Neighborhood Advocacy Podcast

6-8th Social Studies and ELA | 10 Hours

Unit Summary: Classes will decide if they want to focus on the impact of access to transportation, parks, or affordable housing on young people. Before working on their own podcast, students will research how their topic impacts their city and neighborhood, analyze a podcast related to their topic, and participate in a debate. Students will then work collaboratively to create a podcast to share what they have learned with other young people as a form of advocacy. On the last project day, each group will participate in a live recording of their podcast with the Civic Design Center.

LESSON PLAN SAMPLE

Universal Concept/Big Idea

Affordable Housing, Parks, or Transportation

Enduring Understanding

The equitable distribution of limited resources supports the overall health, well-being and resilience of people and places.

Driving Question

How can young people participate in the democratic process to address social problems in Nashville?

Teaching Tips

  • Before “Day 1: Local Research,” you will need to schedule about 15 minutes to complete the Topic Selection Mini Lesson. Students will be introduced to the three topics and select which one the class will focus on: parks, transportation, or affordable housing.

Guests

  • Enrichment: For “Day 7: Expert Interview,” an expert on the topic your class is studying can be scheduled to come answer visit your class to student questions. These questions are prepared during Day 6 as an enrichment activity.

  • For “Day 10: Live Recording,” our staff will come to your classroom to help with the podcast live recording.

Unit Preparation

Materials 

  • Before “Day 1: Local Research,” you will need to prepare materials for the topic your class selected.

  • Students will need access to computers for the “Local Research” activity on “Day 1: Local Research” and for the “Before Listening” activity on “Day 2: Podcast Analysis.”

  • For “Day 5: Debate” and “Day 9: Discussion Preparation,” you can print the large versions of the Respectful Conversation Prompts to display in your classroom.

  • For the podcast work days, each student will need their own copy of the Preparation Guide, and each group will need at least one copy of the Script Outline.

  • Groups may need an extra copy or copies of the completed script for “Day 10: Live Recording.”

Unit Length

The podcast project takes 10 hours total to teach, but there are a few adjustments you can make to make the project shorter or longer.

  • No Debate: Instead of Days 3-5, spend one day having students write a summary of Debate Text 1 and Debate Text 2 on pg. 1 of the Debate Preparation Guide. (Students will use these texts later during the podcast project.)

  • No Expert Interview: On Day 6, instead of preparing interview questions ask students to spend more time reviewing the examples and writing their introduction. Students will skip Segment 2 on the Script Outline and pages 4-5 on the Preparation Guide if they do not participate in the interview.

  • Extra Work Day: If you have additional time for the project, you might want to consider adding an additional work day before the live recording for students to finish writing their script and practice reading it aloud.

Social Studies Extension

There are eight 30-minute mini lessons called Content Connections you can use as a unit review throughout the school year or as an end-of-year review of grade-level standards.

Each lesson is organized by grade level and linked under the unit overview.

Take a look at the unit plan by clicking on your grade level below:

Adapting the curriculum for your classroom…

Unit Overview

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Standards

Course Standards

  • See additional Social Studies standards below met through using Content Connections.

    Social Studies Practices

    SSP.01 Collect data and information from a variety of primary and secondary sources, including: ● Printed materials (e.g., literary texts, newspapers, political cartoons, autobiographies, speeches, letters, personal journals) ● Graphic representations (e.g., maps, timelines, charts, photographs, artwork) ● Artifacts ● Media and technology sources

    SSP.02 Critically examine a primary or secondary source in order to: ● Extract and paraphrase significant ideas and relevant information ● Distinguish the difference between fact and opinion ● Draw inferences and conclusions ● Recognize author’s purpose, point of view, and bias ● Assess the strengths and limitations of arguments

    SSP.03 Synthesize data from multiple sources in order to: ● Recognize differences among multiple accounts ● Establish validity by comparing and contrasting multiple sources ● Frame appropriate questions for further investigation

    SSP.04 Construct and communicate arguments citing supporting evidence to: ● Demonstrate and defend an understanding of ideas ● Compare and contrast viewpoints ● Illustrate cause and effect ● Predict likely outcomes ● Devise new outcomes or solutions

  • Reading

    6-7.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions.

    8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

    6-7.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

    8.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.

    6.RI.IKI.7 Integrate information presented in different media or formats, such as in tables, images, diagrams, and words to develop a coherent understanding of a topic or issue.

    7.RI.IKI.7 Compare and contrast a text to an audio, video, or multimedia version of a text, analyzing each medium’s portrayal of the subject.

