Shining the Light

Questions for students to ponder/answer:

What struggle/struggles have they endured? What is their story?

Then “shine the light” on their background

What is their culture? History? Struggles? What is a symbol of power or empowerment in their culture(s)?

And finally, “shine the light” on a national issue surrounding the justice system

What are the glaring issues of our system? Death Penalty? Mandatory Sentences? Race?

Students will “tell” their story using a lampshade – divide into 3 parts and design their shade with the answers of the 3 parts mentioned above…they can use symbols, words, images, etc.

Students will use the laser cutter and cut their shade – putting it on a lamp will let their story “shine”…

For a grade of Advanced, students will program an Arduino to make the shade spin – telling their story.

CLASS ONE: Introduce the novel Just Mercy by Bryan Stevenson. Give background on the author. Have students research incarceration rates in the US – give them cities to research and also their own city to compare/contrast. Discuss and assign Ch. 1-3 of the novel.

CLASS TWO: Introduce Unit Project. “See me…See my culture…See the Change…” Talk about the movie Black Panther and one possible theme of the film. (Show clip from the movie if time allows) Discuss with students how they will be shining the light on themselves and an issue they want to see changed from their reading. Go over rubric for their shade and written essay explaining their project. (will attach)

Discuss Ch.1-3 – sample questions:

In your opinion, who is the most to blame for Walter’s conviction?

           How is To Kill A Mockingbird relevant to Just Mercy?

Does the State you live in have Stand Your Ground laws? Do the Research. Do you support them?

Assign Ch. 4-6

CLASS THREE: Have students begin to brainstorm struggles they have endured/research their background – Students can use Ancestry.com. Have them write questions their relatives may be able to answer.

Discuss: Based on what you know at this point in the novel, are you hopeful for Walter’s release? Why or why not? Use evidence from the novel to support your opinion.

From Chapter 6, in what ways did the judicial system fail to protect Charlie?

Assign Ch. 7-10

Introduce Laser Cutter/Vinyl Cutter – Collaborate with FabLab

CLASS FOUR:

Have students begin “prototyping” their shade. What is their story? What will they project with their shade to represent their story? Needs to be three parts – 1. Their Background/2. Their Struggles/3. What issue speaks to them the most needing change? Spend the majority of the class working on the project.

Exit Ticket – Brief assessment of Ch. 7-10 for reading/comprehension. Sample questions:

–      What were some of the discoveries made by Stevenson in regards to Walter’s case?

–      Summarize Antonio’s crime and punishment.

–      What is your impression of Mrs. Williams?

–      Who is Dorothea Dix and why is she important in Ch. 10?

Assign Chapters 11-14

CLASS FIVE:

Entire class time spent in FabLab – working on lampshades – have students give each other feedback using Critical Friends format – pair students up.

Lampshades are laser cut from heavy paper using the included template/file (PDF or SVG).

Students create 2D graphics or shapes that are “printed” on a vinyl cutter. Adhere cut shapes directly on the lampshades, or position them inside the shade where they can be revealed when the light is turned on.

Remind students to be sure and review rubric for their lampshade and essay which are due next class.

CLASS SIX:

Lampshade and essay due. Sharing with peers and presenting work.

Self-assessment to be completed as an exit ticket.

Here are some examples of finished lampshades:

Here is a more advanced lampshade that spins: