By empowering our students to lead and serve lead for change is changing lives, transforming communities and improving our world. Learn more, check out the research and access free leadership curriculum now at On behalf of the American Federation of Teachers and the Albert Shanker Institute, I'd like to welcome everyone to today's webinar. My name is Mary Catherine Ricker and I'm the executive director of the Albert Shanker Institute and I will be your moderator. Over to our presenters, I'd like to thank today's virtual leave for Jade, which is celebrating its 10th year lead for change is a free leadership curriculum for grades six through 12 with a community service framework that is easily integrated into any class club or setting. Lead for change is the nation's fastest growing, privately funded student leadership program with more than 15,000 educators. And nearly two million students give your class, club or school a chance to win up to $10,000 in lead in the lead for Change Challenge. You can learn more about lead for change by clicking on their logo on the right side of your screen. We truly appreciate your support. Now let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this web and are verifying your participation today. You do need to answer the poll questions that you will see throughout the webinar to access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. So here is your practice poll question. Please take a moment to answer and be sure to hit the submit button once you submit, tell us in the group chat why you chose your answer. Hand on heart. Are you wearing pajamas right now? So I'm going to say no to this bull question tonight, because I'm actually still in the office because I have the opportunity to moderate this webinar, but I have no judgment for any of you in any other time zone who are in your comfy clothes, ready to listen to our awesome presenters. And let's move to our results. Alright, so huge number of us are not in our pajamas yet, but a few of us are. We welcome all of you. It's so great to have you. And it's great because it is really my pleasure to introduce our presenters GAIL Deo and Lashawn Jefferies in there with the United Federation of Teachers Teacher Center. And they're also civics and democracy fellows this school year with the Albert Shanker Institute. You can read their BIOS on the right side of your screen. GAIL and Lashaun, thank you for joining us today and welcome. I look forward to learning from you. Thank you so much. We're so glad to be here this evening. So to start us off we're going to start out with a poll question. And remember you have to answer at least two of our poll questions in order to see to receive your certificate for your C TLE credit. If you need it at first question is how often do you teach civics? Is it a never be once per week? C twice a week, the three or three or more times per week, so please answer that question. I'm give you a moment to answer that question and we're gonna look and look at our results. OK. Answers are coming in. Yeah, 17 so far right? How often do you teach civics? OK. Almost at 70%. OK, now let's look at our results. So we see we have a A&B are kinda neck and neck. There's that I see is twice per week and then D is 3 or more times per week. OK so let's go to our poll question and we hope that by the end of this session you will be able to teach civics even more than you are doing right now. For those who do it never or maybe once a week, let's go to our next poll question and here it is. City. Epic educations. Is it a preparing students to be reflective thinkers and decision makers? Is it be broadening the definition of civic engagement beyond politics to include social clubs, religious groups and Community Action organizations? Or is it C presenting opportunities to participate in a wide range of civic activities such as engaging in volunteer work, organizing petitions, and writing letters to the editor? Or is it D assigning students to survey their communities? And determine the needs of a particular group, such as senior Citizens high school student. Students or middle school? What is your answer? So we have 32% of our people have answered that question so far. I remember you must answer both poll questions to get your credit. OK, 58%. Almost there guys. OK, so now we're going to move on and look at the results. So we have E all of the above very good. So thank you all for answering both of those poll questions. And now we're gonna get into our presentation for this evening. So first we're going to go out over our agenda. If anyone missed the poll questions, you'll have an opportunity at the end of our session to go back and answer those questions so. Here's our agenda for this engaged when you see how we engage students in civic learning. What songs and cartoons we're gonna share, the resources and the instructional approaches that GAIL and I both use with our students to help them to develop a civic mindset. The work that we're going to see tonight, or that we're going to share with you is connected to frameworks such as the CRE framework, which is culture responsive education framework, which is also known as the cultural, responsive, sustaining education. Framework as well as the New York State Civic. Readiness frame, not least, we're going to examine or we're gonna share with you some of the student work that we both did with our students. So our outcome. So all comes for the end of this session. We want to help you to develop an awareness on how to use cartoons and songs to teach civics. We're going to