What’s in MY Name: Cherishing the Names of Your Black Students | Asynchronous Studio Lessons

In this lesson teachers engage their students by having them research the origin of their name. Through a historical and cultural lens students and teachers gain a better understanding and appreciation for the influence of a salad bowl of cultures in the naming of family members. Note: This lesson takes an Afrocentric perspective.

Standards

• The modern era has seen an increase in global interdependence culturally, economically, and politically since 1920. The advent of technology has fueled the interconnectedness of the world. Civil rights and independence have been at the forefront of this era; however, tensions remain in how to achieve these goals.
  • This indicator was developed to encourage inquiry into the changes in human rights and social hierarchies. This indicator also prompts inquiry into the Women’s Suffrage Movement, the Civil Rights Movement, the independence movements in Africa, A
• This indicator was designed to encourage inquiry into the primary physical and human characteristics of places within the African continent, such as landforms, water bodies, countries, and cities.
  • This indicator was designed to encourage inquiry into the distribution and pattern of culture traits within the African continent, how they emerge, and how those patterns can change over time as they diffuse to other locations or contract and even dis
• This indicator was designed to encourage inquiry into the distribution and pattern of human populations within the North American continent, why they are located where they are, and how those patterns change over time through economic, environmental, and politically driven migration.
  • This indicator was designed to encourage inquiry into the distribution and pattern of culture traits within the North American continent, how they emerge, and how those patterns can change over time as they diffuse to other locations or contract and e
• 8.5.E Utilize a variety of primary and secondary sources to analyze multiple perspectives on the cultural changes in South Carolina and the U.S.
• I Inquiry-Based Literacy Standards
  • I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
  • I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
• I Inquiry-Based Literacy Standards
  • I.4 Synthesize information to share learning and/or take action.
• RI.MC Meaning and Context
  • RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
• RI.MC Meaning and Context
  • RI.MC.6 Summarize key details and ideas to support analysis of central ideas.

Resources