Introduction
Our oppressive actions diminish us, divide us, and inhibit our ability to organize broad-based, emancipatory movements. We seek change because we deplore the status quo — but also because we recognize the need for continuous improvement. Yet, when it comes to ourselves and the ways we’ve grown accustomed to doing things, we often enter a stage of forgetfulness about the most obvious and basic thing we know and call for: change.
When people are oppressed, they seek creative ways to express their needs and emotions. You will independently be able to explore different forms of oppression in society that require debatable and creative solutions to overcome the problem.
Task
You will independently be able to explore different forms of oppression in society that require debatable and creative solutions to overcome the problem. You will be researching famous figures who transformed their oppressive state creatively. But before that:
- Assign roles for group members to play:
- Facilitator: Makes sure that everyone participates, does not allow group members to insult one another, makes sure that the group finishes on time, and contributes to the group's discussion. Remind students that the facilitator is not the leader.
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- Resource Manager: Distributes and collects the group's documents and any other items that they use at the beginning and end of the class period. This person should also contribute to the group's discussion. Remind students that the resource manager is the only person in their group who has any reason to be out of their seat.
- Teacher Liaison: If the group has a question or is experiencing difficulty with the task, the liaison should raise his or her hand and ask the teacher to come over. The liaison should also contribute to the group's discussion.
- Recorder: Notes key points under discussion, records the group's answers to the discussion questions, and contributes to the group's discussion.
Step 1: Watch the following video and discover how art can change the world. (You can find it in eschool library in case it didn't open directly via the link)
Step 2: Read and annotate the following article:
https://www.goodtherapy.org/blog/from-trauma-to-triumph-transforming-pain-into-art-0504154
Now discover how art has helped end racism by reading the full article within the following link and annotating it: (Assignment)
https://www.ethndis.org/edonline/index.php/ethndis/article/view/1250
Step 3: As you built some background knowledge on the concept of proactive social change via creativity, proceed to the major task within the process.
Process
In groups of 3, choose one of the following figures to research in order to answer the following questions:
RQ1 What inspires and motivates those engaged in creative practice during and after violent conflict?
RQ2 What role do artists play in creating alternative discourses during and after violent conflict?
RQ3 In what ways do artistic expressions inspire and move others to act towards social justice?
The suggested figures are: Maya Angelou, Sojourner Truth, Langston Hughes, Frederick Douglas, Walter White, Nella Larsen, Anne Spencer, Aaron Douglas, Zora Neale Hurston and Gwendolyn Bennett.
Please note that you can research any other figure that has overcome oppression creatively.
You can use any credible source you want. Make sure that you have at least 3 credible references.
Be ready to show one or two of their creative works and explain how those excerpts have helped them evolve successfully, transcending their own oppression. You can show your work in any way you want: ppt., video, poster, song...
LAST STEP: Choose any two activities to do from the choice board activities for Revolutionary Figures below:
Choice Board activities for Revolutionary Figures
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Create a drawing, painting, cartoon, or other work of art illustrating something that your chosen figure talks about or depicts in his/her own form of art.
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Your job is to look at different websites to find important information about the figure you chose. You should find at least 10 important facts, and then create a poster which illustrates the life of the figure and the role he/she played. The poster should include the information gathered from the websites, pictures or drawings, and a timeline. |
Write a brief piece of historical fiction that explains your character's perspective on slavery and his or her involvement in the Underground Railroad. This piece must demonstrate an understanding of your character's motivation through mood, internal monologue, and descriptive details. |
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Art -- create a flag. Study the symbols on the flags at Historical Flags. Then design a flag for the Underground Railroad.
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Pretend you are either a Northern or a Southern soldier. Write a diary from a soldier’s perspective during the Civil War. Each entry must be at least a paragraph. You must have at least 10 entries. Tell about your daily activities, adventures, triumphs, and tragedies. |
Pretend you are a writer for the Civil War Gazette.
Write two newspaper articles. One taking an abolitionist stance and the other taking a pro-slavery stance.
Include a title for each. |
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Act out a scene from the events you are portraying. Use your bodies and faces to try to express the import of the particular event. For instance, think about what facial expressions you could use to show excitement, fear or sadness, or how you would move their body to demonstrate a sense of struggle or enthusiasm.
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Art -- draw a political cartoon. Investigate the political cartoons at News Art. Then create your own cartoons about slavery. Make sure you can explain the message behind your drawings. |
Write a protest song/lyrical poem of your own, and discuss "the significance of music and coded language in the slave community." |
Note: If you have any other tasks, you can also add them to your choice board.
