From Black Resistance to Action: Build for Change

Learning Goals & Products

Learning Goals

Students will be able to analyze the goals, strategies, networks, risks, outcomes, and historical contexts of maroon communities, abolitionism, the Underground Railroad, self-emancipation, and Black political organizing to explain how communities coordinate collective resistance under pressure.

Students will be able to compare the goals, methods, contributions, successes, and limitations of the NAACP, SCLC, and SNCC and the perspectives of Martin Luther King Jr., Fannie Lou Hamer, Stokely Carmichael, and Malcolm X to explain differing philosophies of social and political participation.

Students will be able to investigate organizers’ experiences with trust, communication, access, participant protection, and coordination across New York City neighborhoods to define an evidence-based community need.

Students will be able to synthesize credible historical evidence and organizer input into case examples, strategic principles, planning prompts, and reflection questions that acknowledge differences between historical and contemporary conditions.

Students will be able to generate, evaluate, prototype, test, and refine accessible field-guide concepts for youth organizers using stakeholder needs and feedback about usefulness, clarity, historical accuracy, accessibility, and ethical design.

Students will be able to justify and communicate design decisions, limitations, personal growth, and next-step recommendations for a civic organizing resource to intended users and community partners.

Products

individual

Black Resistance Case Study and Organizer-Centered Design Portfolio

Each student produces a sourced historical case study, organizer-needs synthesis, multiple annotated field-guide concepts, a concept-selection rationale, and a reflection explaining historical limits, design decisions, feedback, and growth. The portfolio provides the individual evidence and prototype ideas used in the team’s field guide.