examine how to use those songs and cartoons to for student generated questions and inquiry based instruction. And then we're going to talk about how you can analyze the songs and cartoons to engage your students and critical. Being able to understand multiple perspectives outcomes. So the work that GAIL and I will share with you this evening is based on the New York State civic readiness definition. This definition has four domains and the definition is as follows. Civic readiness is the ability to make a positive difference in the public life of our communities. Through the combination of civic knowledge, civic skills, and. Action Civic mindset says. So to begin our session, I'm going to share with you some work that I did with 4th grade students using songs. So there were a number of reasons why I decided to use songs to teach civics for one. It was a fun and friendly way to to introduce students to concepts and ideas that can be very abstract and hard to understand sometimes. Number two, it was an easy way to get students to be engaged in those ideas and. Concept don't need them to learn. Then re elected student discussion. The students were so excited when they read songs and they talked about it and you know it really promoted student discussion. There were multi entry points into the conversation because each person or each student were able to give their perspective or their understanding of the form. There was only open-ended questions, so there were no right or wrong answers. Whatever student understood the song to me to them was right on point and then also because it would allow student to students to express different perspectives. So those are some of the reasons why I decided to do songs, and I had pretty previously used songs to teach multiplication skills as well as reading comprehension skills with some 5th grade students a couple of years ago, so I said well. You know what? Let me try it with civics and see how it works. So I'm gonna share that work with you. So this led to my essential question. So how can songs be used to develop students conceptual understanding of civics? So the first thing I did was to think about the civic concepts that I wanted students to understand. So I looked at the civics at the civic framework and I looked at the four domains. And I decided that I wanted to focus on civic mindsets. So then I thought about well, what songs can I use to help them to develop a civic mindset. So I thought about the song what's going on with Marvin Gaye? 'cause that's a question that could be asked. Rather, it's 1974 when the song was written, or 2022 where we are today. So let me tell you about the task that the students had to do and connect it to the song. So here's our task. Those students had to analyze the song. Using a graphic organizer looks like and using a closed reading protocol to write about their thinking, so they discussed the songs and they make connections to things that were happening in the world today and then as an assessment of their understanding they had to create their own song dialogue and they were able to choose which one of these ways they wanted to show what they had learned. Some of the vocabulary that came out of our discussion and that was pre selected where protest, brutality, picket line. Pickett size and escalates. There's also some of the vocabulary words that's. It really that this the activity that we did was aligned to the social study standards to the civic participation standards to the reading standards. The next generation learning standards, the speaking and listening standards. So this activity covered a wide range of standard simultaneously. So let's get into the next part. So this is the song what's going on by Marvin Gaye. So as I said, we use the close reading protocol. So on the first reading I just wanted the students to read the song and see if they understood what the song was all about. So they read this song independently and then they talked with. A partner or a group? We jotted down notes down on this organizer, the second reading they had to go back and read again, but now this for the second time, the focus was on the vocabulary, so they looked for those words that had special meaning in the song and words that connected to the message of the song. And again they after they read the song for the second time, they picked out their vocabulary words they worked with for partner or they worked with for group and they discussed what they have written down. And then the third reading. Was when we started talking about those text dependent questions. So each group was given a different. Question to answer. For example, if you look on the on the screen, you'll see that Group One. That question was to explain the message of the song group Two. They had to list the questions that came to their mind as they read the song. I even listened to the song and in Group three there was. They had to look for those words or phrases that stood out to them and then they had to explain their thinking and then group for they had to talk about. Why do you think Marvin Gaye wrote this song? So now what we're going to do? Is we're going to go through that same process that the students went through, so I'm going to project the song again and I want you to. Read this song quietly to yourself and think about this question. What was Marvin Gaye singing about? So I'm gonna give you a moment to read the song and then in a chat I want you to jot down your answer. What was Marvin Gaye singing about? And if my voice was a little better, I would actually sing for you. But