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Teaching Activity. Essay by Howard Zinn and lesson by Bill Bigelow. 17 pages. Students research and share stories about unsung heroes in U. S. history. Schools help.
Unsung heroes essay - Proposal, CV & Dissertation …
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Portland’s Unsung Heroes Essay Lesson Plan By Brady Bennon
Unit: After learning about the Nobel Peace Prize, reading non-fiction books written by Nobel Laureates, researching and interviewing local activists, students will apply what they have learned in a persuasive essay. Grades: 10-12 Objective: Students will synthesize what they have learned about Nobel Peace Prize winners and their efforts for peace, and they will write a persuasive essay in which they celebrate the work of a Portland unsung hero. Summary: Students have read non-fiction books about Nobel Peace Prize winners while completing reader response journals, paying special attention to efforts the author made to advance the cause of peace. They have also gathered information about the criteria and process for awarding Nobel Peace Prizes. Finally, they have researched and interviewed over ten local Portland activists who have made a difference in the community. The students’ task is to write a formal essay synthesizing what they have learned in an essay celebrating an unsung Portland hero. Prompt: Using themes, examples, and quotations from the Nobel Peace Laureate non-fiction books, the class peace definition, and interviews, write an essay about one Portland unsung hero who you think should receive the “Portland Peace Prize”. Time: essay writing--2 weeks
Procedure 1. Throughout the course, while researching the Nobel Peace Prize, and reading nonfiction books about Peace Prize winners, students will identified themes that keep coming up, such as social justice, freedom, voting rights. These themes will be posted on the wall. 2. Students will also post on the wall the class definition of peace, the criteria for the Portland Peace Prize, and pictures and impressive accomplishments of Portland activists who they have researched and interviewed for the Portland Peace Prize. 3. Now, students will tour the room, re-read their non-fiction reader-response journals, consider themes from their non-fiction books, and look over their interview notes as they