4th, 5th Grades  Project 6 weeks

The Locktons on Trial

Michele K
Updated
CCSS.ELA-Literacy.RL.4.9
CCSS.ELA-Literacy.RI.5.6
CCSS.ELA-Literacy.W.4.7
CCSS.ELA-Literacy.SL.4.1
CCSS.ELA-Literacy.SL.5.1
+ 11 more
1-pager

The Challenge

When people with social, political, or economic power are judged by their words instead of their actions, unfair treatment can be hidden and defended as acceptable. You can see this across history and today, as bias, unequal rights, and language barriers make it easier for some groups to control others in workplaces, public spaces, and civic life.

Challenge Question

How might we address unfair treatment caused by bias and language barriers in Delaware workplaces and public spaces so that immigrant families can be judged by their actions and access fair treatment?

Standards
  • [Common Core] CCSS.ELA-Literacy.RL.4.9 - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
  • [Common Core] CCSS.ELA-Literacy.RI.5.6 - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • [Common Core] CCSS.ELA-Literacy.W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • [Common Core] CCSS.ELA-Literacy.SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [Common Core] CCSS.ELA-Literacy.W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [Common Core] CCSS.ELA-Literacy.RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  • [Common Core] CCSS.ELA-Literacy.W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • [Common Core] CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.

Learning Partners and Clients

Legal Aid of Delaware can serve as a learning partner by helping students understand how unfair treatment is addressed when people face bias or language barriers in workplaces and public spaces. Hispanic/Latino community center staff in Delaware can share real stories about how language barriers affect immigrant families and can act as an authentic audience for students’ recommendations during the mock community hearing. These partners connect the novel’s questions about power, justice, and abuse of power to present-day issues in Delaware and give students a meaningful context for their courtroom-style case and community presentations.

Phase Outcomes

Phase Learning Outcome
Discover
I can step into a mock hearing about fairness, listen to Delaware community voices about bias and language barriers, and identify how power, labels, and unequal treatment can cause injustice in both the novel and real life.
Examine
I can compare the Locktons, Patriots, and enslaved characters using details from the novel to understand how people use or challenge power. I can research multiple accounts of the American Revolution and slavery in New York to notice how point of view changes the story. I can ask questions and take notes from Legal Aid of Delaware advocates and community center staff to learn how unfair treatment happens today. I can sort evidence from literature, history, and community sources to explain causes and effects of bias, language barriers, and abuse of power. I can discuss my ideas with my group and use text evidence to decide whether actions match claims about freedom and justice.
Engineer
I can develop a courtroom-style case and a community action recommendation that use strong evidence to show whether the Locktons acted with justice or abuse of power and suggest how people in Delaware should judge others by actions, not labels or appearances.
Do
I can present my case and recommendations in a mock jury and community hearing, gather feedback from classmates and community guests, and record what responses show about how clearly and effectively my evidence supports fairness and justice.
Share
I can share my case, historical thinking, and reflections in an interactive trial and community hearing with classmates, families, school staff, and Delaware partners, showing what I learned about justice, point of view, and the kind of thinker, speaker, and teammate I am becoming.