MAKE A SOCIAL STUDIES CONNECTION This lesson creates awareness and understanding of significant legislation in the U.S. Students will learn about the social context of the late 1800s and how the government increased restrictions. This law can later be studied alongside other immigration policies and civil rights movements. It also provides an opportunity to discuss history, ethnicity, discrimination, immigration policy, and the experiences of Asian Americans in the U.S., which often go untaught. Have students read more about the Act, study its language and meaning, and explore what life was like in the late 1800s. Then, together, share responses. Have them reflect on other laws and discuss the importance of having laws that honor and protect and promote human rights for all people. As students learn about the 1882 Chinese Exclusion Act, help them understand why laws should honor and protect all humans. Invite students to write a law of their own that could make for a more joyful world. APPLY THE CHRE FRAMEWORK Continue the lesson by asking and discussing the following pursuit-driven questions. IDENTITY: Can you name a time you were excluded or saw someone being excluded? SKILLS: What is an example of how the 1882 government responded to the needs and wants of people? INTELLECT: What was the 1882 Chinese Exclusion Act? CRITICALITY: Why do you think it’s important for laws to treat all people fairly and
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Social Studies
protect their rights? What could happen if laws don’t do that? JOY: What law would you create for a happier, more joyful world?
use ice cream scoop with no fragile parts. His invention is an example of a simple machine that made a big difference for many people. Both Jackson and Cralle changed how we make and enjoy ice cream. Even though Cralle received little recognition in his time, his joyful invention is still used today. MAKE A STEM CONNECTION This lesson introduces the concept of simple machines and the invention of the ice cream scoop. Have students look at the original patent and design of the ice cream scoop and read the background information on Alfred L. Cralle, the inventor of the ice cream scoop. Ask students what they found most interesting or intriguing in the reading and then invite them to share their favorite ice cream flavors, considering the tools needed to eat ice cream. If possible, demonstrate an ice cream scoop in action, and guide students in observing how force and motion are applied, classifying it as a simple machine. As students learn about the invention and the inventor, help them understand the challenges Cralle faced as a Black scientist and recognize how the ice cream scoop is a scientific invention rooted in joy. APPLY THE CHRE FRAMEWORK Continue the lesson by asking and discussing the following pursuit-driven questions. IDENTITY: What is your favorite ice cream flavor? SKILLS: How is the ice cream scoop a simple machine? INTELLECT: Who is Alfred L. Cralle and why do you think he invented the ice cream scoop? CRITICALITY: What hardships do you think Alfred L. Cralle experienced during the time of his invention? JOY: How is the ice cream scoop an invention of joy? LAYERED TEXTS TO SUPPORT THE LEARNING • Exclusion and the Chinese American Story by Sarah-SoonLing Blackburn • Recent newspaper articles on immigration • Media images on the genius of Chinese people • TED Talk video: “The Dark History of the Chinese Exclusion Act” by Robert Chang (Watch the video before showing it to students to make sure it is appropriate.) STEM
LESSON STEM
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LAYERED TEXTS TO SUPPORT THE LEARNING • Ice Cream Man: How Augustus Jackson Made a Sweet Treat Better by Glenda Armand • Ice Cream: The Full Scoop by Gail Gibbons • Other images of joyful inventions • Video: “The Invention of The Ice Cream Scoop ” by KidsBlackHistory on YouTube • Pictures of the evolution of the ice cream scoop
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