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Language-aware lesson example: Is it ever okay to break a law? (High School)

Explore primary sources connected to the Civil Rights movement.

The English Learner Collaborations project of the Massachusetts Council for the Social Studies commissioned the development of lessons to illustrate applying English Language Development (ELD) teacher resources to History and Social Studies content.

By the end of the sequence of lessons linked below, students should be able to explain the principles of non-violent civil disobedience, and will be able to provide examples of non-violent civil disobedience.

Wendy Harris lesson on "How Activists Create Change" for Black History Month

Published on Wed, 02/02/2022

Black Panther Newspaper front page, with banner headline "HANDICAPPED WIN DEMANDS - END H.E.W. OCCUPATION", photos of black demonstrators in wheelchair, with sign,

Wendy Harris teaches at Metro Deaf School in St. Paul, Minnesota. She has been a classroom teacher for Deaf students of all ages since 2003 and currently splits her teaching duties between high school social studies and teaching braille and other skills to the school’s DeafBlind students ages 2-21.

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Disability, Protest, and the 504

“I Can’t Even Get To The Back of the Bus” – Disability, 504 and the Power of Protest

This lesson investigates why and how people take action to make a difference. Building from an inquiry-based RAN chart, the lesson explores the context of the 1977 protests calling on the Federal Government to actually implement 504 access legislation. Featuring a variety of primary sources, including testimony of activist Ed Roberts.   

What is our value? A look at undervalued people

What is our value? The principle that people are paid for their work does not always work as it should; many people who have been historically undervalued have contributed to American society, including many people of color, people with a disability, women, and children. Students view images and text of people whose lives may not have been adequately valued by their contemporaries. Students examine those documents, do further research, and come to their own conclusions about how those individuals should have been and should be valued, and possibly assisted.
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