"Unveiling Hidden Voices: A Black History Journey"

11th, 12th, High School Grades

Project
4 weeks

"Unveiling Hidden Voices: A Black History Journey"

Jasmine Hobson Rodriguez

CCSS.ELA-Literacy.RI.11-12.7

CCSS.ELA-Literacy.CCRA.W.2

CCSS.ELA-Literacy.CCRA.SL.4

CCSS.ELA-Literacy.CCRA.SL.5

CCSS.ELA-Literacy.CCRA.W.10

+ 2 more

Purpose

The purpose of this project is to provide students with an opportunity to delve into lesser-known aspects of Black history and culture, fostering a deeper understanding and appreciation of its impact on society. For the project launch, students will explore media such as films like "Hidden Figures" or "13th," music from artists like Nina Simone or Kendrick Lamar, and historical figures such as Claudette Colvin or Bayard Rustin. By engaging in research, creative expression, and public presentation, students will explore complex historical narratives and contemporary issues, connecting them to broader cultural conversations. This project aims to cultivate critical thinking, creativity, and communication skills, as students create meaningful exhibits that contribute to a richer dialogue about Black history and identity within their school community.

Learning goals

Students will investigate and analyze lesser-known aspects of Black history, connecting historical events and figures to contemporary issues. They will integrate diverse sources, including quantitative data and visual media, to create a comprehensive research product. Possible media for the project launch include films like "13th" by Ava DuVernay, music by artists such as Nina Simone, or speeches by historical figures like Bayard Rustin. Through the creation of an exhibit or museum-style display, students will develop skills in creative expression and digital literacy. By participating in a gallery event, they will enhance their communication and presentation abilities, contributing to a broader dialogue on Black history and culture.

Standards

CCSS.ELA-Literacy.RI.11-12.7 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.CCRA.W.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.CCRA.W.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Products

Students will produce a research product that fits into one of five categories: a tri-fold brochure or infographic, a visual narrative, a written narrative, a website, or a newspaper article. Additionally, they will create a complex visual display such as a video, sculpture, diorama, 3D model, or short documentary-style film that encapsulates the essence of their topic. For the project launch, students can explore media featuring historical figures like Ida B. Wells, Bayard Rustin, or Zora Neale Hurston, films such as "Hidden Figures" or "13th," and musicians like Nina Simone or Kendrick Lamar. These products will be showcased during an in-class gallery walk and a larger exhibition event, allowing students to present their findings and creations to peers and other classes.

Launch

Begin the project with a curated multimedia presentation featuring clips from films like "Hidden Figures" and "13th," music by artists such as Nina Simone and Kendrick Lamar, and speeches by figures like Angela Davis and Bayard Rustin. Highlight both well-known and lesser-known Black historical figures and cultural elements. Follow this with a guided discussion where students share their initial thoughts and knowledge about Black history, focusing on where their understanding comes from. This will set the stage for exploring the deeper, lesser-known aspects of Black history and culture, encouraging students to think critically about the narratives they've encountered and the gaps in their knowledge.

