Page 8 - Paths to Change

protests as a vehicle for change students are encouraged to explore what it means to protest, why protests make people feel seen, why they can result in violence, and whether or not, in the face of so much criticism, they bring meaningful change? Students are also encouraged to consider alternative avenues for change and, more importantly, if these alternatives are realistic options for Black people in America. Depending on the demographics, experiences, and culture of your classroom, the writing and discussions will look very different. That is expected and welcome. The BlackIQ exploration is not about pointing students to a right or wrong answer but facilitating a critical analysis of sources that challenge the dominant narratives students have been fed. Notes for Implementation Constructing a Hypothesis: After reading the historical context document, allow to students to answer the BlackIQ topic question (Does protesting successfully transform society?). Using their knowledge, experience, and the background information provided in the document, students should formulate a claim that will either be confirmed or refuted as the inquiry progresses. Forming a hypothesis or claim before having all of the information reinforces the basic concept of the scientific method charging students with beginning with what they have and working to uncover more with permission to change their minds. This is a major component of critical thinking – moving beyond the unproductive notion (and practice) that a single right answer given as the first answer is the most desirable or accurate. Reading the Texts: Depending on the reading level of your students, you may consider chunking this text into easy-to-digest sections, reading only portions of the document, or reading it aloud as a class in a shared reading format. While this document supports and provides context and background for the inquiry, it is fluid and can (and should) be adapted to the format most accessible for your students. The focus here is the critical thinking (and learning), not a one-size-fits-all dissemination of information. Writing the Essay: Completion of the BlackIQ should provide students enough information and resources to revisit their initial claims, revise them, and produce an essay response to the topic question. Best practice is to provide students tools to organize information from the texts and capture evidence to support their claims. Encourage students to write where the evidence leads them, despite the fact that the same evidence may be interpreted differently and used to support a counterclaim by a peer. Independence of thought and confidence The Black Inquiry Project 7