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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify key details from the Green Book entry, a travel document, and a community record and explain how those details connect to challenges, support, and safety for Black travelers during segregation.
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- I can compare sources to describe how different types of evidence clarify or complicate my understanding of segregation’s impact on travel, and I can ask and refine a focused research question (or sub-question) to fill gaps in what the sources show.
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- I can evaluate legal and social structures described in our sources (and the lasting effects they suggest) by using evidence to make a claim, noting what information is missing or confusing and how that affects my reasoning.
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- I can independently synthesize evidence across sources to solve the inquiry (the essential question) by generating additional questions, revising my claim with feedback, and clearly explaining how my reasoning accounts for multiple perspectives and limitations of the sources.
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Deeper Learning Competencies
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Effective Communication
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- I can listen to my peers and paraphrase key ideas from the launch story circle and artifact discussions, using respectful turn-taking and asking one basic question to clarify meaning.
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- I can share my learning with empathy by explaining what I notice in one source set (Green Book entry, travel document, community record) and connecting it to the essential question using evidence from the text or artifact.
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- I can communicate my analysis clearly to others by comparing multiple sources, stating multiple perspectives, and identifying what is missing or confusing in a source set; I can revise my exhibit panel captions or exit share after peer/teacher feedback.
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- I can present an evidence-based insight to a school audience with confidence by synthesizing findings from several sources into a clear claim tied to how segregation shaped safety and support; I can also ask and answer museum educator questions using paraphrased ideas from others.
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Deeper Learning Competencies
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Collaboration
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- I can participate respectfully in my group during artifact station work by sharing materials and taking on a clear role (recorder, reader, or presenter) while following shared directions.
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- I can work with my group to decide how we will compare sources by asking questions, listening to different ideas, and paraphrasing classmates’ points before we agree on findings.
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- I can collaborate to revise our thinking by using the four-part matrix (missing/confusing/good/bad) to negotiate evidence-based conclusions and refocus our inquiry when new questions emerge.
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- I can lead shared decision-making by coordinating roles, resolving disagreements using evidence from multiple sources, and clearly explaining how our group’s analysis connects segregation’s legal/social impact to community support for safe travel.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use provided notes, artifact-station prompts, and teacher modeling to choose a few details from multiple sources and explain what I notice (missing/confusing/good/bad) about safe travel under segregation.
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- I can independently generate questions about what my sources suggest (and what they do not) and use them to guide my note-taking, paraphrasing key ideas and adjusting my focus with feedback when my evidence is unclear.
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- I can manage my short research by comparing several sources (e.g., Green Book entry, travel document, community record) and revising my exhibit panel and matrix claims based on peer/teacher comments and additional evidence from the artifacts.
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- I can direct my own learning by consistently refocusing my inquiry, making multi-source connections that explain how legal/social structures shaped travel and support, and using feedback to produce accurate, evidence-based captions and explanations while paraphrasing multiple perspectives.
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Deeper Learning Competencies
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Content Expertise
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- I can identify key information from the Green Book entry, my travel document, and my community record and explain how they connect to the essential question about safe travel and support during segregation
- I can paraphrase what I learned and list one main detail that shows a danger, limit, or supportive network.
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- I can compare and evaluate what each source says (Green Book entry, travel document, community record) to describe how segregation shaped travel and what was missing or confusing in the evidence
- I can revise my notes after feedback by refocusing my inquiry question and adding a related question to guide the next sources I use.
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- I can examine how legal and social structures affected Black travelers by using multiple sources as evidence and explaining the lasting impact of segregation on status, rights, and liberties
- I can generate additional focused questions, choose relevant details across sources, and justify my findings using the missing/confusing/good/bad matrix with clear, paraphrased explanations.
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- I can conduct a short, source-based investigation to answer my inquiry question and evaluate credibility and perspectives across the Green Book, documents, and community records
- I can synthesize evidence to make a nuanced claim about dangers and support in safe travel, generate new follow-up questions, and revise my exhibit captions and matrix findings independently based on peer/teacher feedback.
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