team

Black Resistance Organizing Field Guide Prototype and Partner Handoff Report

Teams create and user-test an accessible digital or print field guide containing historically grounded case examples, strategic principles, planning prompts, and reflection questions for cross-neighborhood youth organizing, then revise it for BYP100’s stated need. A concise handoff report for CUP and The People’s Forum documents user evidence, team design choices, test feedback, revisions, limitations, and recommended next steps.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
New York	11.10.a - After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved.	I can identify a current organizing challenge and use a few historical examples of Black resistance with teacher or partner support, but my connections may be general, incomplete, or only partly accurate I can help create a basic prototype or planning tool that names an audience and purpose, though it may need significant revision to become useful, accessible, and historically grounded.	I can explain how a current organizing challenge connects to several accurately described examples of Black resistance, including their goals, strategies, networks, and limits I can contribute to a prototype or field guide with clear planning prompts, reflection questions, and some feedback from users, showing growing ability to work cooperatively, communicate ideas, and revise for clarity and usefulness.	I can compare multiple Black resistance traditions and justify which historical principles are most relevant for a present-day organizing need without treating past and present as interchangeable I can design and refine a historically accurate, accessible tool that helps organizers consider trust, communication, risk, and coordination, and I can use evidence from user testing to improve its usefulness and ethical design.	I can synthesize well-chosen historical evidence and organizer feedback to create a polished public-facing tool and handoff report that clearly support informed decision-making for BYP100 and partner organizations I can explain how Black civil rights and resistance movements, including groups and leaders such as NAACP, SCLC, SNCC, Fannie Lou Hamer, Martin Luther King Jr., Stokely Carmichael, and Malcolm X, shaped strategies for change, and I can evaluate the strengths, limits, and next steps of my work with insight, creativity, and responsibility.
New York	11.10.a.5 - Students will examine the role of groups such as the National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and Student Non-Violent Coordinating Committee (SNCC) in the movement, their goals and strategies, and major contributions.	I can identify a current organizing challenge and name at least one historical Black resistance example, but my explanations of goals, strategies, and outcomes are limited, and I need significant support to connect history to the tool I am creating My prototype or planning ideas may be incomplete, unclear, or not yet usable for an audience.	I can explain key goals and strategies of organizations such as the NAACP, SCLC, or SNCC and connect them to at least one relevant challenge facing BYP100, with some accuracy and clarity I can create a basic prototype that includes historical examples, planning prompts, or reflection questions, and I can use feedback to make a few revisions.	I can compare the goals, strategies, major contributions, successes, and limitations of multiple Black resistance traditions and civil rights organizations, and use those patterns to design a practical, historically grounded organizing tool I can test my prototype with intended users, gather feedback about usefulness, accessibility, and historical accuracy, and revise my work to better support collaborative decision-making.	I can synthesize evidence from Black resistance history and civil rights organizing to create a polished, audience-specific tool that thoughtfully helps organizers examine options, manage risks, and strengthen coordination without oversimplifying historical context I can clearly justify my design choices in a public-facing handoff report, use user feedback to make purposeful improvements, and communicate next steps with insight, responsibility, and confidence.
New York	11.10.b - Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.	I can identify a current organizing challenge and describe, with limited support, at least one historical example of Black resistance or reform that relates to it I can contribute a basic idea for a tool or field guide, but my connections between history and today may be general, incomplete, or not yet clearly useful to organizers.	I can explain a current organizing challenge and use some accurate evidence from Black resistance traditions and another reform movement to show how people, groups, and organizations have tried different methods to create change I can help create a prototype tool with clear purpose, but my examples, planning prompts, or reflection questions may need more development, precision, or audience focus.	I can analyze several historical examples of Black resistance and organizing, comparing their goals, strategies, networks, risks, and limitations to identify principles that could inform present-day organizing I can design a historically grounded, accessible prototype and handoff report that responds to a real partner need, and I can use feedback to improve clarity, usefulness, and ethical design.	I can synthesize strong evidence from Black resistance traditions and reform movements to create a nuanced, well-reasoned tool that helps organizers think through complex choices without oversimplifying history or treating past and present as interchangeable I can independently revise the prototype based on user testing, communicate historical accuracy and design decisions clearly to partner organizations, and reflect on how my choices support effective, ethical, and collaborative civic action.
