![]() How has reading The New Jim Crow changed or informed the way you think about our criminal justice system?. ![]() How has reading The New Jim Crow changed or informed the way you think about drug laws?.How has reading The New Jim Crow changed or informed the way you think about the civil rights movement?.Overall, do you think mass incarceration has more parallels with Jim Crow than differences?.What is the most important difference between Jim Crow and mass incarceration in your opinion?.What is the most striking similarity between Jim Crow and mass incarceration in your opinion?.Unlike the majority of previous lessons, where students focused primarily on close engagement with the text, this activity asks students to form and articulate their own points of view. The following are suggested discussion questions for the activity above. You could also alternate which circle moves, in which direction and how many spaces they move. Have the inside circle move one space to the right, while the outside circle stays put. Once both partners have shared, it’s time to rotate.The job of the inside circle is to listen to their partner. Now it’s time for the outside circle to spend two minutes responding to the same question. When two minutes is up, instruct the inside circle to finish their thoughts.The job of the outside circle is to listen to their partner. Instruct the inside circle to spend two minutes sharing what they think with their outside circle partner.Read a question (from the list below) to the group.Each student should be facing another with enough comfortable space in between to hold a conversation. Instruct the inside circle to turn and face the outside circle. Have Group B form a concentric circle around Group A. Divide your class in half (Group A and B).Then, they will mark a + or – in the far-right column to indicate if they think there is, on the whole, more in common or different.įacilitate a class discussion that centers on an Inside-Outside Circle Activity and the accompanying discussion questions. ![]() As they read, students jot down notes about Jim Crow in the first column and about mass incarceration in the second. Students can work alone, in partners or small groups. Have students do a guided reading of the excerpt, using Part I of the Drawing Parallels worksheet. Thinking notes are annotations (highlights, underlines or symbols) that students make to document their thinking during reading. Have students read the excerpt independently and silently, marking the text with Thinking notes. Gauge student perceptions about the strength of Alexander’s analogy.Įngage students in a close reading of the excerpt. Briefly discuss the similarities and differences. This can be done by calling on students or inviting volunteers to come to the board. Have students write their ideas from the Warm Up on sticky notes and invite each student to contribute a sticky note to the class diagram. Prepare students for thinking about the themes and topics in the excerpt “The New Jim Crow” with the strategy below.ĭraw the Venn diagram on the board or a piece of chart paper. Allow students time to independently complete the diagram by listing what they already know about how Jim Crow and mass incarceration are similar and different. Have students draw a Venn diagram in their notebooks or use this handout.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |