Common Core Writing Prompts and Strategies: Choices in Little Rock
This resource provides writing prompts and strategies that align our Choices in Little Rock unit with the expectations of the Common Core State Standards.
This resource further aligns our Choices in Little Rock unit with the Common Core State Standards through an argumentative writing assignment.
Choices in Little Rock is a teaching unit that focuses on efforts to desegregate Central High School in Little Rock, Arkansas, in 1957, and explores civic choices— the decisions people make as citizens in a democracy. This supplement includes specific writing prompts and teaching strategies that ask students to use evidence as they craft a formal argumentative essay. In addition, the resource features effective writing strategies for the social studies classroom.
Get This Resource
Common Core Writing Prompts and Strategies: Choices in Little Rock
ISBN:
978-1-940457-13-0
Date of Publication:
March 2014
Purchase
Format:
Print Book
Cost:
$11.95
This book is available for purchase from most places you buy books, including major retailers and independent bookstores.
Download this resource for free. By signing up for a Facing History account, you can access this and other resources. You'll also be able to save items for later and build collections for your class. It's fast, easy, and free!
In this mini-lesson, students learn about the history of voting rights in the United States and consider how current voting laws in different states impact voters today.
The Hope and Fragility of Democracy in the United States
In this mini-lesson, students learn about the history of democratic and anti-democratic efforts in the United States and examine sources that illuminate this tension from Reconstruction through today.
What Happened During the Insurrection at the US Capitol and Why?
This mini-lesson guides students to use an iceberg diagram to synthesize the events of January 6, 2021, and outline the complex array of causes at work.
Words Matter: Listening to Survivors about Language for Describing Japanese American Incarceration
Students contrast the language that the US government used to describe Japanese incarceration in the 1940s with the language recommended by contemporary survivors’ groups.
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
Students explore how identity impacts our responses to other people and events by examining a cartoon and analyzing an opinion poll from a week after Ferguson.
Students examine how identity and biases can impact how individuals interpret images and experience the challenge of selecting images to represent news events, particularly connected to sensitive issues.
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
Students explore the role of social media in Ferguson, apply information verification strategies to social media posts, and develop strategies for becoming critical consumers and sharers of social media.
