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LESSON 4: The Paradox of American Freedom

SUPPORTING QUESTION

How did Black and Indigenous voices challenge America’s contradictions about freedom?

FOCUS SKILL(S)

Contextualization

Perspective

Evaluating Evidence

MATERIALS

TEACHER

Do Firsts + Exemplars

The Paradox of American Freedom Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Printed Student Handouts

Voices of Freedom Stations Sources

DO FIRST

Option 1- Frayer: Marginalized

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 4: The Paradox of American Freedom - Continued

ACTIVITY 1 - LAUNCH

Students will gain contextual knowledge about the “Paradox of American Freedom” with a “What is the Context?” reading. While reading, students will answer guiding questions to ensure they are noting the most important pieces of information.

TEACHER ACTIONS

1. Hand out student worksheet
2. Direct students to page 1
3. Introduce reading and activity
4. Review guiding questions with students
5. Monitor and answer questions as students read and complete answers
6. Facilitate class discussion reviewing the questions and answers together

STUDENT ACTIONS

1. Read the “What is the Context?” passage and answer corresponding questions
2. Participate in class discussion reviewing the reading and answers to the questions

ACTIVITY 2 - PRACTICE

The students will work in small groups to investigate voices of freedom in the early years of the United States through stations. Students will answer two questions per source found on page 2 of the student worksheet. Consider doing Source 1 together and then releasing students to complete the other sources on their own. Students will navigate through six stations to analyze the set of data. It is recommended to create 2 or 3 sets of stations to limit the number of students in one location at a time.

TEACHER ACTIONS

1. Set up classroom
1. 2-3 sets of stations
2. 6 stations per set
3. ~4 copies of a source at each station
2. Determine student groupings
3. Direct students to starting station
4. Provide academic and behavior expectations
5. Monitor timing and direct movement (~7 minutes per station is recommended)
6. Debrief with the whole class at the conclusion of the activity

STUDENT ACTIONS

1. Move to set with group at assigned station
2. Work with group to read each data and fill out the corresponding questions on page 2
3. Participate in the whole class debrief

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LESSON 4: The Paradox of American Freedom - Continued

ACTIVITY 3 - EXHIBIT

Using the “What is Evaluating Evidence?” Guide (page 3), students will learn about the historical thinking skill of Evaluating Evidence. If desired, you can replay the Evaluating Evidence Video (5 minutes) that was shown in Unit 1 Lesson 6. Then, students will read an excerpt from Frederick Douglass’ “What to the Slave is the Fourth of July?” Students should annotate while reading, then students will complete the Evaluating Evidence Graphic Organizer using their annotations from the speech.

TEACHER ACTIONS

1. Direct students to pages 3-5
2. Replay Evaluating Evidence Video if desired
3. Guide students through the “What is Evaluating Evidence?” Guide
4. Provide two coloring utensils and directions for rainbow highlighting
5. Debrief with the whole class
6. As a class determine the main claim of the speech
7. Determine partners and direct to complete the graphic organizer
8. Debrief with the whole class.

STUDENT ACTIONS

1. Read the Guide and complete the ‘Practice’ section
2. Offer sample response from Practice section
3. Independently, complete rainbow highlighting
4. Ask any clarifying questions and participate in the whole class debrief
5. With a partner, complete the Evaluating Evidence Graphic Organizer
6. Participate in the whole class debrief

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day with a Write and Draw approach.

TEACHER ACTIONS

• Hand out the Exit Ticket and provide instructions

STUDENT ACTIONS

1. Complete the Exit Ticket

STANDARD(S)

CA HSS Analysis Skills (9–12): Historical Interpretation 3 - Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

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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.