Exhibition

During the exhibition gallery event, students will transform a main campus space, such as the library or auditorium, into an immersive showcase of their projects. They will host peers from other classes, guiding them through their research products and visual displays. The event will feature a guest speaker who will provide insights related to the project's theme, enriching the experience. Students will engage visitors by explaining the significance of their topics and how their creations contribute to the broader conversation about Black history and culture. This interactive setting allows students to present their findings and creations in a meaningful and impactful way. Possible media suggestions for the project launch include exploring the works of historical figures like Ida B. Wells or Bayard Rustin, films such as "Hidden Figures," and musicians like Nina Simone or Kendrick Lamar, to provide students with a rich introduction to lesser-known aspects of Black history and culture.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Project Launch - Begin with a multimedia presentation. Include clips from films like 'Hidden Figures,' '13th,' and 'I Am Not Your Negro'; music by Nina Simone and Kendrick Lamar; and speeches by Angela Davis and Bayard Rustin. Facilitate a discussion on initial perceptions and knowledge about Black history.	Activity 2: Essential Question Exploration - Introduce the essential questions. Students brainstorm potential topics related to lesser-known elements of Black history and contemporary challenges.	Activity 3: Topic Selection - Students choose a specific topic within a teacher-provided theme, formulating research questions and defining the scope of their project.	Activity 4: Research Skills Workshop - Conduct a workshop on research techniques, focusing on finding credible sources and integrating quantitative data. Students practice these skills through preliminary research.	Activity 5: Research Plan Development - Students create a detailed research plan, outlining sources, data to gather, and a research timeline. They draft a preliminary outline for presenting their findings.
Deliverables	1. Deliverable 1: Research Plan - Students submit a comprehensive research plan, including their chosen topic, research questions, initial sources, and a research timeline.
Preparation	1. Prep Task 1: Curate multimedia resources for the project launch, including film clips, music, and speeches. 2. Prep Task 2: Develop a framework to guide discussions on students' existing knowledge and perceptions of Black history. 3. Prep Task 3: Prepare materials for the research skills workshop, including handouts on source evaluation and data integration. 4. Prep Task 4: Create a template for the research plan with clear instructions and expectations. 5. Prep Task 5: Assemble a list of potential topics and themes for students to explore.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Deep Dive Research - Students utilize their research plans to explore their topics in depth. They gather information from diverse sources, such as academic journals, interviews, archives, and digital media.	Activity 2: Data Analysis and Integration - Students identify and analyze relevant quantitative data related to their topics. They incorporate statistics and trends into their research to provide a comprehensive perspective.	Activity 3: Creative Brainstorming Session - Students brainstorm creative ideas for their visual displays. They discuss various formats like videos, sculptures, or dioramas to effectively convey their topic's significance.	Activity 4: Drafting the Research Product - Students begin drafting their research product, which could be a brochure, narrative, website, or newspaper article. They aim to integrate their research findings, data, and creative concepts.	Activity 5: Peer Review and Feedback - Students exchange drafts with peers for feedback. They focus on clarity, depth of research, data integration, and presentation ideas. Feedback is used to refine and strengthen their work.
Deliverables	1. Deliverable 1: Annotated Bibliography - Students submit an annotated bibliography with at least 3-5 sources, explaining each source's relevance and contribution to their research. 2. Deliverable 2: Draft of Research Product - A preliminary draft of the research product, showcasing the integration of research findings, data, and creative concepts, is due.
Preparation	1. Prep Task 1: Provide access to reliable digital databases and archives for student research. 2. Prep Task 2: Develop a data analysis workshop to guide students in interpreting and presenting quantitative data. 3. Prep Task 3: Organize and facilitate a creative brainstorming session with prompts and examples for visual displays. 4. Prep Task 4: Create peer review guidelines and a feedback rubric to ensure constructive peer evaluations. 5. Prep Task 5: Schedule check-in meetings to monitor student progress and provide targeted support.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Refining Research Product - Students refine and finalize their research products. They ensure clarity, coherence, and integration of diverse sources, incorporating feedback from peers and teachers to enhance their work.	Activity 2: Visual Display Planning - Students plan and design their visual display. They create blueprints or storyboards to map out their design, ensuring it aligns with their research and effectively communicates their topic.	Activity 3: Creative Production - Students engage in the hands-on creation of their visual display, using materials and digital tools to construct their exhibit. Focus is placed on detail and ensuring the display conveys their topic's significance.	Activity 4: Presentation Skills Workshop - Conduct a workshop to enhance students' presentation skills. They practice articulating their findings and explaining the significance of their topic and visual display to an audience.	Activity 5: Rehearsal and Feedback - Students rehearse their presentations in small groups, receiving constructive feedback on delivery, clarity, and engagement techniques. They adjust and refine their presentations based on feedback.
Deliverables	1. Deliverable 1: Final Research Product - Students submit their completed research product, fully integrating research findings, data, and creative elements. 2. Deliverable 2: Visual Display Blueprint - Students submit a detailed blueprint or storyboard of their visual display, outlining design, materials, and key messages.
Preparation	1. Prep Task 1: Provide access to art supplies, digital tools, and other resources required for the creation of visual displays. 2. Prep Task 2: Develop a presentation skills workshop with activities and prompts to build students' confidence and effectiveness in public speaking. 3. Prep Task 3: Create a feedback rubric for visual display planning and presentations, ensuring students receive focused and actionable feedback. 4. Prep Task 4: Organize small group rehearsal sessions, scheduling times and spaces for students to practice and refine their presentations. 5. Prep Task 5: Monitor student progress, offering additional guidance and support as needed to ensure all students are on track to complete their projects.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Finalizing Visual Display - Students complete their visual displays, ensuring they are polished and effectively convey their research topic's significance. They refine presentation details and aesthetics to engage the audience.	Activity 2: Self-Evaluation and Reflection - Students perform a self-evaluation of their exhibit using a provided rubric and complete a written reflection addressing specific questions about their learning journey and creative process.	Activity 3: In-Class Gallery Walk - Students participate in a gallery walk, presenting their completed exhibits to classmates. They articulate their topic, key facts, and how their creation symbolizes its importance, while receiving peer feedback.	Activity 4: Exhibition Preparation - Students collaborate to transform the main campus space for the exhibition event. They set up their displays, ensuring they are visually appealing and accessible for visitors.	Activity 5: Exhibition Gallery Event - Students host the exhibition, welcoming other classes and guiding them through their projects. They engage visitors, answer questions, and contribute to a broader dialogue on Black history and culture. A guest speaker presents insights related to the project's theme.
Deliverables	1. Deliverable 1: Completed Visual Display - Students submit their finished visual display, ready for showcase during the gallery event. 2. Deliverable 2: Self-Evaluation and Reflection - Students submit a completed self-evaluation and written reflection, demonstrating introspection and learning outcomes.
Preparation	1. Prep Task 1: Provide access to final materials and resources needed for students to complete their visual displays. 2. Prep Task 2: Develop a self-evaluation rubric and reflection prompt, ensuring students have clear guidelines for their assessments. 3. Prep Task 3: Organize the logistics for the in-class gallery walk, including scheduling and space arrangements. 4. Prep Task 4: Coordinate with facilities staff to prepare the main campus space for the exhibition event, including seating, technology setup, and display areas. 5. Prep Task 5: Invite and confirm attendance of a guest speaker to enrich the exhibition experience and provide insights relevant to the project's theme.