybe
something like chess. Also it can help me in my teaching. If that’s something they are addicted
to then I can develop some lesson plans around video games. Also lesson plans that give
students a chance to critically analyze these games and make the connections to social studies

Article 2: Theory and Practice: teaching in the real world
Summary: The article was a chronological story of one young white women’s teaching
experiences working with mostly students of color from low-income areas and her development
as a person and teacher. She goes into describing how many of the theories she was taught in
graduate school in regards to education and teaching didn’t work with the population she was
working with. For example the theory she was taught to deal with behavioral problems didn’t
work with the young men in Harlem. She was taught to punish children and keep them in check,
but she discovered that ”reward was more potent, and less problematic than punishment”. She
was also taught to keep the discussion and class tightly revolved around the teacher, but learned
over time the value of group work and learning. But she also uses the examples of how the
famous Vygotsky’s theory of the outsider was used as she worked with prisoners. Her main
thing was, “Nothing as practical as good theory”. In the end she writes about the importance of
coming straight from the heart in-order to reach out and engage students.

Connection to Literacy: Basically this article touches on all main areas. In order to
successfully get students engaged into reading, writing and speaking we must be able to provide
the proper materials and create a space where “keeping it real” is true. A teacher must keep it
real with the writings, readings, discussions, computer use and other arts without compensating
academic standards.

         This article is very important for teachers, because many of us have been educated and in
many cases been raised in ways that won’t do good for today’s kids particularly those in low-
income areas. This article is very good for white teacher’s who have a good heart and think they
have learned all of the best and new theories in relation to teaching, but will soon find out what
they thought won’t apply in most situations. Also it highlights the importance of having a theory
behind what you are doing in the class and that the only way to truly see if the theory works is to
try it out. It helps us understand better different techniques and methods to teaching. I’m sure
there are different types of teaching styles that I will use with out knowing it has a name.
Understanding the types of teaching I’m engaged in can help me, because I can research on that
style even more and find new things I could do with my class.

Article 3: Teaching Strategies; honoring level system of Discipline by

Summary: This article was about the different steps teachers take to discipline their students.
Step 1 was to remind students of what they are doing wrong. Step 2 is to approach students then
reprimand them if their actions continue. Step 3 is to fill out a slip of what the student is doing
wrong a turn it into to a computer filing system. Step 4 is to send the student to the office and
have a meeting with the principal and their parents.

The article was written from a hands off approach in kids and dealing with their behavior
problems. There was nothing that talked about trying to deal with the reasons the student is
having problems. It was just a list of things to do. The author of the article wrote on children
like they where number’s not young people. These kind of steps, reactions and process of
dealing with students must have been designed for white upper middle class students, not kids of
color from low-income districts. The part of a computer system was crazy. This would never
work with the students I will and have worked with. It’s a waste of time and money and is
nothing more than a teacher’s guide to become a computerized teacher cop. This article shows
me what research is out there and what teachers are being taught in regards to kids. It’s good to
understand what else in regards to teaching is being presented, because it gives you a better
analysis of the “system”.

Connection to Literacy: Every thing. If I’m not able to deal with behavioral problems and
students who may have deeper problems than others in a healthy and productive way, much of
my teaching and their learning will be affected. Behavioral issues are reality. How I deal with
them is something I will have to decide. From this article I know I won’t deal with them in this

Significance: This article should be exactly what I won’t do and shouldn’t be done. There is no
“cookie cutter approach” to dealing with behavioral problems in the classroom. We as teacher
must dig and feel deeper in dealing with students. I may say this now but I will have a hard time
sending my students to the principal office. All that does is create more barriers and distrust
between us.

Article 4: High Stakes: Key Challenges for California School and the
Role of Technology

Summary: This was a very informative and important article/report. Basically the article is
about presenting the facts of the high stakes testing and how computer technology will help
students pass and do better on it. Teacher and budget failings, the lack of programs, the scores
and result of many school districts and the new pressures being placed on the schools districts are
all the major problems this article mentioned. But it also goes into the areas of how, where and
why technology is key towards making changes and getting our students better prepared to past
these test. For example, the article mentions a host of different learning programs that have
helped students with reading, writing and math problems. Having all these resources would be
great for our students, but all districts won’t have the same money. So the article suggest ways
schools and districts can spend money for this technology and different grants available. The
article ends with an example of how this new types of technology has helped turn around a low-
performing elementary school in South Central Los Angeles.