New York	F.9-12.7 - Work to influence those in positions of power to strive for extensions of freedom, social justice, and human rights.	I can identify a current organizing challenge and, with support, use a few historical examples of Black resistance to make a simple tool idea, but my choices may be unclear, incomplete, or only loosely connected to the challenge I can share basic reasons for my decisions and respond to feedback with help, though my prototype or handoff report may not yet show careful attention to accuracy, audience, or accessibility.	I can explain a current organizing need and connect it to relevant Black resistance traditions with some historical accuracy, using evidence to shape a practical tool that supports planning or reflection I can gather feedback, make revisions, and communicate my ideas clearly enough for a partner audience, though some prompts, examples, or design choices may still be general or need stronger justification.	I can analyze a current organizing challenge and select historically grounded examples of Black resistance to create a useful, audience-centered tool that helps organizers consider strategy, risk, communication, and coalition-building I can use evidence to explain how the historical examples inform my design, test the prototype with intended users, revise it based on feedback, and present a clear handoff report that shows thoughtful decision-making, collaboration, and ethical use of history.	I can synthesize multiple historically grounded examples of Black resistance to design an accessible, compelling, and highly useful tool that helps organizers thoughtfully influence power while navigating real constraints such as trust, safety, communication, and momentum I can justify my design choices with strong evidence, integrate feedback from users and partners to improve usefulness and accessibility, and communicate a polished handoff that clearly explains the community need, historical connections, limitations, and next steps for implementation.
New York	11.10.a.6 - Students will examine the roles and impact of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and their perspectives on change.	I can identify some historical examples of Black resistance and organizing, such as the work of Martin Luther King Jr., Malcolm X, Fannie Lou Hamer, or Stokely Carmichael, and name at least one way they tried to bring about change I can contribute to a prototype or field guide with support, but my ideas may be general, incomplete, or only loosely connected to the current organizing challenge and the intended users.	I can explain the roles and impact of key Black movement leaders and connect several of their strategies, goals, or philosophies to a present-day organizing challenge I can use historical evidence and feedback from partners to create a clear prototype with planning prompts or case examples that is usable, though some connections, design choices, or explanations may still need support or revision.	I can compare how Martin Luther King Jr., Malcolm X, Fannie Lou Hamer, and Stokely Carmichael used different methods to influence change, and I can justify which historical lessons are most relevant to the partner’s need I can create a historically grounded, accessible field guide or tool with strong evidence, clear organization, and revisions based on user testing that supports organizers in thinking through options without oversimplifying the past.	I can synthesize the roles, impact, and differing perspectives of major Black movement leaders to develop an insightful tool that translates historical patterns into practical support for organizers facing real pressure I can independently refine a polished, accessible, and ethically designed prototype and handoff report using partner feedback, testing data, and historical evidence, and I can clearly explain why my design is effective, responsible, and responsive to the organizing context.
New York	F.9-12.3 - Explain differing philosophies of social and political participation and the role of the individual leading to group-driven philosophies.	I can identify at least one way people participated in social or political change and, with support, describe a simple connection to a Black resistance example such as maroon communities, abolitionism, the Underground Railroad, or Black political organizing I can contribute ideas to a group tool or field guide, but my explanations may be general, incomplete, or only partly connected to the challenge question.	I can explain more than one philosophy of social and political participation by comparing how different organizers or movements used relationships, communication, risk, and collective action to pursue change I can use some historical evidence to suggest a useful organizing tool, though my product or reasoning may not yet fully show how the historical examples differ from present-day conditions.	I can explain differing philosophies of social and political participation by comparing specific historical examples and showing how individual leaders and group-driven action worked together to influence change under pressure I can use accurate evidence to connect Black resistance traditions to a practical, audience-aware organizing tool with planning prompts, case examples, and reflection questions that fit a current organizing need.	I can clearly and insightfully explain how different philosophies of participation shape organizing choices, using multiple well-chosen historical examples to compare strategies, goals, constraints, and outcomes I can independently create and refine a historically grounded, accessible tool that helps organizers evaluate options, communicate across communities, and act ethically, and I can justify my design decisions with strong evidence and thoughtful feedback.
New York	11.10.b.2 - Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations: (a) Modern women's movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade (b) Native Americans (e.g., American Indian Movement, Russell Means, native identity, sovereignty, and land claims) (c) Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm Workers) (d) People with disabilities (e.g. Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] ) (e) Rights of the accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright [1963], Miranda v. Arizona [1966]) (f) Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration) (g) Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts for equal legal rights) (h) Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan's policy) (h) Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985])	I can identify a current organizing challenge, name a few relevant Black resistance examples, and describe basic similarities or differences with help I can participate in group planning and share simple ideas for a tool, but my evidence, historical details, and connection to the partner’s needs may be limited or partly unclear.	I can explain a specific organizing need and use some accurate historical examples such as maroon communities, abolitionism, the Underground Railroad, Black political organizing, or self-emancipation to inform a tool idea I can include a few planning prompts or case examples, and I can revise my work using feedback on clarity, usefulness, and historical accuracy.	I can analyze the goals, strategies, networks, risks, and limits of several Black resistance traditions and connect them to a present-day organizing challenge without treating past and present as the same I can create a usable prototype with historically grounded case examples, reflection questions, and planning prompts, and I can test it with intended users to improve accessibility, usefulness, and ethical design.	I can synthesize evidence from multiple historical and contemporary sources to design a highly effective, accessible, and historically responsible organizing resource that clearly shows how Black resistance traditions can inform present-day strategy I can justify my design choices, evaluate feedback from organizers and partners, and produce a polished field guide or prototype with a strong handoff report that supports real civic action and shows thoughtful reflection on my growth as a collaborator, communicator, and problem solver.
