Prisoners of Conscience – Grade 10-12th
An Inquiry Historic Investigation at Alcatraz Island National Park.
Overview
How does activism shape our understanding of mass incarceration? Does activism support our democracy?
This Essential Question frames the Prisoners of Conscience education program and is meant to allow students to engage in place-based inquiry history at Alcatraz Island. The Essential Question: 

1.	Reflects the essence of what they will study without directing them to the correct answer.
2.	Provokes “how” or “why” questions rather than “what” questions.
3.	Applies to places beyond Alcatraz Island.
4.	Invites discussion from everyone based on both experience and understanding.
Students conduct their own history investigation in which they learn at Alcatraz through inquiry. Students pose questions, search for evidence, write narratives, and suggest explanations. The program provides a tangible model for students to explore Alcatraz through learning activities in the classroom and in a National Park. 
Program Goals 
•	Enrich their understanding of place through inquiry. 
•	Experience National Parks as places for learning and recreation and develop a personal connection to their local national park. 
•	Learn about mass incarceration and the lasting impacts in society.
Program Objectives: 
Students will be able to…
•	Analyze primary sources and secondary resources and question when there are omitted historical resources. 
•	Explain the government response to dissonant voices. 
•	Evaluate the consequences of decisions - both past and present - that lead to mass incarceration. 

Ties to the Curriculum – Standards for 10-12th grades.

CA History-Social Science Standards

10.5.1. Students analyze the causes and course of the First World War...and the role of...propaganda and nationalism in mobilizing the civilian population in support of “total war.”  

11.10.1. Students analyze the development of federal civil rights and voting rights. Explain how demands of African Americans helped produce a stimulus for civil rights. 

11.11.2. Students analyze the major social problems and domestic policy issues in contemporary American society. 

12.2.1	 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.  

12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts...civil disobedience and the rule of law... 

CA Common Core Standards

Reading Standards for Informational Text 9-12 

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 

Speaking and Listening Standards 9-12 

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  

4. Present information, findings, and supporting evidence clearly, concisely, and logically... and the organization, development, substance, and style are appropriate to purpose, audience, and task...

Program Logistics and Safety Tips: 

Teacher must provide students with the following information about Alcatraz Island field session:

•	Wear layered clothing and comfortable shoes.
•	Be aware of the weather and dress appropriately. The program will go on — rain or shine!
•	Bring lunch and/or snacks, but be aware that food can only be consumed on the
•	dock. (Visitors are, however, allowed to drink bottled water throughout the
•	island.)
•	Avoid bringing a huge backpack loaded with unnecessary materials. The journey to the Cellhouse from the dock is the equivalent of climbing to the top of a 13 story building. It is 1/4 mile in length.
•	Students are expected to adhere to the safety rules in place on Alcatraz Island.
•	Students must stay in their group with an adult supervisor at all times.
•	Alcatraz Island will be a classroom for the entire program visit - Students are historians, not tourists.

The teacher and chaperones are ultimately responsible for the conduct and safety of the students. Chaperone support is a must.

Cancellation Policy 
Please let us know of any changes in rescheduling your program dates. Because of the volume of schools participating, there is little room to reschedule your original date. Please plan accordingly.

Program Description
The program has 3 elements: 
•	Pre-lessons led by the teacher & a live virtual Pre-lesson visit by NPS staff.
•	A field session at Alcatraz Island facilitated by NPS and assisted by teacher and chaperones.
•	Post-session lessons led by the teacher. Teachers collect and send copies of activities to NPS staff (digital or hard copies accepted).
Perspectives: 
Teacher Facilitated Lessons
Students are introduced to the program by discussing the Essential Question: How does activism shape our understanding of mass incarceration? Does activism support our democracy?” They examine primary and secondary sources from three key periods of twentieth century American political and social protest. They analyze case studies of three individuals incarcerated on Alcatraz Island for their political beliefs during those turbulent times. And think about Mass Incarceration in the 21st century as they connect it to political prisoners of the past. 
Time 
Determined by class 

Materials

Copies of the primary and secondary documents 
Pencils 
Paper 

Lesson 1: Understanding Activism and Democracy  
 
Essential Question: How does activism shape our understanding of mass incarceration? Does activism support our democracy?  
 
Objectives:  
Upon the completion of this lesson, students will be able to: 
•	Define democracy and activism  
•	Identify examples of how activism supports democracy  
•	Understand the systems in place that perpetuate today’s mass incarceration  
 
Time: 50 minutes  
 
Materials:  
•	Markers  
•	White board or big pad  
•	Agree or Disagree sign or sectioned out classroom  
 
Activity 1:  
 
Teacher introduces the students to the Prisoners of Conscious program by posing the Essential Questions on the board:  
 
“How does activism shape our understanding of mass incarceration? Does activism support our democracy?” 

Before students offer their opinions, they define activism, mass incarceration, and democracy. After students define these, ask them to discuss the question in pairs, small groups, or as an entire class. Be sure to discuss examples of how activism supports democracy – Ex: George Floyd Protests of 2020.  
 
