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LESSON 2: Investigating Systemic Oppression

SUPPORTING QUESTION

How have systems of oppression shaped everyday experiences in American society?

FOCUS SKILL(S)

Causation

Evaluating Evidence

Comparison

MATERIALS

TEACHER

Do Firsts + Exemplars

Investigating Systemic Oppression Student Worksheet + Exemplars

Silent Discussion Presentation

STUDENT

Do First Options

Printed Student Handouts

Stations: Printed Sources

Stations: Video Sources

DO FIRST

Option 1- Frayer: “Disparity”

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

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LESSON 2: Investigating Systemic Oppression - Continued

ACTIVITY 1 - LAUNCH

In this station-based activity, students will investigate five different systems of oppression—housing, incarceration, economic power, political representation, and education—by engaging with a mix of multimedia and print sources. At each station, students will analyze at least one short video and one printed resource, which include a historical fiction excerpt and a visual sources. As students rotate through the stations, they will complete a 3, 2, 1 Analysis Approach on their student worksheet to record their notes. This activity is designed to introduce students to these systems of oppression so they can later choose one of greater interest to research further in their unit project. Consider having two sets of stations to reduce the number of students at each station at a time. 3–5 students per station is ideal. ~12-15 minutes per station is recommended.

TEACHER ACTIONS

1. Set up 5 (or 10) stations in classroom, dividing students up proportionally
2. Designate each station for one of the 5 systems of oppression
3. Each station needs:
1. Multiple copies of the corresponding historical fiction excerpt and visual source (Keep the nonfiction sources separate for now)
2. Computers with listening devices cued up with one of the corresponding video sources
4. Hand out student worksheet
5. Direct students to pages 1-5
6. Provide instructions, including the note that students should view as many sources as time allows
7. Facilitate student movement
8. Monitor student work to reinforce academic and behavioral expectations

STUDENT ACTIONS

1. Engage with various sources at each of the five stations, ensuring that at least one is a print source and one is video source
2. Follow expectations and rotate from station to station
3. Ask and answer questions as needed
4. Work both independently and with peers to complete pages 1-5
5. ​

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LESSON 2: Investigating Systemic Oppression - Continued

ACTIVITY 2 - PRACTICE

In Round 2 of the station activity, students will return to the same five stations, where a nonfiction excerpt has been added to each set of sources. Students will work collaboratively with their peers to analyze this new source and answer the corresponding questions found on pages 6–10 of the student worksheet. While the questions focus on the nonfiction excerpt, students can reference the previously analyzed videos and printed sources at the station to support their responses. This activity emphasizes collaboration, synthesis, and deeper analysis of how each system of oppression operates, preparing students to make informed choices for their unit research project. ~8-10 minutes per station is recommended.

TEACHER ACTIONS

• Add multiple copies of the nonfiction excerpts to the appropriate stations
• Review expectations for collaborative work
• Direct students to pages 6-10
• Allow students time to read
• Monitor small groups during reading analysis
• Facilitate student movement

STUDENT ACTIONS

• Read the secondary source
• Participate in small group collaboration to complete reading analysis

ACTIVITY 3 - EXHIBIT

Using the Silent Discussion Guide Presentation, explain the process and expectations. Leave the final slide up so students can view the various writing options. Students will answer one of the prompts on a sticky note and post it on the chart paper.

TEACHER ACTIONS

1. Set up classroom
1. 5 large sheets of paper spaced throughout the classroom at each station
2. A set of sticky notes
2. Provide expectations and writing options
3. Determine groups and timing (5 mins per station suggested)
4. Monitor timing and redirect students
5. At the end, facilitate a verbal reflection

STUDENT ACTIONS

1. Ask questions about activity before beginning
2. Read, reflect, and write at each station
3. Participate verbally in informal class reflection

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LESSON 2: Investigating Systemic Oppression - Continued

CONCLUSION

Students will compare two systems of oppression by completing a Comparison Graphic Organizer. Students should choose the two topics (Housing, Education, Political Representation, Incarceration, or Economic Power) which interest them most and compare them using the information presented at the stations.

TEACHER ACTIONS

• Direct students to page 11
• Provide directions for completion
• Monitor and provide assistance as students complete the Comparison Graphic Organizer

STUDENT ACTIONS

• Choose the two systems of oppression
• Complete the Comparison Graphic Organizer

STANDARD(S)

CA HSS Analysis Skills (9-12): Historical Interpretation 1 -Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

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CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.