Significance: The reality is we must deal with the power and influence of technology in our
schools. Not only can it help students while in school, but also it will help them get better
prepared for the, “real world”. I like the different steps and main themes this article brings the
reader through. Even though I feel tell the day I die that no computer can help people they way
other people can I need to get my stuff together around computer technology. This article has
opened up my eyes to this: I fear’s many of the discussions concerning computer technology in
the classroom. Computer businesses and others can and will exploit the needs of our children.
With the new High Stakes Testing we must respond. I hope we don’t sell our souls to computer
people who feel they can teach out children better than the mind and heart of our own people. I
hope we can figure out ways of maintaining the old school teaching of the mind, heart and soul
while balancing it with the new computer age. No computer will ever be able to reach and teach
our children like we do. And if they do we are in trouble.

Literacy Aspects: Using computer technology is a must. There is so much we can now do with
technology. It can connect us to the world and allow us to research in new methods to discover
new information. I need to learn how to use it better and incorporate it into my class.

Article 5: Rise Up Hip Hop Nation Wise Up part 2

Summary: The article is message how to challenge the “oppressive” powers that be in our
respected areas of work and development. The author has a very passionate and strong voice
concerning the status of communities of color and believes deeply in the role Hip Hop can and
has played in bringing justice to these communities. At the same time she criticizes much of
where Hip-Hip has gone over the last ten years, by arguing how Hip-Hop has been taking over
by corporate interest. And as a result hip-hop has been littered and disrespected with messages
of anti-women, materialistic and money ways.

The writer gives her opinion how we can keep Hip Hop alive and use its power to make change.
For teachers she writes about the power hip-hop has in empowering young people to voice their
feelings and ideas. She speaks about hip-hop as a spirit and it’s up to us teachers to use it to
educate and empower our youth. This voice of Hip-Hop she argues should be allowed to come
out in the class and as teacher’s this is our job.

Connections to Literacy: Hip Hop and using its four main elements of dancing, graffiti, DJ’ing
and Rapping cover all aspect of literacy. We need Hip Hop computer programmers and lawyers.
In this case she is talking about the voice of a young person and how Hip Hop can help to bring
it out. Hip-Hop touches reading, writing and arts. If used right Hip-Hop could touch every
literacy aspect involved with education. And last not least Hip-Hop can be used in they way
cultural relevant pedagogy has been discussed.

Significance: This article talks about the role Hip Hop has infighting against injustice. We as
educators must use all tools to make this happen. Because fighting against is also about for
something. We must be conscious of the ill realities facing young people particularly poor and
people of color. I know that Hip-Hip plays a very important part in young people’s lives, the
more I learn to incorporate it into my teaching the better off my classes will be.

2. Lesson Plans
Critique 1. Liberty and Justice

Summary of Lesson Plan: The lesson plan was designed to expose high school students to the
workings of the criminal justice system through exploring its weaknesses and strengths by using
surveys, group work, research and a guest speaker. The process of collecting data to form
opinions of the students is a healthy mix of students thinking, in class work and research. In this
process students will better understand the constitution.

Positive Aspect: The lesson plan provides good strategies for students to use in the course of
developing their opinions and understanding of the justice system. Bringing in guest speakers
from both the courts and a lawyer can boost this plan even further. This lesson plan provides a
good balance of research, critical thinking, writing and lecture. The end of the lesson plan is a
survey asking students to rate a number of questions with Agree, Strongly Agree, Disagree
answers pertaining to the phrase “Equal justice for all”. I like this part because it gives a teacher
a better evaluation of what students believe and learned.
Development Areas: I would bring the lesson plan closer to the community by using examples
students understand and can relate to. For example what is the relationship between “Justice for
all” and the facts of more Black and Brown men in prison than in college?

My Classroom: The main thing I would do would give a fair balance to the justice system. I’d
bring in that one judge, but I would also bring in a person who fights for social justice within the
justice system. I would spend more time looking at the justice system and how it has affected my
student’s communities. I wouldn’t do the survey. The kids I work with would do much better in
an open discussion about what they feel.

