“I argued that people’s experiences that they think are the same are actually not the same and influence what they are willing to fight for.”
9th Grade World Literature analysts this week applied their textual analysis skills to multimedia pieces, centered on the shared essential question with their World History class of: why do we fight? In one class period this week, each student chose a meme, movie trailer, music video, performance, advertisement, etc., wrote a thesis about that artifact’s stance on the essential question of conflict, and named two pieces of evidence to support their thesis.
In the class warm-up, students practiced this process once all together, using a modern dance music video created by a high schooler to comment on gun violence. They watched the dance with the question, how does this video address cooperation or conflict? Then students shared specific ways they noticed that color, costuming, setting, text on posterboard, choreography, music choice, and more, shaped the author’s message that young people can work together to increase awareness and safety. “I saw whenever [the background song] said ‘people help the people,’ there was always one [dancer] behind another,” a student commented.
Another noticed, “I think the dresses, being all red, was supposed to remind you of blood.”
I think the dresses, being all red, was supposed to remind you of blood.
Then each student independently did the same process with a piece of their choosing and presented their thesis and evidence in small groups. Said one student, “I’m really excited for this. I found a Taylor Swift speech. The background she stands in, that was on purpose. By making this speech in this space, with the pink background that’s stereotypical, she’s owning it and giving it a new meaning….”
This weekend, students begin their joint history and English preparation for the class’s upcoming mock trial. For homework, they will learn about a case recently brought by young people against the EPA for its role in “intentionally” not protecting their health and economic futures by permitting oil and gas activities. Students will start with writing an opinion essay: Do you think the plaintiffs are justified in suing the federal government? Why or why not?
Next week, we’ll all visit a local court to learn about its processes and parts and to observe proceedings. Then students will begin to prepare the evidence and arguments for their own role in the Mock Trial, taking place in early January. Through activities short and long, with topics ranging from personal to national, students grow both essential inquiry, analysis, and communication skills, while also honing their personal convictions and connections to others who make an impact in ways that matter to them.