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LESSON 9: Case Study: African American Community in Los Angeles

SUPPORTING QUESTION

How have Black Angelenos built spaces for culture, community, and activism despite structural barriers?

FOCUS SKILL(S)

Contextualization

Evaluating Evidence

Historical Significance

MATERIALS

TEACHER

Do Firsts + Exemplars

Case Study: African American Community in Los Angeles Presentation

Case Study: African American Community in Los Angeles Student Worksheet + Exemplars

STUDENT

Do First Options

Printed Student Handouts

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DO FIRST

Option 1- Frayer: Community

Option 2- Give One, Get One

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

ACTIVITY 1 - LAUNCH

Remind students about the “Claims Testing” activity from Unit 1. Have students complete the Claims Testing page of their student worksheet to evaluate the “Not Quite Paradise” reading.

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TEACHER ACTIONS

1. Hand out student worksheet
2. Present slides 1-4
3. Review “Claims Testers”
4. Complete practice example as a class
5. Direct students complete the rest of the table

STUDENT ACTIONS

1. Engage in practice Claims Testing as a class
2. Complete chart by finding claims and supporting statements, and then determining the claims tester used

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LESSON 9: Case Study: African American Community in Los Angeles- Continued

ACTIVITY 2-

PRACTICE

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Students will explore the StoryMap “Black Cultural Remembrance in Los Angeles” to investigate the cultural, social, and political histories of four neighborhoods: Central Avenue, Watts, Oakwood, and Pacoima. At each neighborhood stop, students complete guided questions.

TEACHER ACTIONS

• Direct students to pages 3-4
• Ensure each student has access to a laptop
• Provide instructions for the activity
• Consider breaking the activity into sections, pausing after each stop to review and discuss before moving on to the next

STUDENT ACTIONS

• With a partner or independently, use the StoryMap “Black Cultural Remembrance in Los Angeles” to complete pages 3-4

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ACTIVITY 3-

EXHIBIT

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Students will participate in an inside/outside circle (visual and video explanation included in Best Practices Repository) to share information learned from Activity 2. Have students get into groups of 4, then have one group of 4 surround another group. Using slides 5-9, pose each discussion prompt one at a time. Students in the inside circle answer first, while the outside circle listens. Then, the outside circle shares their perspective. Consider timing students 3 minutes for each round. When time is called, students in the outside circle move one space to the right, creating new pairs.

TEACHER ACTIONS

• Determine student partners/grouping
• Use slides 5-9 to facilitate the discussion
• Conduct a whole class debrief after round 4

STUDENT ACTIONS

• Participate in the Inside/Outside circle discussion activity.

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LESSON 9: Case Study: African American Community in Los Angeles- Continued

CONCLUSION

Students will reflect on their learning by completing the Historical Significance Graphic Organizer found on page 5 of the student worksheet.

TEACHER ACTIONS

1. Direct students to page 5
2. Provide a review of Historical Significance
3. Monitor progress and provide support as needed

STUDENT ACTIONS

1. Complete the Historical Significance Graphic Organizer

STANDARD(S)

CA HSS Analysis Skills (9-12): Chronological and Spatial Thinking 3 - Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

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CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.