that's not my job. I'm gonna stick to my day job, so read this song to yourself and write down. What do you think. What was Marvin Gaye singing about? So I'm gonna give you like a. In it to do that? OK, I see some answers coming in the Vietnam War. Thank you hope. What was he singing about? World Peace young men going to war. Signs of the time. OK. So now. I want you all war. OK, I'm getting some more answers. OK, he wrote about war and how to love instead of hate. Two different experiences in America exactly. War seems never wrong. Peace, OK, the answers are coming in hot and fast so you guys get the idea so they they read it the first time and they answered that question. Civil unrest exactly want you to read the song again or in the second the second time? Actually I read the song to them and in some cases I played the song so I'm going to read it to you. And as I'm reading it to you, I want you to jot down in the chat those vocabulary words or words that really stick out in your mind that's connected to war and civil rights more coming in. OK, so I'm going to read this on to your second time and what are the words? The vocabulary words that is that come to mind or stick out in your mind on from the song so listen here. Here I go Mother Mother. There's too many of you crying brother, Brother, brother there's far too many of you dying you know we got to find a way to bring some loving here today. Father, Father, we don't need to escalate. You see, war is not the answer for only love can conquer, hate you know? We got to find a way to day picket, sign, picket lines and picket signs. Don't punish me with brutality. Talk to me so you can see what's going on, what's going on, what's going on. I see the vocabulary coming and escalate, escalate, escalate. That seems to be one of the worst. That's really stand out crying, dying, find away. Loving exactly pickets conquer. Brutality the words are coming in hot and fast. Conquer Pickett pocket. OK so you guys get that? I. Yeah, so that's generated those vocabulary words. And what do these words mean and what exactly was going on? And then in 3rd read they read the song for a third time and after they read the for the third time based on their group, they had to answer a question so you all I'm going to put everyone here. Let me just go back to the graphic organizer and I'm gonna put all of you in Group 4 and the question for Group 4 is why do you think? Marvin Gaye wrote this song, OK, so. Third time. And if we were able to be in groups, you would go in Group and you guys would discuss that question together as a group. So why do you think he wrote this song and it kind of connects to the first question that I asked, but it's always it's good to ask the same question in a different way. And then you really see if kids really got the understanding standing of it. So read this on to yourself. Why did he bring? Why did Marvin Gaye write this song? This song is so appropriate that it could be written right now and we will be still asking that same question. What's going on? I always thought this song was a prayer, wow. OK, so why did he write this song? And that is the question. It was a. Prominent subject happened during his time during his life. Yes, thank you, Anita. He wanted to try to get people to listen to each other instead of using violence exactly, you wanted to talk seriously to his family about how he felt. To try to get people to listen to each other instead of using violence, peace and protest, OK? Heartbroken that war overseas and poverty drug use at home, exactly. So those were so many. Some of the reasons that Marvin Gaye might have wrote his daughter, share what he was feeling in his heart. Maybe he was tired of racism, exactly. So you guys, thank you so much for sharing your answers to the questions. So now I'm going to share with you some student work so you can see how they answered. Some of those. Well, if we look at that, that fourth question, one student wrote, he wrote this song to to express. About what he felt about the world during that time, that's what one 4th grade student said. Another student said the messages to spread love, 'cause if not the world, will become a horrible place out of the mouth of babes and in another student, she said. I think the idea of this song is the world is messed up at this time, but love can fix the world. So you see, even our 4th grade students could connect to some of the answers that you guys as a. Bells gave in the chat about this song and why. What message was he trying to spread with this song? Now let me show you our discussion questions. Right there in the graphic organizer, but I wanted you to see them a larger copy of them. So the first discussion question was to explain the message of this song too. Was list of questions that come to your mind as you read the words or listen to the song. What were some of those words or phrases you all shared out? Those words or phrases that stood out to you? And then why do you think Marvin Gaye wrote this song? So now after the students went through this process away, here's some of their answers. Here are some of the answers, so some of the questions that came to their minds as they read the song where Shanica wondered what is he talking about in this song she didn't. She wasn't really clear at first and then, but then she thought, well what is happening in the world at this time. And then Angelina asked what time was this based on she didn't know when the song was written. Does that become what is he talking about? And then Queen say who and what is he talking about? And