Critique 2. Underground railroads flags

Summary of Lesson Plan. Students will create different types of flags that where used by
people involved with the Underground Railroad movements during slavery. The lesson is about
researching to find what different flags where used for, but also about giving a chance for
students to use their artistic skills to construct these flags out of the materials provided by the
teacher. The article gives a list of things the teacher needs to do in order to make this lesson
happen. The lesson follows other studies and lectures from the teacher and time spent on the
computer’s researching the flags used during Underground Railroad movement.

Positive Aspects: Students will then get a chance to share with the class what they created.
They will get a chance to use their artistic skills and work with a partner. They have a chance to
create what they want. This type of lesson can give both the teacher and student a break for
reading, writing etc. Also some of the flags could be used to decorate the room and bring a
better spirit of it. A spirit of freedom.
Development Areas: Much of this lesson depends on how the teacher prepped the students
about the underground railroad movement prior to making this flags and the type of information
they where able to retrieve on the computers. The lesson is simple. I think the harder part is
creating the important spirit of what the Underground Railroad movement was about prior to
making the flags.

In my Class: I would take the assignment closer to home and ask students if any of the
representation on the flags represent any truth in their own communities. I would want those
flags as a reminder that the struggle continues. It’s nothing that just ended after slavery ended.
A struggle for all. Maybe for extra credit I would ask them to develop their own flags
representing what is going on in their communities in terms of “struggle” and “freedom”.

Article 3. Children in Agriculture fields

Summary of Lesson Plan: The lesson plan exposes students to both the past and present
realities of child labor across the world though using very colorful images of children working in
agriculture fields along with some very heart felt stories. The lesson plan includes examples of
young people who have worked in fields, struggles people are involved with to end using child
labor and a place for students to write about what they saw and feel. This is a very important
part of the lesson plan, because it allows students to express what they saw and ask them
questions about what they would do. There are many stories of children across the world. The
lesson plan touches shows African, Asian and Latin American Children in fields working along
with a young Latina women who was raised under the harsh conditions of working on a field in

Positive Aspects: the lesson plan uses computer technology in the ways educators could only
hope for. It took the most advanced equipment and made a social justice lesson plan around it.
This lesson plan showed how computer technology is making this planet smaller, because it
connected the realities of children who may live thousands of miles and the images of different
children across the world. This lesson plan is very good for children who never have traveled
before because they can be exposed to different nations through clicking on a window.

Development Areas: I liked the lesson plan across the board. I can’t see anything. There were
examples of the past and present. The United States was included in nations that once used child
labor. The only thing I think should have been included was showing examples of young
African-America children who once worked in the fields under very bad conditions during and
after slavery.

My Class: I could use this in a number of areas. Teaching the ill affects of Globalization, child
labor laws, exploitation, union fights and youth organizing. This lesson is more of a tool to help
enhance a lesson or subject your trying to teach. I like this use of computer technology to
connect students with what’s going on out in the world.

Lesson Plan 4. Age of U.S. Imperialism
Summary: This lesson plan is like a cabinet full of resources around U.S. Imperialism for a
teacher to use. The lesson plan starts off with a brief history of U.S. Imperialism and it’s effects
on Asia, Latin America and Africa and goes into the major themes and occurrences of
Imperialism and what it has represented. The lesson plan includes different activities students
can par take in while teaching this unit and other follow up lessons. There is a section, which
includes articles written during the height of U.S. Imperialism and a part that documents the
main pieces of history involving Imperialism.

Positive Aspects: The objectives, colorful images, information and research are very good.
This lesson plan can be helpful for teachers who don’t know as much on the topic, but want to
provide some good info and lesson for their teachers. It touches on all the places of the world
U.S imperialism has touched and the events that transpired after. The research on different
topics, events and themes is quite extensive. The online part allows students to investigate
different nations relations with the United States. The best part it it’s very easy to use. All
teacher’s have to do is click what they want and the web page lesson plan will provide them with
vast amounts of historical and truthful information.
Development Areas: Though this lesson plan could be very helpful for teachers who need help
in developing a lesson plan on U.S. imperialism and provided great resources I felt it was weak
in terms of content. The lesson plan never including the words such as “liberation”, “freedom”
and “struggle” and didn’t ‘t get into the tragedies that people faced as a result of U.S.
Imperialism. There was nothing about the millions of lives lost, the land that was stolen and the
exploitation that continues.
My Class: I would use this lesson plan as a resource by taking pieces that I could use such as the
web sites, information and resources. I would use parts of the test and incorporate some of my
own. This lesson plan could be given to students as a way to research the topic.