    8.RI.IKI.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

    6.RI.IKI.9 Compare and contrast two or more authors’ presentation of the same topic or event.

    7.RI.IKI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing an alternate explanation of events.

    8.RI.IKI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation

    6-8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

    Speaking & Listening

    6-8.SL.CC.1 Prepare for collaborative discussions on grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing one’s own ideas clearly.

    6.SL.CC.2 Interpret information presented in diverse media formats; explain how source information contributes to a topic, text, or issue under study.

    7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under study

    8.SL.CC.2 Analyze the purpose of information presented in diverse media formats; evaluate the motives, such as social, commercial, and political, behind its presentation.

    6.SL.PKI.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

    7.SL.PKI.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

    8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

    6-8.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

    Writing

    6.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.

    7.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.

    8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

    6.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

    7.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

    8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

    6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.

    7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims

    8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.

    6-8.W.TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ● Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. ● Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension. ● Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ● Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material. ● Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. ● Use precise language and domain-specific vocabulary. ● Craft an effective and relevant conclusion.

    6-8.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence. ● Introduce claim(s). ● Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s). ● Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons. ● Use credible sources and demonstrate an understanding of the topic or source material.

    6-8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    6-8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

    Vocabulary

    6-8.L.AU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level text by choosing flexibly from a range of strategies: Use context as a clue to the meaning of a word or a phrase, use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase, consult reference materials, both print and digital, to find the pronunciation of a word or phrase, or use etymological patterns in spelling as clues to the meaning of a word or phrase.

  • 6.MA.Cr3.A Experiment with multiple approaches to create content using a range of associated principles and components to communicate determined purpose and meaning. 

    6.MA.P2.B Develop a variety of creative and adaptive innovation abilities in developing solutions within and through media arts productions.

    6.MA.Cn1.A Access, evaluate, and use internal and external resources to create media artworks, such as knowledge, experiences, interests, and research.

    6.VA.Cr1.B Investigate personally relevant content for creating art.

    6.VA.R1.A Analyze how images and cultural associations influence ideas, emotions, and actions

    6.VA.Cn1.A Generate and investigate a collection of ideas that reflect awareness of current interests and concerns through art-making. 

    7.MA.Cr3.A Coordinate creation processes to integrate content, components, and associated principles to communicate determined purpose and meaning. 

    7.MA.P2.B Exhibit an increasing set of creative and adaptive innovation abilities in developing solutions within and through media arts productions. 

    7.MA.Cn1.A Access, evaluate, and use internal and external resources, such as experiences, interests, research, and exemplary works, to inform the creation of media artworks. 

    7.VA.Cr1.B Develop criteria to guide art-making or design to meet an identified goal.  

    7.VA.Cr2.C Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

    7.VA.R1.A Analyze multiple ways that images influence specific audiences.

    8.MA.Cr3.A Integrate content, stylistic conventions, and associated principles during production processes to communicate determined meaning.

    8.MA.P2.B Demonstrate a range of creative and adaptive innovation abilities in developing new solutions for identified problems within and through media arts productions. 

    8.MA.Cn1.A Access, evaluate, and use internal and external resources, such as cultural and societal knowledge, research, and exemplary works, to inform the creation of media artworks. 

    8.VA.Cr1.B Collaboratively investigate an aspect of contemporary life utilizing art and design. 

    8.VA.Cr2.A Experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge when making art, using course specific craftsmanship. 

    8.VA.Cr2.C Select, organize, and design images and words to make visually clear and compelling presentations. 

    8.VA.P2.A Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.

    8.VA.R1.A Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions. 

Interdisciplinary Connections

Other Connections

  • This project has opportunities for students to connect concepts learned throughout the year to real world local issues of transportation, parks, and affordable housing. Through engaging with these topics and identifying problems and solutions using evidence, students will learn skills needed to participate in civic processes, become active citizens, and will consider how to advocate for solutions to issues that are important to them.

  • Students will have the opportunity to interview an expert on the topic the class chooses to focus on for the podcast project. Students will also learn about different roles involved in making a podcast by being assigned a specific job for their project. Through participating in the project, students will learn public speaking skills, how to navigate respectful conversation with others who have different opinions, working collaboratively to complete a project, active citizenship, advocacy skills, organization and planning.

