Teacher GRASPS Document

  Teacher GRASPS Document Goal The goal of this performance assessment is to demonstrate a deep understanding of the historical significance and impact of the Tulsa Race Riot of 1921, as well as to critically analyze the factors contributing to its exclusion from school curricula. Role You are a historian tasked with uncovering and presenting the untold narratives of historical events that have been marginalized or omitted from traditional educational materials. Audience Your audience includes educators, policymakers, and the broader community with a vested interest in promoting a more comprehensive and inclusive approach to teaching history. Situation Historical narratives have often been shaped by those in power, leading to omissions and distortions that perpetuate systemic biases. Your task is to challenge these narratives and advocate for a more accurate representation of history. Product/Performance You will create a multi-media presentation that explores the historical context, significance, and enduring impact of the Tulsa Race Riot of 1921. Additionally, you will propose alternative educational strategies for incorporating this event into school curricula. Standards Students will demonstrate their mastery of this standard by exhibiting a nuanced understanding of historical events, critically analyzing the implications of their exclusion from education, and proposing actionable recommendations for curriculum reform. Teacher Planning Documents Part 1: Research and Analysis Students will conduct in-depth research on the Tulsa Race Riot of 1921, utilizing primary sources, scholarly articles, and historical analyses. Students will analyze the social, political, and economic factors contributing to the erasure of this event from educational materials. Part 2: Presentation Development Students will synthesize their research findings to create a multi-media presentation that effectively communicates the historical significance and impact of the Tulsa Race Riot. Students will incorporate visual aids, such as photographs, archival documents, and maps, to enhance their presentation. Part 3: Proposal for Curriculum Reform Students will propose alternative educational strategies for integrating the Tulsa Race Riot of 1921 into school curricula. Students will articulate the rationale behind their proposed curriculum reforms and justify the importance of teaching this event in schools. Part 4: Reflection and Advocacy Students will reflect on the broader implications of their research and presentation, considering how their work contributes to a more inclusive and accurate portrayal of history. Students will identify actionable steps for advocating for curriculum reform within educational institutions and the community at large. By engaging in this performance assessment, students will not only demonstrate their mastery of historical understanding but also develop critical thinking skills, advocacy capabilities, and a sense of social responsibility in reshaping historical narratives to promote equity and justice.  

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