Carolyn L. Streets
I want students to engage in critical thinking habits to aptly critique characters evidencing higher-ordered depths of knowledgexxvii in the strategic and extended thinking domains. Care and attention are paid to developing unit objectives that meet these criteria using both ELA and History standards interchangeably. Newly revised Common Core State Standards emphasize that critical thinking is at the core of how students interrogate texts, master higher ordered thinking skills, and recognizes its importance as a vital skill for college and career readiness. Common Core Standards and the New Haven Public Schools ELA curriculum focuses on students developing their critical and extended thinking skills in preparation for college and career readiness. To meet these expectations, this unit implements academic standards such as research based strategies and higher ordered cognitive skill- based lessons.
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i Blake, Felice Blake, et al. Anti-racism Inc.: Why the Way We Talk About Racial Justice Matters. Punctum Books, 2019.
ii “Why Black Lives Matter in The Humanities.” Seeing Race Again: Countering Colorblindness across the Disciplines, by Crenshaw Kimberlé et al., University of California Press, 2019.
iii https://www.npr.org/sections/ed/2015/04/24/401214280/uncomfortable-conversations-talking-about-race-in-the-classroom
iv https://www.pbs.org/johngardner/chapters/4b.html
v https://www.tolerance.org/sites/default/files/2017-07/Teaching%20the%20Movement%202014%281%29_4.pdf
vi https://www.tolerance.org/magazine/publications/teaching-the-movement-2014/the-civil-rights-movement-why-now
vii https://www.tolerance.org/magazine/publications/teaching-the-movement-2014/the-civil-rights-movement-why-now
viii http://www.ala.org/aboutala/offices/resources/taylor
ix https://www.csun.edu/~bashforth/305_PDF/305_FinalProj/305FP_Race/RethinkingPedagogyToRecenterRace_Nov2006_LA.pdf
x https://www.tolerance.org/magazine/publications/teaching-the-movement-2014/the-civil-rights-movement-why-now
xi https://scholar.lib.vt.edu/ejournals/ALAN/spring98/taylor.html
xii https://www.splcenter.org/
xiii https://eji.org/
xiv https://www.stonytheroad.org/
xv http://charlotteteachers.org/wp-content/uploads/2015/01/AStokes_unit_11-26-14.pdf
xvi Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement National Institute of Education. Retrieved from http://eric.ed.gov/PDFS/ED272882.pdf.
xvii Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
xviii http://www.corestandards.org/
xix Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
xx https://www.marzanoresearch.com/robert-j-marzano
xxi Pitler, Howard, et al. “Chapter 5. Nonlinguistic Representations.” Using Technology with Classroom Instruction That Works, 2nd Edition, ASCD, 2012, www.ascd.org/publications/books/112012.aspx.
xxii https://soundstudiesblog.com/sound-studies-blog/mission/
xxiii Williams, B.T. (2007). Action heroes and literate sidekicks: Literacy and identity in popular culture. Journal of Adolescent & Adult Literacy, 50(8), 680-685.
xxv Armstrong, Julie Buckner. Teaching the American Civil Rights Movement: Freedom's Bittersweet Song. Routledge, 2002.
xxvi https://www.thirteen.org/programs/american-experience/american-experience-soundtrack-for-a-revolution/
xxvii https://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
