Case Study #5
Restorative Circle for Civic Actions
DAY
5
What to Expect: Today’s Lesson
Warm Up
Learning target, check-in
Social Studies
Vocabulary
Key definitions
Preparation Round + Round 1 & 2
Exit Ticket
Wrap-up
Warm Up
We can learn how activists fought against racist policies and use that learning to help us identify ways we can help build safer, kinder, and more fair communities today.
SECTION ONE: WARM UP
Learning Target
F. Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
4. Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community.
5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict.
6. Identify situations in which social actions are required and suggest solutions.
7. Identify people in positions of power and how they can influence people’s rights and freedom.
SECTION ONE: WARM UP
Group Norms
Our Community is SAFE, KIND, and FAIR
Rochester Leader, Constance Mitchell works with a class of kids to help their community
“Never give up. You either are involved or you are not, there is no middle ground. I choose to be involved."
-Dr. Walter Cooper
Check-In
Show the class with your fingers which number ‘sheep’ represents how you’re feeling today?
Vocabulary
Antiracist
Use your own words to define:
In the 1960s this group of Rochester children participated in a civil rights march in the Redlined Clarissa Street Neighborhood. They were advocating for equal housing and jobs.
EXAMPLE:
SECTION TWO: VOCABULARY
Social Studies Practices:
Civic Participation
What rules would help you feel comfortable and safe to have a challenging conversation?
Preparation Question:
Circle Agreements
“Not everything that is faced can be changed. But nothing can be changed until it is faced.” –James Baldwin
SECTION THREE: CIVIC PARTICIPATION
Read Aloud Choice:
Read about Dr. Cooper’s friend Constance Mitchell, who took informed action in Rochester in the 1960s or a book written by Dr. Cooper about how he took action across his life to build a more safe, kind, and fair community.
SECTION THREE: CIVIC PARTICIPATION
Do you know about any person or group from the past or today who took action for equality?
Round One:
Circle Agreements
SECTION THREE: CIVIC PARTICIPATION
Dr Walter Cooper
Watch one of the videos to the left and reflect on how we as fourth graders can be antiracist.
Round Two:
Circle Agreements
SECTION THREE: CIVIC PARTICIPATION
Marley Dias stands up to unfairness in the publishing world
Rush Henrietta fourth graders stand up to racist policies in hiring practices
What are some problems today that are important to you?
Round Two:
Circle Agreements
SECTION THREE: CIVIC PARTICIPATION
Marley Dias stands up to unfairness in the publishing world
Rush Henrietta fourth graders stand up to racist policies in hiring practices
What zone are you in? Share with a friend about what inspires you to get involved and stand up for what you believe in?
SEL: Optimistic Closure
“Never give up. You either are involved or you are not, there is no middle ground. I choose to be involved."-Dr. Walter Cooper
SEL OPTIMISTIC CLOSURE
Courtesy of Rare Books, Special Collections, and Preservation, River Campus Libraries, University of Rochester.
Zones of Regulation What zone are you in? | |||
Blue 1 finger | Green 2 fingers | Yellow 3 fingers | Red 4 fingers |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
We can learn how activists fought against racist policies and use that learning to help us identify ways we can help build safer, kinder, and more fair communities today.
Closing
Learning Target
F. Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
4. Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community.
5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict.
6. Identify situations in which social actions are required and suggest solutions.
7. Identify people in positions of power and how they can influence people’s rights and freedom.