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Civil Rights: Seminar Discussion

Persistent Issue:
When are citizens justified in resisting governmental authority?
Central Question:
When do citizens have the right, even the responsibility, to break unjust laws?
Topic:
Civil Rights
Course:
U.S. History
Strategy:
Socratic Seminar
Grade Level:
8
Lessons in this unit:
  1. Civil Rights: Seminar Discussion

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Click here to download a chart detailing the standards addressed in this lesson as identified by the National Council for the Social Studies (NCSS), the National History Standards, and the State of Washington Essential Academic Learning Requirements (EALRs).

 

Lesson Video
Teacher Reflection

1.
Clip 1: Introduction to the Discussion

Ms. Ewbank asks students to state the guidelines they are to follow during the socratic seminar discussion. She then provides an overview of the structure of the discussion. The class then discusses what they thought Dr. King wanted to accomplish when he wrote Letter from a Birmingham Jail.

Reflection: Ms. Ewbank discusses how she configures the class for a seminar discussion, and the process she goes through to prepare students for the discussion - including describing the guidelines of a seminar discussion, and the pedagogical reasoning behind the guidelines.
Lesson Video
Teacher Reflection

2.
Clip 2: Continuing Discussion – King’s Purpose in Writing the Letter

The class continues to discuss what they thought Dr. King wanted to accomplish when he wrote Letter from a Birmingham Jail.

Reflection: Ms. Ewbank discusses guidelines for selecting the best texts for a seminar discussion. She continues by reflecting on when a teacher should intervene in the discussion.
Lesson Video
Teacher Reflection

3.
Clip 3: Distinguishing Just and Unjust Laws

Ms. Ewbank directs the class towards a discussion of how Dr. King would distinguish just laws from unjust laws.

Reflection: Ms. Ewbank discusses how this type of activity can provide students who are not successful with more traditional forms of assessment with opportunities to demonstrate their knowledge and abilities.
Lesson Video
Teacher Reflection

4.
Clip 4: Continuing Discussion – Just Versus Unjust Laws

The class continues to discuss King's distinction between just and unjust laws, and his rationale for disobeying unjust laws.

Reflection: Ms. Ewbank reflects upon how the students were grounding their comments in the text, and supporting their comments with evidence. She also discusses how students were able to assume different historical perspectives.
Lesson Video
Teacher Reflection

5.
Clip 5: Student Beliefs Regarding Unjust Laws

Ms. Ewbank shifts from interpretive questions to an evaluative question--asking students for their personal beliefs about just and unjust laws and disobeying them.

Reflection: Ms. Ewbank discusses how she moves the discussion from interpretive questions regarding historical texts to evaluative questions. She discusses the need for a supportive classroom environment in order to address evaluative questions and personal beliefs.
Lesson Video
Teacher Reflection

6.
Clip 6: Debriefing

Students discuss whether they met the goal of the discussion - to achieve an enlarged understanding of the ideas, issues, and values in Dr. King's letter. Students also discussed how to improve the overall socratic seminar activity.

Reflection: Ms. Ewbank discusses the importance of having students reflect on whether they met the goals of the discussion, and methods for improving future discussions. She concludes by describing the benefits of having students participate in seminar discussions.

Wendy Ewbank

Wendy Ewbank is a master teacher who brings the world into her classroom and helps her students to experience learning in unique and authentic ways. She was honored by the World Affairs Council with its World Educator Award in 2004, and she received the Golden Apple Award in 2000.

After a brief career in Washington, DC as a scriptwriter and video producer, Wendy realized she wanted to “see the audience” and make a bigger difference in the world. She earned a teaching certificate from the University of Washington in 1992, and then taught 7th and 8th grade social studies at Madrona School in Edmonds. There, she created a multi-age social studies curriculum, initiated a middle school service learning program for 150 students, and led two student trips to Spain. In the summer of 2001, she participated in a Fulbright project in South Africa, and then wrote curriculum on the new South African Constitution and the transition from apartheid.

After receiving a James Madison fellowship (dedicated to the study and teaching of the U.S. Constitution), Wendy attended graduate school full time at the University of Washington where she studied with Dr. Walter Parker.

Wendy now teaches at the Seattle Girls’ School, where she continues to write original curriculum that incorporates perspective-taking, historic inquiry, and controversial issues discussions. Wendy is past-president of the Washington State Council for Social Studies and a frequent speaker at social studies conferences.

Seattle Girl’s School

The Seattle Girls’ School is a private middle school for girls with a mission to empower middle school girls in an environment that embraces diversity and highlights math, science, technology and the humanities. Much of our curriculum is interdisciplinary and innovative, as we create it ourselves. The students are encouraged to think critically and to tackle real word problems (often collaboratively). The school spans 5th through 8th grade, with approximately 36 girls in each grade.

Teacher Pre Interview

Lesson Video

1.
Clip 1: Pre-Interview Lesson Description

Ms. Ewbank provides a description of the lesson she will be teaching. She discusses the topic of the lesson and the overall goals of the lesson.
Lesson Video

2.
Clip 2: Pre-Interview Students and Setting

Ms. Ewbank provides a description of the students participating in the lesson, and unique aspects of the classroom and/or school.
Lesson Video

3.
Clip 3: Pre-Interview Curricular Context

Ms. Ewbank discusses how this particular lesson fits within her overall curriculum.
Lesson Video

4.
Clip 4: Pre-Interview Standards Addressed

Ms. Ewbank provides a description of the state and national standards addressed by this lesson.
Lesson Video

5.
Clip 5: Pre-Interview Unique Aspects of Lesson

Ms. Ewbank discusses some of the segments of this lesson that she believes will be most interesting to viewers. She also discusses aspects of the lesson that she is particularly excited about.
Lesson Video

6.
Clip 6: Pre-Interview Challenges in Planning Lesson

Ms. Ewbank discusses challenges faced in designing and implementing this type of lesson.
Lesson Video

7.
Clip 7: Pre-Interview Evidence of Effectiveness

Ms. Ewbank discusses why she believes the approach exemplified in this lesson is effective with students.
Lesson Video

8.
Clip 8: Pre-Interview Preparation Necessary for Planning Lesson

Ms. Ewbank describes any equipment, materials, or preparation needed to implement this lesson. She also discusses prerequisite knowledge and/or skills needed by students in order for them to be successful with the lesson activities.
Lesson Video

9.
Clip 9: Pre-Interview Assessing Student Achievement

Ms. Ewbank discusses her plans for assessing student achievement during the lesson.

Teacher Post Interview

Lesson Video

1.
Clip 1: Post-Interview Overview of Lesson

Ms. Ewbank provides a overview of what occurred during the lesson.
Lesson Video

2.
Clip 2: Post-Interview Scaffolding Used During Lesson

Ms. Ewbank discusses the types of scaffolding support she provided to students throughout the lesson.
Lesson Video

3.
Clip 3: Post-Interview Student Assessment

Ms. Ewbank describes how she assessed student achievement during lesson activities
Lesson Video

4.
Clip 4: Post-Interview Modifications to Lesson

Ms. Ewbank provides advice and suggestions for other teachers who would like to implement this type of lesson with their students.
Lesson Video

5.
Clip 5: Post-Interview Advice for Other Teachers

Ms. Ewbank discusses modifications she would make to this lesson prior to delivering it again.
Lesson Video

6.
Clip 6: Post-Interview Assisting Students with Special Needs

Ms. Ewbank discusses modifications she would make to this lesson prior to delivering it again.
Lesson Video

7.
Clip 7: Post-Interview Next Steps

Ms. Ewbank discusses modifications she would make to this lesson prior to delivering it again.