New York	3C.5b - Work cooperatively with others to plan, implement, and evaluate a civic capstone project that addresses a social injustice identified in the local or global community.	I can work with my group to identify a community organizing challenge and share a few ideas for a tool, but my contributions may need support to stay focused, relevant, and connected to the project goal I can use simple historical examples or partner feedback when prompted, though my tool and explanations may be incomplete, uneven, or only partly connected to the social injustice we are addressing.	I can work cooperatively to plan and begin a civic capstone product that addresses a real organizing need, using some historical evidence from Black resistance traditions to shape my ideas I can describe a basic purpose for the tool, include some useful prompts or examples, and respond to feedback to improve clarity, accessibility, and usefulness.	I can collaborate consistently to plan, implement, and evaluate a civic capstone project that responds to the needs of a real organizing partner I can use accurate historical examples, compare strategies across sources, and create a field guide or prototype that is organized, accessible, and clearly connected to present-day organizing challenges and feedback from users.	I can lead and sustain effective collaboration to plan, implement, and evaluate a polished civic capstone project that addresses a real social injustice with insight and care I can integrate strong historical research, partner feedback, and ethical design choices to create a highly usable, historically grounded tool, and I can explain how our team’s decisions reflect reflection, problem-solving, communication, and responsible civic action.
New York	11.5.b.1 - Students will trace reform efforts by individuals and the consequences of those efforts, including: (a) Jane Addams and Hull House (b) Jacob Riis' How the Other Half Lives (c) New York Governor Theodore Roosevelt and the Tenement Reform Commission (d) Upton Sinclair's The Jungle and the Meat Inspection Act (e) Margaret Sanger and birth control (f) Ida Tarbell's The History of the Standard Oil Company (g) Ida Wells and her writings about lynching of African Americans (h) Booker T. Washington's contributions to education, including the creation of Tuskegee Institute (i) W. E. B. Du Bois and the founding of the National Association for the Advancement of Colored People (NAACP), the publication of The Crisis, and the Silent Protest (1917)	I can identify a current organizing challenge and use some historical examples of Black resistance or reform efforts, but my ideas may be general, incomplete, or only partly connected to the needs of the partner I can contribute to a prototype or discussion with support, though my explanations, evidence, and design choices may need guidance to be clear, accurate, and useful.	I can explain a current organizing challenge and connect it to several relevant historical examples, such as Black political organizing, abolitionist strategies, or reform efforts like NAACP work, with some support for accuracy I can help develop a simple prototype with planning prompts or reflection questions, and I can use feedback to make basic revisions that improve clarity, usefulness, and historical grounding.	I can analyze a current organizing challenge and compare multiple historical examples of Black resistance and reform, including their goals, strategies, networks, risks, limits, and outcomes I can create a historically grounded prototype and handoff materials that are accessible and responsive to partner needs, and I can use testing feedback to revise my work so it better supports thoughtful decision-making in organizing.	I can synthesize evidence from Black resistance traditions and reform movements to design a polished, ethical, and audience-centered organizing tool that clearly helps users examine options without oversimplifying history or treating the past and present as interchangeable I can justify my design choices with strong historical evidence, collaborate effectively with others, and use feedback thoughtfully to produce a highly usable prototype and handoff report that reflect reflection, creativity, civic purpose, and clear communication.
New York	11.5.b - Rapid industrialization and urbanization created significant challenges and societal problems that were addressed by a variety of reform efforts.	I can identify a current organizing challenge and name at least one historical example of Black resistance or reform, with support, but my connections may be general, incomplete, or only partly accurate I can contribute to a prototype by sharing simple ideas or responding to feedback, though my explanations of purpose, audience, or historical relevance may need significant guidance.	I can explain a current organizing challenge and connect it to at least two historically grounded examples of Black resistance or reform, including basic details about goals, methods, and limitations I can help create a usable prototype with planning prompts or case examples, and I can revise parts of my work using feedback for clarity, accessibility, and historical accuracy.	I can analyze how organizers and historical movements addressed challenges such as trust, communication, risk, and coordination across communities, and I can use evidence from multiple sources to explain useful patterns and differences I can create a well-organized field guide or tool that includes accurate case studies, thoughtful reflection questions, and a clear handoff message shaped by partner feedback.	I can synthesize historical evidence and partner needs to design a polished, public-facing organizing tool that thoughtfully translates lessons from Black resistance traditions without oversimplifying their contexts I can clearly justify my design choices with evidence, evaluate testing feedback to improve usefulness and ethical design, and communicate next steps in a professional handoff for organizers and community partners.