Lesson Plan 5.                                            Hip Hop lesson plans
Summary: Coming from a background in which Hip-Hop has been and continues to be a major
force I write on this topic with passion. The lesson plan touches on two parts of Hip-Hop;
graffiti and rapping is all right. I don’t get a feel this teacher or who ever wrote it has a deep feel
for Hip-Hop and understanding it’s relationship with young people today. The author of the
lesson plans includes some Hip-Hop history for his students and opens up the class for dialogue.
The 3 small lesson plans include reading, writing and artwork, all parts of Hip-Hop. I get a feel
this lesson plan is written from a point of view of the “pure Hip-Hop” people, who don’t like and
always talk down on mainstream rap, which most of our young people are listening to. This
lesson plan could be good for people who are just beginning to understand Hip-Hop and how to
use it as an educational tool.
Positive Aspects: It gives some good ideas about how to teach lesson around Hip-Hop. I like the
way it includes different aspects such as graffiti writing. One lesson requires students to go into
the community and take notes of graffiti. I like the intensions and the ideas of making this

Development Areas: The ideas and lesson don’t come with clear steps how to make this
happen. Parts of the lesson are written from a very academic background. When discussion
Hip-Hop he makes it sound like something from the past (when it was pure. There needs to be
more critical questions involved with these lesson plans like, “Why is their so much anger in
Hip-Hop, why are women being disrespected like they are, why so much violence?” I think the
lesson needs to go deeper into the inner city realities many of our young people are facing and
the music the listening to that represents these realities.

My Class: I would use the lesson on graffiti that gave the students an opportunity to design their
own piece representing a part of their life. I would develop a much deeper and structured lesson
on the rapping part of Hip-Hop. Just like the Underground Railroad flags I would love to use
graffiti’s students create to hang on our walls. Graffiti and liberation flags hanging from our
walls that’s my type of classroom. The music students are listening to needs to be taking very
serious. We could teach a million lesson plans on this music and what it is saying. I plan to use
Hip-Hop through out the school year as resource to teach.

Giulio Sorro                                                                        25 students
Grade Level 11 grade                                                                9:00-9:55
U.S. History

                              Lesson Plan: Dreams

Purpose: To dig deeper into the hearts and minds of my students in order to get a better
understanding of what they are thinking about their future and their dreams. Knowing the
dreams of my students will help me get a better understanding of them and will add to the
effectiveness of my teaching though out the year. I attend to use the results of this Lesson Plan
as a point of reference through out the semester.

-   To establish some “realness” between the students and teachers
-   To evaluate how much water is the cup of hope, faith and struggle in the class
-   To let the students know about my dreams
-   To connect students dreams to social studies issues and historical facts
-   To begin the process of writing what we feel and think.
-   Introduce the notebooks to class

Materials and Resources: Paper, pens, radio, speech on tape and Steve Wonder C.D.
Steps: (35)
A. get attention of class
- Give examples of a song from Steve Wonder “ribbon in the sky” and the “I have a dream
    speech” From MLK Jr.
- Open up and talk about my dreams starting with the one about “one day becoming a high
    school teacher”
- Talk about how the lack of dreams of young high school students locked up in YGC I once
    talked to and why.
- Open up class discussion about dreams, giving students chance to express.

 B. Introduce the notebooks and what they will be used for. (10)
    Have students right the following questions in notebook:
           1. What was one of the happiest times in your life and why did it make you happy?
           2. Has their ever been a vision you have scene in you mind that made you or still
               makes you feel good?
           3. If you had one wish what would it be?
           4. Tell me a dream you have and what forces could you see holding you back from
               making it a reality? And what forces are with you?

C. Answer any questions concerning Homework and explain what I want (10)

Reflections and Comments: The purpose is to get a better where students are at by having
write about their dreams. I plan to use this information for the whole semester. Anytime I need
something to reflect back on or challenge a student I can always come back to their dreams.
Developing social studies lesson around dreams of students will only enhance their learning.

Follow –up activity and Homework: Students will write in journals answering the questions
above. They will be graded on content.

