TEACHER'S GUIDE: Engineering Social Change for a Better Society
TEACHER'S GUIDE: Engineering Social Change for a Better Society
This lesson focuses on one main idea:
- How people and organizations used elements of being a social engineer to create societal change
PROCEDURE
Introduction (20 minutes)
- To connect to prior learning, teachers may ask students to discuss and provide examples of what life was like for African Americans in the first half of the 20th century.
- Explain that students will be learning about how Thurgood Marshall, and other African Americans and organizations used their abilities, knowledge, and positions to push for change to make society better for all. Play the video clip.
- As a class, discuss the lesson’s essential question and the thinking questions. This could be done via a whole-group discussion or using a think-pair-share format.
Extension (30-120 minutes)
Complete the supplemental extension activities with students, as you see fit.
Summative Assessment (30 minutes)
Have students apply their newfound knowledge on the lesson by using the Claim, Evidence, Reasoning (CER) framework to answer the following essential question: How did African Americans and civil rights organizations become social engineers to create societal change? Use evidence and reasoning from the video clip and activity resources to support your claim.
Summative CER Rubric
Use the provided rubric to evaluate students’ work.
No Response Score Point 0 | Not There Yet Score Point 0.5 | Beginning To Score Point 0.75 | Yes Score Point 1.0 |
| The claim is missing. | The claim is incorrect or irrelevant. | The claim partially takes a position on the topic or issue addressed within the prompt. | The claim takes an appropriate position on the topic or issue addressed within the prompt. |
| There is no type of evidence in the response. | The evidence is irrelevant or does not support the claim. | The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. | The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources. |
| There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. | Use of words, phrases, and clauses fails to show or explain any relationship between the claim and evidence. | Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. | Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence. |
Reflection (10 minutes)
Have students complete a reflection in response to the following questions:
- What part of this lesson connected with you most? Why?
- How does the new knowledge you gained connect to something you already know or believe?
- Who are modern-day social engineers trying to make a change in our world?
- What are ways that you can be a social engineer in your school, community, city, and/or state?
STANDARDS
ADDITIONAL RESOURCES
Reference
A film clip from Becoming Thurgood: America’s Social Architect was used in this lesson. Continue to watch the full documentary to hear Thurgood Marshall tell his own story through a rare eight-hour oral history that serves as the documentary’s foundation.