For homework, the students defined community in their own words and gave examples of the different communities they belong to.
As the students walk in the January 8th the Community Remembers powerpoint is on the board. They begin by sharing their definitions of community with each other. Once the group comes to a consensus on a definition for community, one student writes it on the board.
Next I go around the room and ask each group to share their definition of community. As they share their definitions, I ask them questions to get them thinking more deeply about what a community is and how people function in a community. Eventually, I want the students to pose the clarifying questions to propel the conversation forward (SL 9-10 1c).
Today we will reflect on the events of January 8th, 2011, what happened that day and how has it impacted our community. Next class, we will move onto our service learning projects. Before students can choose where they want to volunteer, they need to affirm their understanding of community and the role it plays in culture.
Next, we transition to the different communities student belong to. I ask them to share with their groups and add any additional communities that arise from the discussion. Then I ask them to choose their top two communities and write the on the board.
Once the students are back in their seats, I pose the next question, "Do you choose your communities or do communities adopt you?"
I can use examples written on the board to guide students in the discussion. For example, I tell the students that I own a Wii but I rarely play. Does that mean I am a gamer? Students who consider themselves members of the gamer community can bring relevant points to the discussion and lead into the next question, "What responsibilities do we have to our communities?"
By writing their important communities on the board, students have a reference for the discussion and they can see the similarities and differences between their peers (SL.9-10.1).
Now, it is time to focus on a specific event in the Tucson Community. Today is the third anniversary of the mass shooting on January 8, 2011. I live in Congresswoman Gifford's district and I am involved with education public policy. I remember that day clearly, many of the people who were shot are mentors and friends. The activities today are deeply personal and I want my students to see that how unexpected events impact a community and why it is necessary to remember for a community to prosper.
I put the following questions on the board and as the students to share their thoughts with their groups and then be prepared to share with the class.
Following the discussion of these questions, I share this recent news report that recaps the event and talks about local memorials to the shooting. After the video, students share their reactions.
Then we watch a video that focuses on remembering the victims and the survivors of the shooting. Again the students share their initial responses to the video. Then I ask them, "What are the responsibilities of the community members who can time-witnessed the event?"
At this point, I want to step back and allow the students to facilitate the discussion (SL 9-10 1c).
At this point, I want to guide the class discussion in a different direction. I need to get them ready to write. I will continue with a whole group discussion, I will pose the questions, but I will let the students guide the direction of the discourse (SL 9-10 .1c)
The first question I ask is, "What are the lasting changes the January 8th shooting had on the Tucson community?" Since these students were 7th graders when the shooting happened, they remember it. It is easier for them to talk about their personal memories. Is if far more difficult to put it in the context of the entire community.
Next, I ask them, "What responsibility does the Tucson community have to the victims and survivors of the shooting?" This question directly relates to the topic of our unit on the role of community and the individual within that community.
The final section of this lesson focuses on synthesizing their memories with defining the events of January 8, 2011 as an historical event. I put three questions on the smartboard. I explain that these three questions are an essay prompt. The introduction should define their memories, the body should expand into the community perceptions, and the conclusion should look to the future (W 9-10. 2).
The first two questions the students have already explored as part of the class discussion. So they can use their notes from the discussion as a pre-writing activity that can frame their response (W 9-10.5).
The final question asks them to formulate a conclusion on the long-term impact of the shooting. We did not discuss this in class, so each individual student will have to develop their own ideas about the future and our community for their conclusion. I tell them that the conclusion of their essay, the answer to question three, should connect to the information that they share in the first part of the essay (W 9-10 2f). The conclusion of their essay should wrap up their thoughts and look to the future.