why is racism in this world? So these were student generated questions that they were able to ask based on that song and then some of the answers that they gave to as to why Marvin Gaye? Why they thought he wrote the song Shaanika, said the messages about how we should capture kindness, not hate. And then Angelina said I think he wrote the song to tell people how he felt about the world. I also think he wrote the song to tell people in the future. What the world was like back in the day and then Queen said he's trying to express how he feels about racism. So those were some of those. Their thoughts on why they thought Marvin Gaye wrote the song. Now the next item I'm going to show you is D assessment piece that came with this activity. So the assessment piece was they had to write about an issue that they would like to change so they get to. They got to pick what issue was on their heart and what thing was on their mind to see that they wanted to say they wanted to see change. So the way they can show their learning, they can choose, they can create a poem, a song, a poem, rap dialogue, or a storyboard to tell how they felt about to tell how they would address the issue. So OK, so Angelina will testing. So she just wrote this paragraph about animal testing and how she felt about it. Queen wrote about racism and she wrote about how she felt about racism and what she thought about it and how it affects the world. But then. Shanica she wrote about violence. She wrote a rap against violence and if you see at the end she was so she felt her wrapped in her heart because at the end she dropped the mic because that's really how serious he was about violence not being an answer. And these ideas came from students reading. The Marvin Gaye song so they were able to connect to different issues that were that's affecting the world today and in express how they felt about these issues. And that was the assessment piece for reading the Marvin Gaye song and talking about it and developing that civic mindset. So now what I would like for you to do in the chat as your assessment piece based on us reading the Marvin Gaye song and you're writing down your questions and getting the vocabulary word, I want you to. Either right real quickly. You can create a song, a poem, a rap, or just write a few words about. An issue that's on your heart and how would you address it, so I'm going to give you a couple of minutes to do that. So what issue is on your heart? And you can write a song, a poem, a rap, a dialogue, or even a well story boy can draw. You address it. You haven't. We see you right Ukraine, that's all my heart too. So you can write it like a. One sentence, two sentence com. Institutional racism and violence. Wow. OK. Anyone have a little rap or poem? That they can share. OK, voting rights. I write a dialogue describing 2 people learning that they are automatically registered to vote when they get their drivers license or state ID OK. Thank you Mary Catherine. Ukraine how can my heart continue to beat when men women? And children and I Oh my goodness this person. God is shattered in a million pieces. Broken heart hucm in the world heart Oh my goodness. That's a good question. How can we? Oh, thank you for sharing that. You touch my heart. I hope you see you touch my heart and bringing me to tears but how can we do that? Anyone else before I turn it over to GAIL? Undoubtedly, James Brown would agree with Marvin Gaye and Marvin Gaye would. To get on the good foot? OK, that's what we need to do. Get on the good foot. It needs to stop more. People need to be. Oh involved from the top, yeah. More people need to be involved from the top. Ukraine, we hear your cries. We pray for you. As people die and also know that in our prayers we hope you can fill us there we are with you and we love you. Yes, thank you Anita, you're gonna make me cry here now what's going on in 1971 is the same thing going on in 2021 fifty years later and. And add one more. It doesn't even matter 'cause you know the score. Wow, thank you Claudia. And it was very powerful, yeah? Exactly. Keep sending and teaching. Love as we live day by day. That's all we can do right guys? Yep that is so true. So I thank you all. For your participation for your your your poem, your wraps, your words, your questions, your answers, and now I'm gonna turn the session over to GAIL and she is going to share her work with. Students. With using to teach these deep civic ideas and concepts. GAIL, I turn it over to you. Thank you very much lashaun. Hello everyone and welcome. Thank you again for being with us today. My name is GAIL Sub Dale and I will sit with it. A second part of our presentation where we share how we use cartoons to engage and introduce concepts to develop a civic mindset. So I use cartoons to introduce and teach civic concepts. How do you introduce and teach civics to your students? I invite you to think about that for a moment. And then in the chat box you can just. Drop in. Your response is how you introduce and teach civics teacher students. We could take a minute to. Do that good job in. How are you teaching civics your students? OK. Seeing those responses OK, I teach 2nd grade what we have with civics unit at the beginning of a year, OK? Connection to current events, vocabulary and videos. Anyone else? Key. Right? OK, alright I'll continue along. OK, so why use cartoons? Why are we using cartoons? And. I use cartoons for a number of reasons. The first one being it's visual. I have a lot of students who are visual learners. And it's a good way to engage them