Participating in Government
Arts Integrated Lesson Plans and Materials for Teaching Civil Disobedience & Grade 10 Social Studies
Civil Disobedience Zines
Pairs with Grade 10, Unit 2: Participating in Government
Students will examine civil disobedience and how artists make zines in response to policies or human rights issues in order to create their own zine about an important issue or movement in government. Students will then complete their handmade zines on civil disobedience and share their zines using a See, Wonder, Connect peer evaluation.
Standards
Getting Ready
Downloads
TEACH!
Creators
MSDE/BCPSS CONTENT STANDARDS
- GOV.LB.2c – Analyzing various methods that individuals or groups may use to influence laws, government policies, and elections including referendum, acts of civil disobedience, voting, boycotts, financial contributions, digital communication, and voting drives.
C3 STANDARDS – SKILL DEVELOPMENT
- D2.Civ.5.9-12. – Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
NATIONAL ARTS STANDARDS
- VA:Cr1.2.Ia – Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.
- VA:Re.7.1.Ia – Hypothesize ways in which art influences perception and understanding of human experiences.
- VA:Re.7.2.Ia – Analyze how one’s understanding of the world is affected by experiencing visual imagery.
ESSENTIAL QUESTION
- How do individuals and groups change public policies in the American political system?
- How do artists create work in response to human rights issues or political movements?
OBJECTIVES
- Students will examine Civil Disobedience and how artists make zines in response to policies or human rights issues in order to create their own zine about an important issue or movement in government.
ASSESSMENT
- Completed zines with all pages filled with details about a movement or other form of civil disobedience.
MATERIALS & CLASSROOM SETUP
- Zine Slideshow
- Paper
- Color Pencils
KEY SOCIAL STUDIES VOCAB
- Civil Disobedience, protest, boycott, sit-in, disobeying, unjust, laws / legislation, advocate, injustices
KEY ARTS INTEGRATION VOCAB
- Zine – A zine is typically defined as a self-published booklet or magazine with a small circulation, created to express the ideas of the publisher.
- Illustration – a visualization made by an artist to explain information. This can be a drawing, a photograph, or even a collage, as long as it retains its purpose to visually represent facts and details.
- Self-Published – published by the author independently and at their own expense.
- Capitalism – an economic and political system in which a country’s trade and industry are controlled by private owners for profit.
ACCESSIBILITY
- Larger copy paper can also be used for students who need more space to draw
- GAL students can create more than one zine if time allows
EXTENSION
- This project can also be adapted digitally where students can create their zines on Canva!
LET’S GET STARTED!
OPENER
Project slide deck for students (slide #2)
Students will respond to the prompt:
Are there rules at home or school that you disagree with? Do you still follow those rules, why or why not? Teachers should follow up with the question below for students who say they do not follow the rules. Ask, what do they do instead?
STEP ONE
I DO
WATCH: Civil Obedience Zines – Setting the Stage
Display and read aloud the MLK quote: “One has a moral responsibility to disobey unjust laws.” Discuss with students.
Prepare for the gallery walk. Students can either participate via the slideshow or you can print out the images so that students can circulate the room.
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- Give clear instructions for the gallery walk:
- Students will analyze five photo sets using the See-Think-Wonder protocol.
- Each student must record at least two observations in each category per photo.
- Students will have 15 minutes to complete the walk.
- Give clear instructions for the gallery walk:
WE DO
Monitor and support students as they analyze the photos.
Call students back to their seats and show Slide #12 with debrief questions.
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- Read questions aloud and give students 2-3 minutes to write responses.
- Facilitate a whole-group discussion, encouraging students to share their thoughts.
- Pose a big thought question: How can civil disobedience be used to draw attention to social issues in your school or community
Transition into the zine introduction, explaining how zines can serve as a tool for activism.
STEP TWO
I DO
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- Present slides on Zines: What They Are & Why Artists Create Them.
- Have students read the definitions and observe examples of zines.
WE DO
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- Ask guiding questions to help students connect zines to civil disobedience:
- How do zines help spread ideas?
- Why might zines be effective for activism?
- Ask guiding questions to help students connect zines to civil disobedience:
STEP THREE
I DO
- Model the step-by-step process of folding a one-page mini zine.
- Show each fold while explaining the steps aloud.
WATCH: How to Make a Zine
WE DO
- Have students follow along with their own paper, pausing to check for understanding.
STEP FOUR
YOU DO
WATCH: Civil Disobedience Zines – Zine Making
Students will begin designing their zines, focusing on a civil disobedience topic of their choice.
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- Encourage creativity: students can incorporate text, drawings, and symbols to express their message.
- Teacher circulates, checking in, answering questions, and offering support.
SHARING
WE DO
WATCH: Peer Feedback Protocol
Upon completion, students will share their zines with peers.
Students will participate in a See, Wonder, Connect activity:
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- See: What do you notice about this zine?
- Wonder: What questions do you have about this zine?
- Connect: How does this zine relate to the theme of civil disobedience?
Each student will evaluate three different zines and provide valuable feedback to their peers.
Teacher should circulate, guiding conversations and making sure feedback is constructive.
SELF-ASSESSMENT
YOU DO
After sharing and discussing their zines, students will complete a self-assessment rubric evaluating their own work.
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- The rubric should focus on aspects like creativity, clarity of message, and connection to the theme of civil disobedience.
- Students will reflect on their process and identify areas for improvement in their work.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
JENNA PORTER
Jenna Porter has been teaching in Baltimore City Public Schools since 2016. She currently teaches middle school visual arts and digital photography at Roland Park Elementary Middle School. Jenna has facilitated professional development courses, mentored new visual arts teachers, and earned Model Teacher status. In 2021, she won a $25,000 grant for digital cameras and professional photography equipment. She has also worked as a teaching artist and instructional coach for Arts for Learning Maryland’s Summer Arts Learning Academy and facilitated murals through Arts Every Day’s Public Arts Grant. Last year, Jenna was honored as BCPSS’s Media Arts Teacher of the Year for middle school. She believes in the power of Arts Integration and meeting students with love and empathy.
AFRIKIIA ROBERTSON
A native of Baltimore, Maryland, AfriKiia Robertson is a proud graduate of Morgan State University and is currently pursuing a master’s degree in the Curriculum and Instruction program at Loyola University Maryland. With five years of experience as a social studies teacher in Baltimore City Public Schools, AfriKiia is also a dedicated professional learning facilitator and content specialist. An enthusiastic advocate for education, AfriKiia is committed to fostering a love of learning and academic excellence in students and educators alike.