Evaluation
Check the Rubric below to evaluate your work and the work of others
Research Presentation Grading Rubric
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1 Does not meet |
2 Emerging |
3 Proficient |
4 Exceeds |
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Audience cannot understand presentation because there is no logical use of transitions to sequence information. |
Transitions are used superficially, and as a result, the audience has difficulty following presentation in a clear and logical sequence. |
Transitions are used to present information in logical sequence which audience can follow. |
Transitions are thoughtfully selected and enhance information shared in logical, interesting sequence which audience can follow. |
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Grasp of information on the concept is unclear; presentation does not engage the class nor link the tasks to the concept. |
While engaging, information provided is superficial with respect to the concept; topic’s relevance or significance to the audience is not explicit. |
Information is clearly explained with respect to the concept, connections to the relevance of the topic is clear and engaging elaborations on research and thoughtful analysis are evident. |
Presentation demonstrates mastery by exceeding proficient standards and engages the audience in an informative and entertaining way. Depth and breadth of topic is explored by linking info. to the concept. |
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Does not use any visual aids in a relevant or meaningful way. |
Use of visual aids is superficial; relationship to the topic is awkward. |
Visual aids demonstrate purpose and enhance the presentation; relationship to the topic is clear. |
Visual aids are thoughtful selected, enhance presentation, makes clear the relevance and timeliness of the topic to the audience. |
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Presentation states claims about the topic, but does not cite researched sources as evidence to verify the claims.
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Presentation contains claims which are supported by some references to sources; but the connection between the evidence and its relevance to the topic and/or thesis may be vague or incomplete. |
Presentation states clear claims which are supported by clear references to sources which logically connect to the relevance of the topic. Audience has a better understanding of the topic due to the presenter’s(s’) credibility. |
Presentation is supported by clear references to the most relevant evidence resulting in audience’s enhanced understanding of the topic and lending credibility to the presenter. |
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Presenter is does not engage with audience by making deliberate eye contact; little if any evidence of prep is present |
Presenter(s) occasionally make(s) eye contact, but still reads most of report. Evidence of preparation is not evident |
Presenter(s) maintain(s) eye contact most of the time, obvious presenter(s) prepared. |
Presenter(s) engage(s) with audience by making frequent and natural eye contact with audience. |
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Presenter(s) is/are obviously uncomfortable; may use fillers such as “um,” “uh”; may include unintentional pauses or breaks; may mispronounce terms, or speaks too quietly. |
Presenter(s) gets through the presentation using some fillers (“uh” “ah” or “um”) and/or unnecessary pauses. Audience members may experience periods of difficulty hearing |
Presenter(s) are comfortable presenting; voice(s) is/are audible to the entire audience; while some “fillers” might be heard, but not so many that it’s distracting. It is clear presentation was planned and practiced in advance. Student pronounces most words correctly |
Presenter(s) is/are confident and clear; obvious that thoughtful planning and rehearsal(s) took place prior to presentation. |
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The artwork demonstrates original personal expression and outstanding problem-solving skills. |
The artwork demonstrates some personal expression and logical problem-solving skills.
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The artwork demonstrates an average amount of personal expression. |
The artwork demonstrates little personal expression and problem-solving skills. |
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Globally-Minded Citizen |
Learners show understanding, respect and value for cultural diversity and viewpoints |
Learners show understanding for cultural diversity and viewpoints yet do not pay full respect to that. |
Learners show some understanding and respect for cultural diversity and value different viewpoints. |
Learners show little to no understanding, respect and value for cultural diversity and viewpoints. |
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Holistic Score: |
Grade: /32 |
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Conclusion
As you've realized, the figures you've researched have made their mark, what will yours be?
Answer the following reflective questions to discover how you may fight any oppressive situation you are undergoing:
- Do you generally feel like you have choices, opportunities and the resources you need to grow?
- Are resources being shared fairly among the members of your communities?
- What are the differences in barriers or opportunities you & your communities experience?
- What historical & political contexts have created these inequities?
- Have you had meaningful opportunities to share your experiences of oppression and feel heard, understood or valued?
- Are there ways you can use the power or privileges you have to create more opportunities for others?
Credits
This web quest is divided into four parts:
Part One is the building background: watching the video, reading and annotating 2 articles (15 pts.)
Part Two: the research process of one chosen figure and presentation mode (50 pts.)
Part Three: completing two activities from the choice board (20 pts.)
Part Four: Final Presentation (of parts two and three: 15 pts.)
Best of Luck!