  • Podcast, advocacy, parks conservancy, grant, gentrification, debate, counterclaim, segment, host, producer, monologue, interview, hook, mission statement, sources, credibility, supporting evidence

  • Dilapidated, breadth, deferred, mitigate, investment, restoration, immersed, extensive, beneficial, toxins, inequities, metric, vital, excludes, drastically, innovative, integrated, isolate, bitterness

  • Differentiation strategies included in daily lesson plans, such as:

    • Strategically grouping students/ having a teacher-led group

    • Directions introduced verbally and in presentations

    • Chunking tasks for each part of the project to support students

    • New vocabulary introduced using context clues before reading or listening

    • Visuals, videos, maps, and graphics used in presentations

Language Acquisition

Vocabulary

Social Studies | Content Connections

Unit Summary: For each civilization that 6th and 7th grade students learn about throughout the school year, they will reflect on the innovations that those civilizations brought to society and the people of influence and power based on their social and political structure. 8th grade students will explore the formation of American democracy including the creation and implementation of the Constitution, the Bill of Rights, and other federal policies. Students will examine the implications of these laws on various social groups and critique the short- and long-term impacts of these policies. They will then explore the role of civic participation and advocacy in bringing about change. This will be in the form of 30 minute mini lessons that students complete at the end of each unit throughout the year or at the end of the year as a review of content standards.

Standards

  • 6.03 Explain the impact of the Agricultural Revolution, including: • Barter economy • Food surpluses • Domestication of plants and animals • Labor specialization • Emergence of permanent settlements• New sources of clothing and shelter

    6.04 Identify and explain the importance of the following key characteristics of civilizations: • Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure

    6.07 Explain how irrigation, silt, metallurgy, production of tools, use of animals, slave labor, and inventions such as the wheel, sail, and plow led to advancements in agriculture.

    6.09 Explain the basic concepts of monarchy and empire, and identify Mesopotamia as the regional location of the world’s first empire.

    6.11 Identify important achievements of the Mesopotamian civilization, including cuneiform, clay tablets, and ziggurats, and identify the Epic of Gilgamesh as the oldest written epic.

    6.12 Analyze the impact of the introduction of written law in the Code of Hammurabi, and explain its basic principles of justice.

    6.14 Explain how agricultural practices impacted life and economic growth in ancient Egypt, including the use of irrigation and development of a calendar.

    6.15 Explain the structure of ancient Egyptian society, including: • Relationships between groups of people • How social classes were organized by occupation • Positions of pharaohs as god/kings • Role of slaves

    6.18 Analyze the achievements of ancient Egyptian civilization, including: hieroglyphics, papyrus, and the pyramids and Sphinx at Giza.

    6.22 Describe the origins and central features of Judaism: • Key Person(s): Abraham, Moses • Sacred Texts: The Tanakh (i.e., Hebrew Bible) • Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility

    6.23 Identify the importance of Saul as the first king of Israel, David as the second king who founded Jerusalem as the capital, and Solomon as the third king who built the first temple.

    6.26 Explain the emergence of the Harappan civilization in the Indus River Valley as an early agricultural civilization, and describe its achievements, including: • Architecture built with bricks • Arranging roads into a series of grid-systems • Sanitation and sewer systems

    6.27 Describe the social structure of the caste system, and explain its effect on everyday life in ancient India.

    6.30 Identify the long-lasting intellectual traditions that emerged during the late empire of ancient India, including: medical education, medical techniques, and mathematics (e.g., Hindu-Arabic numerals).

    6.33 Describe how the size of ancient China made governing difficult and how the concepts of the mandate of heaven and Legalism emerged as solutions to this problem.

    6.34 Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and The Analects emphasized the concepts of kinship, order, and hierarchy to address these problems.

    6.37 Explain the major accomplishments of the Han Dynasty, including: the magnetic compass, paper making, porcelain, silk, and woodblock printing.

    6.41 Examine the concept of the polis in Greek city-states, including the ideas of: citizenship, civic participation, and the rule of law.

    6.42 Explain the basic concepts of direct democracy and oligarchy.

    6.48 Examine the influence of ancient Greek philosophers (e.g., Aristotle, Plato, and Socrates)and their impact on education and society in Greece.

    6.49 Describe the purposes of major Greek architecture, including the Parthenon and the Acropolis.

    6.53 Describe the government of the Roman Republic, including: • Branches of government • Representative democracy • Checks and balances • The rule of law and the Twelve Tables • Civic participation

    6.54 Describe the class system of ancient Rome, including the role of patricians, plebeians, and slaves in Roman society.

    6.57 Analyze how innovations in engineering and architecture contributed to Roman expansion, including the role of: • Aqueducts • Domes • Arches • Roads • Bridges • Sanitation • The Colosseum

  • 7.03 Summarize agricultural, commercial, and technological developments during the Song Dynasties, and describe the role of Confucianism during the Song.

