Two Eyed Soap
This arc follows the C3's "Inquiry Arc" (Developing Questions and Planning Inquiries; Applying Disciplinary Concepts; Evaluating Sources and Using Evidence; Communicating Conclusions and Taking Informed Action).
Read/analyze the Legend of Burchjolla. Discuss: Whose voice is heard? What is the "truth" of the legend?
SEL/Self-Awareness: Identifying emotional & ethical responses to narrative. Common Core RL.9-10.6: Analyze point of view.
Jigsaw readings from your author list (e.g., Linda Tuhiwai Smith on story-as-theory; Howard Zinn on people's history; Vine Deloria Jr. on sovereignty).
Groups create a "Lens Card" summarizing their author's approach to history.
C3 D2.His.4.9-12: Analyze complex historical causes. UDL: Expert learners set own goals via multiple means of engagement.
Using their new lenses, student groups brainstorm a list of historical questions sparked by the legend (e.g., "What were Portuguese colonial goals in Sulawesi?").
Refine one question per group for research.
C3 Dimension 1: Developing compelling & supporting questions.
Groups research their question using curated primary/secondary sources on Sulawesi colonization. They must practice historical thinking skills: Sourcing, Contextualizing, Corroborating.
C3 Dimension 3: Evaluating sources & using evidence. Common Core RH.9-10.9: Compare/contrast treatments of same topic.
Groups create their "Two-Eyed Artifact." This final product must weave the Legend of Burchjolla with their historical findings (e.g., annotated story map, digital essay, podcast, museum exhibit panel).
C3 Dimension 4: Communicating conclusions. PBL: Student voice/choice in product. UDL: Multiple means of action & expression.
Affective Engagement: Begin with the legend’s emotional core (sacrifice, identity) to create a "need to know". Use reflective journals for students to connect historical injustices to modern issues.
Collaborative Sense-Making: Frame group work as a "knowledge-building community," mirroring the Two-Eyed Seeing principle of weaving perspectives.
Critical Consciousness: Use authors like Paulo Freire (problem-posing education) and bell hooks (engaged pedagogy) to frame the unit.
The goal is not just to learn history, but to see how narratives are constructed and can be reconstructed for agency.
Short Anchor Texts: Assign concise excerpts to build the analytical "toolkit." For example:
Formative Assessment: Use "Lens Cards," research checklists, and peer feedback on source analysis.
Summative Assessment: Evaluate the "Two-Eyed Artifact" using a rubric that weighs historical accuracy, analytical depth (use of lenses), creative synthesis, and clarity of communication.
The public presentation or sharing of artifacts is the key PBL assessment.
These external resources can help structure the historical thinking skills:
Stanford History Education Group (SHEG): Their "Reading Like a Historian" lessons are perfect for teaching sourcing and corroboration with primary documents.
You can adapt their template to your Sulawesi sources.
PBL Works from Buck Institute: For planning tools and rubrics to structure the project effectively.
This plan aims to transform your decades of incubation into a living classroom experience where students don't just learn about history, but learn to do history and remake narrative, guided by the powerful frameworks you've woven together.