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ADAM INGANO: Today, what we want to talk about
are different strategies from the Civil Rights Movement
that were used to facilitate
the success of the movement and facilitate change.
The two questions that everything's
going to be rooted in are these two right here:
what is the purpose of dissent in a society,
and how can individuals and/or groups create positive change?
Having to design this lesson
using this backward design process gives you a chance
to look and say, "Well, what are we going to assess?"
We've got to make sure we hit the strategy,
we've got to make sure we hit how it was formed,
we've got to look at what exactly happened,
and the results.
Read this carefully.
The first question's asking you just to observe.
What exactly do you see?
The second one's asking you some actual critical questions.
STUDENTS: Do you know if they're trying to get them to leave
or if they're helping them?
Well, I think he's trying to get them to leave.
He looks like he's...
He's definitely just sitting there.
Today in class, we looked at a bunch of images
that reflected on the Civil Rights Movement.
We were just analyzing them
and really getting to know what they meant
and, like, what happened, what were key points in them,
and why they're so significant.
INGANO: Make sure you talk about it in your group.
STUDENTS: One is a setting,
probably the segregated South, right?
You can't tell.
Segregation schools.
Yeah, in that picture I can tell she's so happy for her daughter.
Her daughter gets to go to public schools.
Okay.
I was wondering how hard it would be
for that person to stay calm
with all the protestors around her.
INGANO: The use of primary sources for me
is something that I try to do in every single lesson.
I always want to make sure they're either seeing
or hearing or reading from the time period.
Martin Luther King was trying to spread his message,
even to the white communities in the country,
to say just how the blacks were feeling at that time.
He likes us to try and interpret it for ourselves, right?
Because we can all read a textbook, right?
Every single teacher can come in and redo a textbook and say,
"This is it," right?
But he makes you basically look at an image
or read a document from that time period and say,
"What does this mean?"
INGANO: Okay, let's head to the next one.
How do I keep the students engaged in this?
You don't stay in one spot for too long.
You give them the opportunity to move,
and that both means physically
and it means intellectually, too.
I can just see you guys are getting better at this.
All the peer to peer group work
helps with their document analysis in the sense that,
you know, another set of eyes is always going to be better.
Somebody is going to notice something
that somebody else doesn't.
In fact, I liked it
when I was circulating around the room sometimes
where there would be two people looking at a document,
one is sitting over there, one is sitting here,
so one of them is looking at it upside down,
and I actually like that
because they're looking at it from a different angle
and they might pick up on something
that the person who it's facing does not.
STUDENTS: What are two things that you believe are important?
At the beginning of the year,
I never really even spoke when we were in groups
because I'm like, "Oh my god,
I don't know if my idea's right" and I was so nervous,
and then as the months progressed and everything,
you get more comfortable with the people you're with,
so now it's like,
"Oh, when you have an idea, you just share it."
I think it shows how the racists in the image
that were protesting were scared of equality.
You always think of Martin Luther King
and one massive thing,
but this was a long, drawn out process over years and years.
They did so many different things
like voter registration, protests, boycotts, sit-ins,
and they just kept on doing all these different ways,
and it's basically like a barrage
on the society at the time
to try and convince everyone that this needs to happen now.
INGANO: File through here, take a minute, read everything,
read the historical description and give a scan
of what other people wrote in their source paperwork.
Think of it as walking through a museum, folks,
looking at the pieces.
An exit strategy is something you do to wrap up the lesson
to give them, one, a sense of closure,
but two, to also put it in perspective,
"What did you just do for 100 minutes and why did you do it?"
To wrap up, let's go back to the two questions
we started with today.
What is the purpose of dissent in society?
STUDENT: To create change.
INGANO: To create change, sure.
Does anybody want to add, subtract?
STUDENT: To create change that's positive for society.
INGANO: Create change that's positive for society.
Those kids should leave tired when they leave your room.
Yes, you're going to be tired, but they're the ones
that should be doing the heavy lifting in the class.
You should just be their support personnel.
After everything you've seen today, what do you believe
is the purpose of dissent in society?
The way the government was formed,
we knew that society would change,
so we're allowing democracy to take place by this happening
because society's changing,
so we need to change with it or else we can't survive.