    7.06 Summarize the effects of the Mongolian empires on the Silk Roads, including the importance of Marco Polo’s travels on the spread of Chinese technology and Eurasian trade.

    7.07 Analyze the achievements of the Ming Dynasty and reasons for its isolationism, including building projects (e.g., the Forbidden City and reconstruction of the Great Wall) and Zheng He’s sea voyages.

    7.13 Explain the importance of Justinian’s political, social, and architectural achievements.

    7.16 Describe the origins and central features of Islam: Key Person(s): Mohammad, Sacred Texts: The Quran and The Sunnah, Basic Beliefs: monotheism, Five Pillars

    7.18 Summarize the contributions of the region’s scholars in the areas of: Art, Medicine, Geography, Philosophy, Literature, Science, Mathematics

    7.23 Analyze the growth of the kingdoms of Ghana, Mali, and Songhai, including cities such as Djenne and Timbuktu as centers of trade, culture, and learning.

    7.37 Analyze the importance of the Black Death on the emergence of a modern economy, including: Agricultural improvements, A merchant class, Commerce, Technological improvements, Growth of banking, Towns

    7.43 Explain the development of Renaissance art, including the significance of: • Leonardo da Vinci • Michelangelo • William Shakespeare • Systems of patronage

    7.44 Analyze Johannes Gutenberg’s printing press and William Tyndale’s translation of the Bible into the English language as vehicles for the spread of books, growth of literacy, and dissemination of knowledge.

    7.51 Examine Galileo Galilei’s theories and improvement of scientific tools, including the telescope and microscope.

    7.52 Explain the significance of the following in regards to the Scientific Revolution: Sir Francis Bacon in establishing the scientific method and Sir Isaac Newton’s three Laws of Motion.

    7.57 Describe the social, economic, and political characteristics of the Maya, Aztec, and Incan civilizations, including: oral traditions, class structures, religious beliefs, slavery, and advancements (e.g., astronomy, mathematics, and calendar).

    7.60 Describe Prince Henry the Navigator’s influence on exploration, voyages, cartographic improvements, and tools related to exploration (i.e., compass, caravel, astrolabe, and Harrison’s chronometer) during the Age of Discovery.

  • 8.10 Identify the origins and development of slavery in the colonies, overt and passive resistance to enslavement, and the Middle Passage

    8.18 Explain the historical and present-day significance of the Declaration of Independence. (T.C.A. § 49-6-1028)

    8.23 Examine the principles and purposes of government articulated in the Preamble and principles stated in the Constitution, including: the separation of powers, federalism, and checks and balances. (T.C.A. § 49-6-1028)

    8.24 ​​Describe the conflict between Federalists and Anti-Federalists over the ratification of the Constitution, including the protection of individual rights through the Bill of Rights and concern for states’ rights. (T.C.A. § 49-6-1028)

    8.36 Identify the conditions of enslavement, and explain how slaves adapted to and resisted bondage in their daily lives, including Nat Turner's revolt.

    8.41 Describe the significance of the Second Great Awakening and its influence on reform in the 19th century.

    8.42 Analyze the development of the women’s suffrage movement, including the Seneca Falls Convention, and the ideals of Susan B. Anthony, Elizabeth Cady Stanton, and Sojourner Truth.

    8.43 Analyze the significance of leading abolitionists, including William Lloyd Garrison, Frederick Douglass, Elihu Embree, and Harriet Tubman, and the methods they used to spread the movement.

    8.47 Describe the impact of the Indian Removal Act and the struggle between the Cherokee Nation and the U.S. government, including the significance of Worcester v. Georgia and the Trail of Tears

    8.56 Explain the reasons for and the impact of the Compromise of 1850 (including Henry Clay’s role as “The Great Compromiser”) and the Fugitive Slave Act (including Harriet Beecher Stowe’s influence with Uncle Tom’s Cabin).

    8.58 Explain the motivations behind the passage of the Kansas-Nebraska Act of 1854, and analyze the effects of the act, including: Rise of the Republican Party, “Bleeding Kansas”, Preston Brooks’ attack on Charles Sumner, John Brown’s raid at Harper’s Ferry.

    8.59 Analyze the Dred Scott v. Sandford decision and the resulting split between the North and South.

    8.68 Explain the significance of the 13th, 14th, and 15th Amendments to the U.S. Constitution

    8.72 Explain the restrictions placed on the rights and opportunities of freedmen, including: racial segregation, black codes, and the efforts of the Freedmen's Bureau to address the problems confronting newly freed slaves.