Assessment: Purpose is to get a better fell where students are at in their lives. What they are
thinking and seeing for the future. I want to use this information in order to stay on top of them
in their pursuit of dreams and be able to connect their dreams to social studies issues. Students
will be graded on how deep they get into their writings and are able to explain what I want in the
Literacy Aspect: Writing, oral literacy, critical thinking and emotional intelligence. This will
be mostly a writing exercise.

                                             LESSON 2

Giulio Sorro                                                        25 students
World History 10th grade                                            10:00-10:55

                              Day of the Dead: Building an Alter

(This lesson plan follows two days of learning about Day of the Dead. We researched in the
library and on-line, had guest speakers and did writing assignments building up for the final day.
Each student was required to research how his or her families and cultural honor people who
have passed on. Each student had a part in building the day of the Day of the Dead alter. Some
built the table, other cut out images and other students brought in the different items. Before
bringing the main symbolic piece representing a deceased person they want to honor students
had to present the piece and why they chose in front of class and answering the following

-     Take time out to honor the dead
-     Students will be exposed to the foundations, traditions and importance of Day of the
Dead or
      “Dia de los Muertos”
-     Students will contribute towards building an alter for our class
-     Students will make connections between their own cultural and traditions between Latin
      American and Indigenous one’s.
-     Students will learn about the importance of keeping traditions alive
-     Students will share with the class what they are contributing to the alter and why

                      (Two day lesson Plan)

Materials and Resources: coloring paper, candles, markers, scissors, desk, incense, shells and
food, music

A. Get students to quiet down and explain instructions for the day (5)
B. Students have to answer the following questions students written on the blackboard, then
   proceed to place the object on the alter.
   - What have you learned about Day of the dead?
   - How does you family honor their dead and is their any similarities between the practices
   of Day of - the Dead?
   - Who are you honoring and why?
   - What is the symbolic representation you brought in and why?
C. Students will be called up one by one to answer the following questions then proceed to place
   their object on the alter. 12 students will go before the class for the first day (35)
D. Follow up with group discussion?
   - What was learned today?
   - What do people feel?
   - How does the alter feel in the class? (10)
E. Wrap up class and assign homework (5)

Follow-up activity and Homework:
         After all students have presented to the class we will gather around the alter and light the
candles. We will use this time to bring the class closer together and a chance for students to
reflect on the work we have done. We will keep this alter up for two weeks. It will keep a good
spirit in our class.
1) Create an art piece 2) write a two page research paper on the different aspect of making an
    alter 3) a creative writing piece or poem about what students feel and saw.

Assessment: Students will be graded on individual and group work. How the alter turns out,
class participation and the overall vibe of the Lesson plans and activities will be graded as a
whole. Students will be graded on their presentations and homework activities.

Literacy Aspect: Writing, reading, oral communication, arts, emotional intelligence, cultural
relevant pedagogy,

Reflections and Comments: I want to use this project to teach an important part of many of our
cultures, help students to see their similarities and to bring respect to our families lives with the
intensions of creating a health spirit by having the alter in our room. Our room is sacred. How
we use it and what is in it helps create the type of environment we want.

                                               Lesson 3
Giulio Sorro                                                                  24 students
12th grade American Democracy                                                 10:00-10:55

                       Civic Participation: Juvenile Justice

Purpose: This two and half day lesson plan is designed to expose students to the harsh realities
of the prison industrial complex by looking at the issues concerning “Juvenile Justice”. The
intentions are to get students to better understand some of the oppressive forces involved with
their lives and for what reasons. Also to make the connection between social injustices of the
past with what’s going on today?
-        Students will learn about the history and present day status of this society’s dealing with
         Juvenile Justice and the prison system
-        Students will learn about what their peers feel and what is going on in their communities
-       Students will role play different people and aspects involved with the Juvenile Justice
-       Students will learn about the connections between crime, poverty, education and people
        who are locked up.
-       Relate all back to Social Justice issues

Materials and Resources: On line computers, handouts and chalkboard
(We all ready covered many of the major past and present issues involved with Juvenile Justice
in California)
Steps: Day One
-       Visit the computer lab and use the following web sites to obtain information and
        research. Students will then be broken up into four groups. Pass out questions along
        with explanation of each group and explain directions (5).
        Each group is responsible to research the group or people they are assigned to represent.
        Groups will then get together and discuss their research among each other and prepare for
        tomorrow’s group work (15).
        Explain what we will do for tomorrow and what I want the different groups to do (5).