visually. And it's not just at the elementary level, but it works well. But middle School as well as high school students. Cartoons are a lot of fun and you get an often. I get a giggle or two when I pull. When I just post a cartoon and once they once they think and they think it's funny and then they laugh about it and then we move on. They are an informal way to pre assess. For any prior knowledge on the topic without using any paper or pencil tests, I get a better understanding if they know they don't know if there are any misconceptions on that topic. They also learned that they can express a point of view. Using cartoons or even challenge a point of view using cartoons. And then, depending on the number of objects, people or words in a cartoon, students have multiple entry points into the discussion. There is something for everyone to have a voice and they feel valued in contributing to that discussion. So depending on if it's the cartoon has a lot of objects they can choose to comment on one object. If there are a lot of words in the cartoons, they can choose to comment on one of the words as well. The cartoons represent a nice way for me to segue to engage them in inquiry based instruction. The students are curious when they look at a cartoon. They have lots of questions and wonderings, and I encourage them to put their questions on post it notes and then and then I post those post it notes on the chart plate as somewhere in the classroom. Once they leave then I can look and see those questions and try to group the questions and see what what is like a common trend and then go back to my unit and make some adjustments to account for those questions as well. OK, the next slide. OK. So this was the task that the students had before them with respect to the cartoons they had to analyze a cartoon entitled Uncle Sam Thanksgiving dinner. They had to use a graphic organizer as well. And that graphic organizer had four columns. Put them to record and record their observations. They had to discuss when once they were finished. Capturing the words of people, objects and activities from that cartoon that you'll see in a moment. And then they had to create their own cartoon. They represent their understanding of the civic concepts. They were also given a rubric to self assess as well as determine Lear grades. The task also. Made interdisciplinary connections. But with some of the questions they had to find they had to respond to like main ideas as well as vocabulary and writing. In this case it was connected with the next generation learning standards, so. Let's see here as well. In this panel. So this is the task. OK. So here is a cartoon that the students had to work with. This is the colored version of the of the cartoon. I'm going to explain how this was used in this. Bring this down here once. The colored version is a very popular cartoon, I would, yes Ganga, I would use it for 7th and 8th grade students and this year. Wanted to see what the 5th grade students would do with it as well when we work with this cartoon we work with it. That was one week before Thanksgiving. This is the colored copy that was projected on the smart board for the students to see. This is the colored copy of the cartoon that students were given, so each student had the black and white copy. And colored copy was projected on the smart board. This is the graphic organizer that students were given. And as you can see, it had four columns. But the first question and I told him it was a scavenger hunt. We'll be looking forwards in that cartoon Uncle Sam Thanksgiving dinner. We'd be looking at the people who were in the cartoon. We'd be looking at objects or any animals in the cartoon and looking at activities as well. That was question one and question question two, you would see this is the interdisciplinary. Section of it. They had to discuss down the main idea, making inferences, the vocabulary words, making connections with the past and present, and the 6th one they had to talk. They had to share. They had any additional questions about the cartoon. So those are four slides I gave you a preview of it. We're gonna go back. To the colored version of it. And. What I'd like to invite you to do in a chat. When we're going to, we'll be using it the way I used the cartoon with the student, so I went by, column by column with the students and the first column. They had words. So what they had to do was look for all the words that they saw in this cartoon and put it on their graphic organizer. So I'd like to invite you. Starting with words, what words do you see in the cartoon? And you drop those words in the chat box. Just keep one thing in mind on this slide. Some of the woods I know you will not be able to see. Some of them clearly. But they are in the resource packet as well as this cartoon is very easy to find it once you Google Uncle Sam's Thanksgiving dinner, you will be able to find a copy as well. So I'll help with this one because I know the words that are there and I know some words are not. You're not able to see. Yeah, OK, so I'm reading in the chat. I see Uncle Sam I see Thanksgiving. Come one come all. OK. OK, so now I'll share what is. On the table, but you cannot see it from this particular copy, so it's self government. So self government is there as and the other one is universal suffrage. Yeah. Behind the person who is standing there with the Turkey, there's a painting Underwood welcome there is at the top. Across now you have the Red, red and white and then you have the blue, the red and white. What is written up on the red and white