  • SSP.01 Collect data and information from a variety of primary and secondary sources, including: ● Printed materials (e.g., literary texts, newspapers, political cartoons, autobiographies, speeches, letters, personal journals) ● Graphic representations (e.g., maps, timelines, charts, photographs, artwork) ● Artifacts ● Media and technology sources

    SSP.02 Critically examine a primary or secondary source in order to: ● Extract and paraphrase significant ideas and relevant information ● Distinguish the difference between fact and opinion ● Draw inferences and conclusions ● Recognize author’s purpose, point of view, and bias ● Assess the strengths and limitations of arguments

    SSP.03 Synthesize data from multiple sources in order to: ● Recognize differences among multiple accounts ● Establish validity by comparing and contrasting multiple sources ● Frame appropriate questions for further investigation

    SSP.04 Construct and communicate arguments citing supporting evidence to: ● Demonstrate and defend an understanding of ideas ● Compare and contrast viewpoints ● Illustrate cause and effect ● Predict likely outcomes ● Devise new outcomes or solutions

    SSP.05 Develop historical awareness by: ● Recognizing how and why historical accounts change over time ● Perceiving and presenting past events and issues as they might have been experienced by the people of the time, with historical empathy rather than present-mindedness ● Evaluating how unique circumstances of time and place create context and contribute to action and reaction ● Identifying patterns of continuity and change over time, making connections to the present

    SSP.06 Develop a geographic awareness by: ● Using the geographic perspective to determine relationships, patterns, and diffusion across space at multiple scales (e.g., local, national, global). ● Determining the use of diverse types of maps based on their origin, structure, context, and validity ● Analyzing locations, conditions, and connections of places and using maps to investigate spatial relationships ● Analyzing interaction between humans and the physical environment ● Examining how geographic regions and perceptions of regions are fluid across time and space

Vocabulary

  • Culture, Stable food supply, Government, Technology, Religion, Writing, Social Structure, Irrigation, Monarchy, Empire, Cuneiform, Code of Hammurabi, Justice, Egyptian social structure, Hieroglyphics, Papyrus, Grid-systems, Caste system, Hindu-Arabic numerals Mandate of Heaven, Legalism, Confucianism, Kinship, Hierarchy, Porcelain, Woodblock printing, Greek city-states, Citizenship, Civic Participation, Rule of Law, Direct democracy, Oligarchy, Aristotle, Plato, Socrates, Parthenon, Acropolis, Branches of government, Representative democracy, Checks & Balances, Patricians, Plebeians, Slaves, Aqueducts, Domes, The Colosseum

  • Dynasty, woodblock printing, movable type, mass-produce, gunpowder*, philosophy, Qur’an, Muslim, Timbuktu, Jenne (Djenne, Jenne-jeno), bureaucracy, courtier manorialism, feudalism, vassal, serf, knight, noble, commercial revolution, Renaissance, classical art, humanism, humanities, vernacular, concept of zero, Mayan calendar, Mesoamerica

  • Slavery, Resistance to enslavement, Declaration of Independence, Preamble to the Constitution, Constitution, Bill of Rights, Tennessee’s Constitution, Second Great Awakening, Women's Suffrage, Abolitionists, Indian Removal Act, Voting Rights, Fugitive Slave Act, Dred Scott v. Sandford Decision, Emancipation Proclamation, 13th Amendment, 14th Amendment, 15th Amendment, Poll Tax, Racial segregation, Black Codes, Freedman’s Bureau

Skills

Learning and Innovation Skills (4Cs)

  • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

  • Demonstrate ability to work effectively and respectfully with diverse teams.

    Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

  • Create new and worthwhile ideas.

    Develop, implement, and communicate new ideas to others effectively.

    Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

  • Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.

    Effectively analyze and evaluate evidence, arguments, claims, and beliefs.

    Reflect critically on learning experiences and processes.

    Solve different kinds of non-familiar problems in both conventional and innovative ways.

SEL Core Competencies / “I Can” Statements

  • 1B.3 Utilizes interest to gain additional experiences toward mastery of a skill or concept

    1D.2 Plans and develops an action plan to set and achieve short-term and long-term goals

  • 3A.2 Recognizes multiple points of view or perspectives in a situation

    3B.3 Identifies roles they have to contribute to their school, home, and community

    3B.4 Works collaboratively with peers to complete a job, task, or address a need

  • 4A.1 Practices reflective listening

    4A.2 Demonstrates ability to perform different roles in a cooperative group to achieve group goals

    4A.3 Uses understanding of how and why others respond in each situation in order to respond respectfully and effectively with others

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