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Grade Level 6th - 9th gradeLearning ObjectivesLearning objectives align with the Social Justice Standards, Common Core Standards, and Voluntary National Content Standards in Economics. Please see the related standards section of this lesson plan for more information.BLACK WALL STREET HISTORY: Students will develop language and historical and cultural knowledge that describe the African American community located in Tulsa, Oklahoma during the 1920sRACE RELATIONS/DIVERSITY: Students will understand how people of different races lived together in the same community. Students will respectfully express curiosity about the history and lived experiences of African Americans through safe and open-minded conversations.SOCIAL JUSTICE: Students will understand justice in terms of the distribution of wealth, opportunities, and privileges within a society. Students will analyze the harmful impact of bias and injustice from the 1921 events.ALLYSHIP: Students will learn about empathy and the role they can play in fostering inclusion and speaking up when people are excluded or treated differently based on their identities. Students will learn to make principled decisions about when and how to take a stand against bias and injustice in their everyday lives.ENTREPRENEURSHIP: Students will understand how ideas and businesses can transform a whole community. Students will understand their role in building their community through business ventures/economic activities.Guiding IdeasDuring the 1920s, African American’s were not afforded the same opportunities and resources, however, Black Wall Street was such a success. Why do you think African American’s were able to thrive and build Black Wall Street?When building communities, people must first have common goals, share ideas, work together, have pride in their community, respect each other, etc.When building communities, people may not have all the same resources, privileges, wealth, opportunities, etc.Educators can help students understand How can we establish a community wherever they go (even remotely)?Educators can help students understand the benefits and basic concepts of creating and operating within a community. Educators can show how people work together and a community, they can overcome great obstacles placed before them even when inequalities exist.Educators can show how different people groups can live together until they start disrespecting and devaluing other groups. Educators can show the importance of empathy when dealing with people of diverse backgrounds and identities.Here are some questions students should be able to answer at the completion of the activity. There are a few YouTube videos linked below that can aid in the discussion and teachings:What is Black Wall Street?Where was Black Wall Street?How did Black Wall Street come to be?Why is Black Wall Street significant?How economically buoyant was Black Wall Street? What happened during the Tulsa race massacre?Name a prominent person in the Black Wall Street Community.What structures in Black Wall Street have lasted through time?What building/business did you build for the community? Why is this important?How can you help make your community a safe and bias free place for all to live in?Student ActivitiesTeacher Preparation and Notes – please see external resources section for more helpful links:Pre-teach Tulsa Race Massacre: , Black Wall Street and Greenwood Cultural Center: Background vocabulary:Entrepreneurial, Social Justice, Discrimination, Diversity, Inclusion, Equity, Identify ways to support students who have minimal interactions with different people groups by having a guest speaker of a different race, religion, ethnicity, etc. interviewing people over the phone who are not like you, etc.We encourage teachers to utilize documentaries and interviews linked in the external resources sections to supplement this lesson plan.If you do not have access to Minecraft, we encourage you to utilize one of the additional worksheet activities below.If you have time, consider discussing the economics around community businesses.Student Activities:Students will learn and practice the use of new vocabulary words shared at the beginning of the lesson (Approximate time: 5 min)Students will complete a pre-writing exercise by responding to the prompt: "How has learning about the Tulsa Race Massacre made you understand the need for people groups to respect each other?” (15 min)Students will take part in a short classroom discussion on social justice and race in America and how they can be change agents. (5 min)Students will then engage in an activity that will teach them about some of the prominent people in Black Wall Street and a reflection on community businesses. (20 min)If students have access to Minecraft, have them download the attached world “Black Wall Street”. Then, have students load the world in Minecraft: Education Edition. Once in the map, students will walk around Black Wall Street and complete the “Minecraft” worksheet linked below. If students do not have access to Minecraft but have access to the internet, they will complete the “Search for the Truth” worksheet linked below. If students do not have access to Minecraft or the internet, they will complete the “In-class Activity” worksheet linked below. This activity relies heavily on the teacher providing information about Black Wall Street and the businesses thereStudents will close the lesson by sharing their reflection on the Tulsa Race Massacre and the importance of building communities. (5 min)Performance ExpectationsStudents will demonstrate an understanding of Black Wall Street by completing a reflection entry in their game portfolio. Educators can review and respond to these reflection entries. If you do not have access to Minecraft, please use the worksheets linked in the supporting files.As an extension, educators can request feedback via Flipgrid on their students' reflections on mindfulness.Pioneers on the MapDr. A.C. Jackson Andrew J. Smitherman Mary E. Jones Parrish J.B. Stradford Simon Berry John & Loula Williams Related StandardsCommon Core StandardsCCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (Race relations in the 1920s)CCSS.ELA-LITERACY.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.Voluntary National Content Standards in EconomicsSTANDARD 14: ENTREPRENEURSHIP: Entrepreneurs take on the calculated risk of starting new businesses, either by embarking on new ventures similar to existing ones or by introducing new innovations. Entrepreneurial innovation is an important source of economic growth.STANDARD 15: ECONOMIC GROWTH: Investment in factories, machinery, new technology, and in the health, education, and training of people stimulates economic growth and can raise future standards of living.Social Justice StandardsDI.6-8.8 I am curious and want to know more about other people’s histories and lived experiences, and I ask questions respectfully and listen carefully and nonjudgmentally.DI.6-8.10 I can explain how the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture.JU.6-8.15 I know about some of the people, groups and events in social justice history and about the beliefs and ideas that influenced them.External ResourcesThe Greenwood Cultural Center Tulsa Race Massacre; Then and now. By Tulsa Public Schools Wall Street Remembered Burning of Black Wall Street - Tulsa, OK - Extra History Historical Society Audio Archives,Tulsa Race Riot (Massacre) Commission Collection Thriving African-American Communities Wall Street: From Riot to Renaissance in Tulsa's Historic Greenwood District by Hannibal B. Johnson (Book)Tulsa's Historic Greenwood District (Images of America) Jan 27, 2014by Hannibal B. Johnson (Book)Supporting Files Minecraft Worksheet: Activity Worksheet: for the Truth Worksheet: lesson was developed and supported by the following organizations and individuals:Greenwood Cultural CenterMichelle Brown, Dr.Libby Adeji, Sherri Tapp, La Verne Wimberly, Anne GhostbearMinecraft 4 Social Justice Working Group of 2020 Core Team: Nina Navazio, Tochi Kanu ivi, Sean Legier, Imani Sherman, Support Team: David Salaguinto ,Stephanie Xie, Hannah Cheung, Christine Gourley, Jamie Hare, Julie Kulla-Mader, Mather Mistele, Suchrita Mohan, Ashley Walls, Adam Tratt ................
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