which is hardly visible is 15th amendment. So the reason why I really was I was drawn to this cartoon tool because it had so many words and there are so many concepts that students that you know we would need to know as they move forward in the upper grades and work with documents like the US Constitution. The Universal Declaration of Human Rights and so on. So this is what they saw up on the screen. And I really thought it was important for them to see the colors like the red and white and the blue. But then this is what they all had a copy of. Alright, so the next column. Now what I'd like you to drop in the chat box, let's go with the people who are the people that you are seeing in the cartoon. Drop their their names there in the chat box. And it all the same. Or are they different? That child, yes. I see a child, yeah. OK, men and women all right. Many different races or nations represented. Nice historical figures. Do you see a Native American India? Who other people in there? Maybe I'll go back to the other one so you can see. Let me turn back to the colored copy so you can see it OK. Look at this person. They are on the left side there. See an African American person to the left. Yes. Chinese OK. It looks like the leaders of different nations or countries. OK. OK nice now. The objects what objects are there in the cartoon? What do you see? With objects. Let me see, I see. Turkey. Is it okey there? One student had written as a figure and someone here we see the feather there with the Native American. The lady is there with a fan. She's fanning to your right. Pictures flags Turkey. Great. I want activities. What are they doing? What are the activities? Can't see anything anymore. May I have told my stuff on? They are discussing OK. Talking. Did someone carving something? Oh yeah, OK carving Turkey nice. Cannot see any school standing at is sitting. Eating their convincing. We're playing games. Alright. OK, let's see. OK OK alright comparison on left front engaging thank you. OK so we'll move along. Again, this is the black and white copy as well. As I mentioned, this is what this is. What you are actually doing. Like started, I started with the words. Then I started with the people that they had to list so column by column we did this together in the class. So this is what you actually went through. Yeah, but when I asked about a list of words and so on. Then we have the second part here. So this is I mentioned before. Was the literacy piece of it and the purpose of including these questions. Look, this was to help students dig deeper into the cartoon so they would understand it. So I had asked about the main idea. What point is the cartoonist trying to make by using these words? Now, making inferences using the word as a clue, what can we infer from why the cartoon was created? And then at some point they also had to make connections with the words. However, vocabulary words that they listed under the graphic organizer. How were those words connected? And we also answered things like equality and freedom and welcoming people from different backgrounds. And then they had to make a connection between what no was created with the cartoon, and now and most of them answered with the protests on the Black Lives Matter movement. And then the inquiry question, what are the questions you have about the this cartoon? So this was the piece. So that helped me to move along and further the discussion as well. This is I'm going to share student work here. This is one student and this is what it looked like when she was done with it. Not listed her words and so on. Then the questions the bottom here. What was the back PC as well? The back piece for questions five and six and one of the things I you know open when I work with students are encouraged them to make connections with other forms of the word. So that's why you see equal equality and so on. Here in this column here, those were her words. And then we went on to diversity. And this one here. Then the new name for the cartoon I usually ask students when I once I give them an opportunity to dig deep into the car too. And I always ask them, can I need a new title. Let's say you have to change the title of this one. In this case it's Uncle Sam's Thanksgiving. What would you name it? What would you call it? So this was student getting ready to get a new name for the cartoon. OK, for the assessment I asked the students to draw cartoon to represent an important belief in American government. So I gave choices. In addition, they had their own as well. Based on the discussions that we had on the cartoon and other words that they included. They were also given a rubric, so this was the rubric to guide them in creating their cartoon. They had to have a title and or name. They also had to have the cartoon itself or drawing. They had to include a paragraph describing that cartoon. That they had created, and explaining what what, why they were thinking along those lines and then the mechanics they had to you know, check the spelling and punctuation and grammar with your cartoon. This was this. This was a sample, so after they created their own cartoon, well, it's some cases it wasn't a cartoon, it was a drawing. And they had to put the title there as well as on the left side of this student sample, labeled #2. They had to. Described to the reader who would be looking idea with what they were looking at and why they chose that as well. So students are hooked to the student. Took the word equality. Student sample 3. Again, this one took equality and she has said this is illustration