Content Objectives (Reading/ELA)
The main objective for this unit is for the students to obtain a sense of knowledge that is inclusive of the aspect of belonging and contribution in not only the historical learning taking place, but in the teaching of it as well. When successfully implemented, each child will have taken time to reflect on their learning process from the beginning to the end and take time to thoroughly analyze their role. This should include how they feel about their representation in the lessons and the garnering of new and enlightening information, in addition to what they feel they were able to share and therefore teach their fellow classmates. They will achieve this by the participation and the completion of several objectives. Students will be able to listen to and show comprehension of the various concepts presented on African American and Native American groups throughout United Sates history. They will read grade level texts that connect to the various historical topics presented and partner with each other to foster a thorough understanding. Additionally, students will conduct interviews with family members older than themselves, preferably a parent, grandparent, aunt, uncle, etc., regarding their specific experiences with the subjects of history and/or social studies while in school. They will complete this objective in order to search for any patterns through the education of their elders up to themselves currently.
In order to connect as much as possible and generate analytical discussion, students will listen to, read and discuss several carefully selected WPA narratives and those of Native Americans. Keeping in mind, that the narratives, conducted mostly by whites who may have been relatives of slave owners and the fact that the interviews had occurred several decades after the individuals’ freedom had been granted, the purpose for the inclusion of these poignant pieces is to expose the children (in a developmentally appropriate and scaffolded manner) to a more authentic and eye-opening historical view of events in the development of the United States of America through the centuries. Also included will be a brief and general, chronological review from 1492 to the present. This allows for the children to have a well-rounded lot of information which puts into place a more concrete representation of this country, not normally presented at this particular grade level.
Perhaps one of the most critical yet meaningful portions of this curriculum unit is the incorporation, acknowledgement and embracement of the admission and exposure of elements of disappointment and hurt from students to their classmates. These incidents may stem from peers, or members of their school community as well as their local communities. This sharing of information and subsequent discussion will be followed by carefully constructed restorative circles. Students will participate in the “Why This Hurts” discussion and writing process in which they will reflect on a time when a word, action or even learning situation was hurtful or questionable in their eyes. Classmates will implement the non-judgmental “thanks for sharing” practice in order to be fully supportive and respectful to their classmates. They will have full choice on whether or not they would like to share orally, have a friend share for them, or simply write about this experience. The children will never be asked to participate or share if they don’t want to. As simple observers and listeners to the activity, they are considered participants. Afterwards, the students will participate in restorative circles. In my school district and individual PreK-5 building, the use of Restorative Practices and Courageous Conversations have been in place for several years. The students have participated in multiple circles and are supported by a faculty and staff that provides not only guidance counseling, but additional services such as individual therapy sessions and emotional support through the partnerships of many local agencies. Teachers are trained in scaffolding students through not only academic well-being, but emotional as well, therefore, the students are well prepared and well-practiced in expressing their feelings from joy to anger, which they actually do often and with fervor.
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