• Student Directions and Planning Sheet

This project is meant as a culminating assessment for the full Plainest Demands of Justice curriculum.

Students may work individually or in groups at teacher discretion. Work on the project could be conducted in class or outside of class on the students’ time.

Distribute and have students read project directions in the student handout.

Review project expectations and discuss questions. Students may be given as much class time as needed to work on the project at your discretion.

1. Allow students time to brainstorm topics. Encourage students to choose a topic that is meaningful to them. Examples might include:
   1. An examination of Black activism across time. How has it changed? What continuities do you see?
   2. The role of the arts (music, literature, film, visual art) in demanding change
   3. A closer look at any of the individuals, policies, or court cases in this curriculum
   4. Suggestions for additional sources to add to this curriculum and the reasons they should be included
   5. Comparisons to other movements demanding equality and justice in U.S. history
2. Student(s) submit topic proposal sheet, which includes:
   1. How their topic is relevant to the driving question: What progress has been made across time in the fight for realizing Founding principles of liberty, equality, and justice for African Americans? What work must still be done?
   2. Why this topic is meaningful to the student(s)
   3. What resources can be used for research
   4. Proposed project to educate the audience: Examples include speech, podcast, poster, research paper, artistic option, website, etc.
3. Teacher provides feedback/approves
4. Students research topic and work on project
   1. At your discretion, plan check in point(s) to ensure project and research are in line with stated goals, include valid claims and subclaims, are supported by use of evidence, and include a variety of reputable sources.
5. Student(s) present project to class, department, school, parent night, as appropriate
   1. Audience completes feedback sheet/survey for each student
      1. What was the most interesting or memorable lesson you learned from this project?
      2. What questions do you still have about this topic?
      3. Additional comments/questions
6. Each student completes a final reflection, noted below.
7. Final assessment covers product (quality of research, success in communicating key ideas from research) and student’s final reflection

Have students complete a brief reflection on their project.

• What were the most important lessons you learned in undertaking this project?
• How does this project live up to the responsibility of U.S. democracy to continue the work of realizing Founding principles of liberty, equality, and justice for all?

Invite parents, administrators, other classes, and/or community groups to participate in final student presentations.