represents equality because we all are together, no matter if your girl or boy, white or black, we are all the same. Student sample 4 the student decided to take the word equal. She had used up all the spaces here so she had to write the paragraph on an index card. OK, so this PC was very important for me with respect to the five pursuits of Doctor Mohammed's work and culturally responsive sustaining education. Then planning this out. It could hard look at the questions here. The five pursuits. What do I want my students to learn about themselves or others who are different? Chris shoot one. Then we have intellectualism. What new knowledge and concepts do I want my students to learn? And my response was to that question. Students must have a deep understanding of these of three basic concepts in American democracy, equity, diversity and unity. They are often mentioned in major documents that guarantee rights as citizens, and I felt this was important because as they move from the 5th grade and they go up, they will be asked to work with documents in the US Constitution. The Bill of Rights, the Universal Declaration of Human Rights. And this this class was a fifth grade class and it's a dual language class. Then to join the work. With his skills, what skills? Why won't my students to learn? And in the last one with criticality the 5th pursuit, what do I want my students to understand about power, equity, social justice? To racism and oppression. And my response was equity, diversity and unity are three interrelated words. In understanding our rights and responsibilities, there are fundamental aspects of our civic knowledge and civic participation in American democracy. So to me it represented a foundation on which students can can build on as they move up in the upper grades. And it was important to because. It was important to because. The the next lesson was on Universal Declaration of Human Rights, and Ella Teacher was teaching that lesson. So the minute she introduced the work, the students were excited because they saw things like equality in there. And, you know, Julie attention to all we are learning about this and we just did both concepts. This is also in the resource packet, so you get an opportunity to look at the questions as well as the responses. How I made this connection between teaching, using cartoons and the five pursuits. So we are almost at the end of our presentation and we would like to show and I would like for to get some feedback from you with respect to if you have changed, your thinking has changed around teaching civics, so kindly click on the the exit ticket. It should take you to a Google form and here you would have the opportunity to work here now, yeah exited. OK, so this is what you would get on the exit ticket. I used to think civics was you would have your response there. And now I think. So now I think so learning can be. And. We'd like to thank you. Very much again for gender, music and cartoons to deepen understanding. In this slide we have our contact information as well. Thank you very much everyone. Thank you so much GAIL and Lashaun for your great presentation. I loved all of the interaction on the chat. I actually didn't see any additional questions come up, but I appreciate you sharing some outreach information. It's been wonderful to have all of you thank you very much to our presenters. Thank you to the audience for joining us. We do have one short reminder video before we close out. Be sure to download your certificates and enjoy the rest of your evening. I look forward to being with you on another share. My lesson. Virtual professional conference. Thanks everyone. Thanks everyone. Thank you hi everyone. Kelly Booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated. With your name, the date and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate any feedback that you can provide to us into your presenters today. Your feedback and written comments help us continue to provide excellent webinars year round. Now I have a request for you. You know at the end of podcast or at the end of YouTube videos you get those you know. Give me a thumbs up rate and review. While we're asking you to do the same thing on share my lesson to help us continue to grow our community. And here's how. Log in to share my lesson. And when you're logged in and you go back to the webinar page, you can Scroll down to the webinar and you'll see a section that says reviews. If you click rate and review, you can give it as many stars as you want. In this case, I'm going to give it five stars. It was an excellent keynote last year and it was really inspiring and then let others share my lesson. Members know how you use this resource? This webinar, how it was helpful for you. And finally, keep this great dialogue going with your fellow participants and your share my lesson team and join our Virtual conference webinar community. 2022 will continue to highlight great content, great webinars that are happening year round, including our summer of Learning Webinar series. Reading opens the World Literacy Series and so many great Wellness series that we're doing throughout the year. In addition to other great exciting stuff coming your way. _1695612437542

Join the UFT Teacher Center to learn about instructional approaches designed to introduce civics to grades 3-5. Attendees will learn about using music and cartoons to engage and deepen students' understanding of basic terms or concepts in civics education.

Available for one-hour of PD credit.*

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