               Group 1) Young low-income people of color who are being locked up in jails at
               rates never scene before in the United States.
               Group 2) Conservative politician’s whose whole campaign to win an election has
               been about,”getting tough on crime”. They want to build more prisons, hire more
               police and create harder jail sentences for people.
               Group 3) a conservative judge and lawyer who are about punishing people not
               giving them a chance to rehabilitate their lives.
               Group 4) Social Activist that includes community members, parents, churches,
               young people, college students and other’s whose motto is, “schools not jails”.

-       The following questions are for each person and group to research and answer:

               How are you involved with the issues of “juvenile justice” and why?
               Why are the incarceration rates of poor and young people of color so high and
               what can be done about it?
               What does your group say is the problem and who is to blame?
               What are two facts that can you can use to represent your case?
               What are the answers?

Day 2
        Break students out into groups (5)
        Each group will report back on who their group is and their findings to the whole class
        Make the connections between racial and class oppression with the present day situations
        involving incarceration rates of today. (10).
        Questions/assign homework (10)
Follow-up activity and Homework:
      Students will turn in a minimum two-page paper due at the end of the week answering the
      following questions?

         What knew things did you learn from our work in the past two days?
         What connection can you make between the issues of “Juvenile Justice” and you own
         What does the term, “Schools not jails mean to you”?

Reflection and Comments: I want students to understand the realities for them. May of our
students have or will go through the prison system. For those whom don’t I hope they will think
of those who do. This is the next generation. They must decide what type of society they will
live in. Shall it be ob of police on every block and family members in every prison or one where
the arts, education and programs rooted in love for people becomes the norm. We are losing to
many of our young people to these jails. We can’t afford to lose anymore. And the best way to
start this process is educating our young people around the whole system.

Assessment: Students will be graded on their group presentations and individuals papers.

Literacy Aspect: Computers, critical thinking, oral, writing and reading.

                                             Lesson 4

Giulio Sorro                                                        25 Students
11th grade US History                                               10:00-10:55

                Liberation movements in America: Human Rights
                (Free write and oral presentation)

Purpose: To get students thinking what human rights are and what they are willing to do in
order to obtain them. Give students a chance to express themselves and learn from each other
about what they feel concerning the “human rights”. Assess where students are in their thinking
and assess what they have learned in terms of these different movements.

-       Students will think critically about the concepts of human rights and the connections to
       all people’s who are fighting for them.
-      Students will incorporate different lessons and knowledge into this assignment
-      Students will have a chance to express their thoughts and feelings through a free write
       and oral
-      Students will connect past struggles with the present.
-      Students will learn from each other
(This writing and oral presentation shall follow lessons and teaching concerning the different
liberation movements in America. The following we have studied: The Black Panthers and
Black liberation movements, Native Americas, Brown Berets, Asian Red Tiger, Women and
Queer along with the Ethnic Studies fights at San Francisco State. We ended the lesson by
studying different people that were most known to be involved with these movements and

Materials and Resources: White board and markers. C.D. player to play Malcolm X’s famous
“By any means necessary speech”

Steps and Procedure:
-      Students where to have prepared the lyrics to a song they will use for this assignment
-      Have the following statement written on the board: “We declare our right on this earth . .
       . to be a human being, to be respected as a human being, to be given the right of a human
       being in this society, on this earth, in this day, which we intend to bring into existence by
       any means necessary” (written prior to class)
-      Play the speech by Malcolm X and explain directions (5)
-      Students will write on the following questions in regards to Malcolm’s speech: (35)

               Who is we?
               What is it mean to be respected as a human being?
               What rights is he talking about and what rights do you think human beings should
               What does the phrase “by any means necessary mean to you?
               What are you willing to do if you, your family and community is not being treated
               as equal people in this society?
               Is their any thing in this world that you are willing to die over?

-      Open up for dialogue and explain the homework (10)

Reflections and Comments: I want to help my young people to become leaders. In order to
become one you must believe in something. I hope through lesson plans like this they will
believe in something deeper than money and fame. I want them to see and understand all the
struggles their ancestors and people before them went through and for them to understand the
struggle is far from over. Our young people need to understand what freedom and liberation
means. I believe Malcolm X is a very good person to understand and study. He’s words are as
relevant today as any. I hope our young people feel that.

