TGC Fellow Unit Template *

Prepared by:
Lindsay Taylor
School/Location: Summit Academy Chandler,
Arizona
Subject: IB Language and Literature
Grade:
8
Unit Title: The Sound of
Freedom
Time Needed: 1 month
Unit Summary: This ELA unit is to be taught in conjunction with the social studies unit examining the US
Civil Rights Movement. The integration of music as a cultural mirror flows throughout the unit. As this unit
explores international struggles for independence, each movement will be explored chronologically so as
to better observe the connections and influences of each into the others. This unit begins with an
examination of Mahatma Gandhis role in the struggle for Indian independence from Great Britain. Gandhi
as a leader will explored, in particular his strategy of non-violent resistance. After examining the struggle
for civil rights in India, we will move on to the struggle for rights as experienced by the African American
population of the United States. As the major historical content of this era is taught via social studies, this
unit will focus on the means of the individual in the struggle for freedom. There is a focus on music as a
primary source, and students will learn, analyze and express musically many of the key Freedom Songs.
This unit then goes on to examine the key leaders of the movement, and their connection to Gandhian
principles of non-violence. Dr. King, in particular, is compared and contrasted to Gandhi both as a leader
and supporter of non-violent resistance. After learning about the many connections and similarities, we
will then move on to the issue of apartheid in South Africa. By comparing the more familiar notion of racial
discrimination as examined in the US Civil Rights Era, students will learn about the deeply rooted notion of
government-influenced discrimination, segregation and subjugation as experienced by Bantu citizens of
South Africa. The figure being focused upon in the examination of the Apartheid Era is Nelson Mandela.
Ultimately, students will be familiar with the figure head of each movement, their similarities and
differences, as well as the role of non-violence and young people in each movement.

Stage 1 Desired Results

ESTABLISHED GOALS:
G1. Identify and elaborate upon the
causes, leaders and legacies of three
movements for civil rights: Indian,
American and South African.
G2. Research events and people
utilizing primary source documents.
G3. Produce an informative essay
detailing the key issues and events of
one of the three movements for civil
rights.
G4. Produce an argumentative essay
determining the strengths and
weaknesses of one movement over

Transfer
Students will be able to independently use their learning to(real world
purpose)
T1. Recognize and appreciate the role of the individual in the scope of
greater society.
T2. Understand the connections between events that might otherwise seem
unrelated.
T3. Determine the complexities of societal change.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
E1. How should the non-persecuted
U1. Nonviolence has been developed respond to violations of the human
as a weapon against physical
rights of others?
violence and discrimination
E2. What are the roots of
U2. Racial discrimination is found
segregation, and why are they do