Follow-up Activity and Homework: Students will review their writings at home and chose a
part they want to share with the class. Students should not have notes when presenting to the
class but be able to give a short speech and verbally answer questions from the teacher for the
following class.
Assessment: Students will be graded on their free writes and oral presentation. I’m looking
      how deep students can get into these answers. I want them to be able to connect the
      issues with their present day situations. I want to how well the lessons set in with them.

Literacy Aspect: Students will use their critical thinking, writing and oral skills.

                                      Lesson 5
Giulio Sorro                                                                 25 Students
11th grade U.S. History                                                      1:00-1:55 pm

                       Liberation Movements: Using music to express

        Purpose: To use popular culture with an emphasis on hip-Hop to teach about different
social studies issues that we have covered in class. Give students a chance to incorporate what
they feel is relevant to the lessons and issues we have covered in class and let them create their
own projects. To put Hip-Hop music and other forms of music into a positive light and let them
know about my connections to Hip-Hop.

(This lesson plan comes after studying the different liberation movements that have taken place
in the United States that we have covered).

-     Students will learn about different social issues and lesson in class through analyzing
-     Students will create a project based on their favorite music and share with they class what
      they worked on
-     Students will understand the connections between music and the different societal norms
      and values
-     Students will be given a chance to express their culture and passions

Materials and resources: The lyrics to Tupac’s song entitled, “Keep You Head Up”, CD
player, handouts, transpierces and over head

(Students where assigned for homework to bring in lyrics from a song that they want to work on
for this lesson)

Detailed Steps and Procedures:
-      Explain to students what today’s lesson that will continue into tomorrow will be about
       (5while setting up overhead projector (5)
-      Give students an example of what I want by playing “Keep your Head up” and having the
       lyrics posted on the overhead while answer the following questions, which all students
       must answer: (25)
               A.   Who is the author and title of the song?
               B.   Why did you pick this song?
               C.   What is the message in the song?
               D.   How does it relate to the themes we have learned about the different liberation
                    movements we have learned about?
               E.   What is the voice of the singer/rapper in this song and why? (Are they mad,
                    do the feel joy, what are they feeling)
               F.   Pick the most powerful line and how does it relate to question D?
               G.   Would you share this song with a younger family member?
               H.   How does this song relate to you and your life?

-      Students will receive hand out explaining what three projects they can chose from and be
       allowed to use the rest of the time to start working on them (25).
-      Clear up any questions and go over what is expected (5).

Reflections and Comments: I want students to the feel the connection to what’s going on in
their “world” with events and issues of the past. Through using music of their choice I hope
students will be able to dig deeper into their personal experiences. It’s important to use what
students feel passionate about and be able to connect it to social studies issues.

Follow-Up Activity and Homework: Students will choose one of the three projects to work on
and finish for homework.

1). Pick a song that you feel most. Write a paper or creative writing piece that answers the
questions above. Make sure you pick a song that has social relevance and can help you answer
the following questions (posted on handout). Must include lyrics of the song

2.) Compose a Poem/Rap/spoken Word Piece about the different liberation movements we have
studied in class. I’m giving you freedom to express what you want, but it must relate to the
material we covered and has been taught. A short paragraph explaining the poem must come
with it.

3). Create an art piece that reflects both the song you chose and the materials we learned about
concerning the different liberation movements. A brief description of the song you chose and the
artwork should be provided.

Assessment: Students will be graded on their projects. I’m looking for creative projects that
address what was learned and the connections made between the song of their choice and the
materials covered in class.

After the projects are turned I will chose a few of the student’s projects that I feel did an
outstanding job to present their work to the class.

Literacy Aspects: Writing, critical thinking, Listening and Art.
                               WEB PAGE RESOURCES
Center on Criminal and Juvenile Justice
        I believe we as teachers must also consider our selves social
activist, because in all parts of our society are young people are suffering.
Coming from and dedicated towards teaching in low-incoming
communities of color I know the harsh realities are young people are
facing both in and out of the classroom. We are now living in a time that
has the highest incarceration rates ever in the world. The percent of
people of color on including women are in creasing everyday. The young
people I have and will work with are the populations that are going to
prison our ending up dead.
        The web site includes laws being passed, how politicians are
voting, recent voting trends and what is going on in the courts. This web
site would be very good for both U.S. History and American Democracy
        As a teacher I have a responsibility to do something. This Web
page has a tremendous amount of facts and resources in relation to young
people and the prison system. This is the type of info that I plan to teach
about and use for lessons. Because their information is so relevant and
touches social, economic, political and social issues alive today it must be
addressed. I plan to use it and expose my students to this web site.

# 2 Davey D’s web page
        Davey D was a very known and liked voice on the famous KMEL,
but was fired because of his political views. Though it may seems a bit
egotistical to have a whole web page named after you this web page
provides readers with a vast amount of information on many topics relevant
to what’s going on in our communities. For example there is a link called
“Hip-Hop political News”. This is an important link, because it can help
give balance to understanding what’s going on with Hip-Hop and can help
explain to students about things they only hear about. On the front page of
this web page are two very socially relevant articles. One was about a rally
against the negative images of women in Hip-Hop the other was AIDS
awareness with a picture of a famous rapper named Eazy E that died
because of the virus.
        I can see this web page useful when ideas and energy is low. This
web page keeps you up on all the issues going on locally and nationally
around Hip-Hop and the politics affecting this Hip-Hop generation. It’s
important to stay on top with what’s going on in the “streets”. Davey’s
web site provides that plus a conscious voice in Hip-Hop.
        Last it updates local artist. Many of our students are very intoned
with the local rap scene. They can tell you what’s out and whose who. I
like to know my region and city. Davey’s web site provides me the
resources to make that happen.

# 3 PBS
        I found this to be the best Website while looking for articles and
lesson plans. Not only does it provide you with many links to other
resources in order to enhance your teaching, but also the politics and issues
raised are very progressive. This is very important; because we don’t need
any more main stream web sites trying to sell us their inventions. The
whole PBS page is dedicated towards education. The web site provides its
users with the links to all of the different films, documentaries and other
stories PBS has shown over the years.
        There is a whole section entitled “teaching field”. This link is full of news stories
relating to what’s going on with education and what is affecting it. For example there was
a section on budget cuts, voting issues, education and war. The web site
has a multi-cultural feel and produces some great learning lessons. For example there was a
whole section called “the West Coast Harlem”. Three lesson plans where attached to the
section in relations to community involvement, displacement and the history of one of
San Francisco’s Black Communities called “Fillmore”.
        I like the web link to local issues. We as teachers must use these type of issues to teach
as a way to engage. Overall this web site is great. I only explored a piece of it. I’m sure there is
so much more. Very good. 9.6 point.

#4 Lesson plans
        This web site is a straight-ahead get a lesson plan for your class
and get out. This web site is like a lesson plan heaven. It’s very easy to
use and you don’t have to pay for anything. I found the extent of lesson
plans to be diverse. Under social studies there where twenty different
subjects which to find lesson plans under. The web page allows you to
find lesson plans by subject, grade level and education level.
         The lessons are have been donated from many different people ranging from college
students and professors to schoolteachers. I found most them to be mostly mainstream meaning
they don’t posses to much radical politics and challenging issues and themes. But that’s O.K. if
you just need a lesson plan when you need to fill in for something. This is what I can find my-
self using this web page for. It would be good for times when you just feel out of it as a teacher
and need a little mental break.

As a young teacher I need to keep on learning how to write lessons plans. This web page would
be could to view and see what other teacher have done.

This page was the best I found in terms of looking for social justice
information and other links. As a teacher I want to be on top of what’s
going on. The ACLU stands for American Civil Liberties Union. They
have been fighting to protect people’s rights for years. Because of them
many of the good laws way have are in place. The web page would be
great for teaching American Democracy, which I plan to be one day,
because it provides so many examples and resources about what’s going on
in our courts involving people rights. On the front page is a part about the
legal actions that are now being taken against Middle Eastern people In the
United States.

There is a section called “fighting for freedom”. It lists all the different
actions going on around the U.S. in regards to people fighting back. I think
these are very important lesson for our young people to learn about. There
is another section called “ACLU” and talks about what youth are doing.

The most relevant section is called “Teachers”. It provides teaches with inter net links and other
resources for lesson plans, teaching and other information for those interested in teaching from a
social justice point of view. There are some examples of how the ACLU could help. One was
helping to create a safe place for Queer students to come together in you r school. These are the
type of things I will need to know as a teacher and the ACLU with their long history of fighting
for people has a very good web site to make this happen.

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