Sample Guiding Definitions for Teacher Use (please do not share these with students until after they have discussed their own definitions):  
•	Activism: A doctrine or practice that emphasizes direct, individual or group action to bring about political or social change. 
•	Democracy:  
•	A system of government by the whole population or all the eligible members of a state, typically through elected representatives; the practice or principles of social equality. 
•	Mass Incarceration:  
•	Mass incarceration is a network of policing, prosecution, incarceration, surveillance, debt, and social control that is rooted in, builds upon, and reproduces economic and racial inequality and oppression, and leads to the reality that the United States criminalizes and incarcerates more of its own people than any other country in the history of the world (adapted from Institute to End Mass Incarceration). 
Activity 2:  
Teachers and students hold a dialogue based on Agree/Disagree Statements. Teacher can designate one side of the class as Agree and one side as Disagree, emphasizing that there are no right or wrong answers.  
•	The best way to keep our society safe is to imprison people 
•	Democracy supports activism  
•	A protest is the best way to bring attention to unjust issues  
•	A protest is a form of civil disobedience 

Teacher or students facilitate a discussion after each statement. Facilitator asks at least one student on each side to explain their decision.  
To lay a foundation for later inquiry, please include the following questions in the discussion. Please have your class reflect on these questions before a discussion or after.  
•	Why do you agree or disagree?  
•	What thoughts helped you come to your decision?  
•	What are the pros and cons of your decisions?  
•	What might make you change your decision?  

Lesson 2: Deep look at Political Prisoners on Alcatraz 

Essential Question: How does activism shape our understanding of mass incarceration? Does activism support our democracy?  
 
Objectives:  
Upon the completion of this lesson, students will be able to: 
•	Identify Political Prisoners of Alcatraz, specifically Phillip Grosser, Robert Lipscomb, and Robert Simmons 
•	Understand the reasons why these political prisoners were imprisoned on Alcatraz 
 
Time: 50 minutes  
 
Materials:  
•	Copies of the primary and secondary documents (in the Google Drive) 
•	Pencils  
•	White board for discussion  
 
Activity 1: Historic Context for Three Prisoners  	

Students are introduced to three men who were incarcerated on Alcatraz Island for their beliefs during their historic periods. Students analyze primary and secondary materials that tell of the actions taken and the consequences faced by these three men. 
 
Students are divided into three groups – 
•	Group 1 – Philip Grosser: Political conscientious objector during WWI  
•	Group 2 – Robert Simmons: Religious conscientious objector during WWI 
•	Group 3 – Robert Lipscomb: Civil rights era challenger of racist policies in federal prisons 

Each group will read and analyze documents specific to their case study. Students will take notes on their close reading of the documents and then fill out the worksheet for the person they are assigned to. 
1.	Historic context: What was happening in the country/world at the time?  
2.	Who is ____? What do we know about them?  
3.	What were the beliefs and actions that led to their imprisonment on Alcatraz? 
 
Teacher explains that the groups will present their findings, as well as the 
evidence to support their conclusions, to the class. Teacher and/or students then 
facilitate report-back class discussion. Students will fill out the remaining worksheets based on their peers’ presentations. 
 
After the report-back discussion, students reflect on the following: 
1.	What else are you curious about these people? 
2.	How does the racial make-up of the prison system look today vs. during the times these three people were incarcerated? 
3.	How does the story of these three people connect to the current system of mass incarceration? 
 
Homework assignment (before the class visit by NPS staff):  
Please ask students to review this website on the Mass Incarceration exhibit on Alcatraz and write one question from what they learned:  
The Big Lockup: Mass Incarceration in the U.S. - Alcatraz Island (U.S. National Park Service) (nps.gov) 

Alcatraz and You - NPS Facilitated Virtual Classroom Lesson 
NPS staff conducts a classroom lesson, introducing the inquiry process (or reinforces if the class has been using inquiry methods through group work) and an understanding of Alcatraz Island. Students investigate Mass Incarceration today and ponder on how it connects to Alcatraz Islands history.
Time: 1 hour
Activity One:  
The NPS representatives introduce students to the idea of Alcatraz Island. They learn about the historic layers of the Islands and the first people of the land.

Activity Two: 
The class investigates Mass Incarceration today by watching a video and having a class discussion about the people who are incarcerated today and why. 
Activity Three:
The NPS representative facilitates a brief discussion about the basic logistics and safety tips for the field session. 

Alcatraz Prisoners of Conscience Field Session: 
NPS staff will greet students at the Alcatraz Island dock. Staff will facilitate a guided inquiry lesson using student journals. Students will make observations, inferences, have discussions in their groups, while keeping in mind the essential questions: How does activism shape our understanding of mass incarceration? Does activism support our democracy? Locations include the dock, Sally Port and Guard house, and various locations in the cellhouse.  
Time: 3 hours on-site (approx. time: 10am - 1pm)
Resources: 
•	Field Journals 
•	Clipboards (provided)
•	Pencils (please bring your own pencils)
•	Nametags 

Post-session Lessons
These follow-up activities are designed to build upon the students’ experiences at Alcatraz Island. Students can demonstrate what they have learned during their national park experience. Please have students complete at least one of the following lessons. Please share the post-session lessons with NPS staff by (email or mailed hard copies).
Topic: Students reflect on what they learned 

Inquiry Question: How does activism shape our understanding of mass incarceration? Does activism support our democracy?  

Objectives: Upon the completion of this lesson, students will be able to: 

•	Understand how activism can impact the direction of our prison system 

•	Evaluate the consequences of decisions - both past and present - that lead to mass incarceration. 

Resources: Student journal, primary and secondary sources (Google folder), drawing paper, note pads, poster materials (digital or paper). 

Students will show their learning by choosing one of the following lessons…   

Write an informative/exploratory essay addressing:  

What are similarities and differences between 20th century political activists (Phillip Grosser, Robert Lipscomb, and Robert Simmons) incarcerated on Alcatraz and political activists serving time today? Ask students to research political activist who are incarcerated today before writing about the prompt.   

OR  

Design a political poster or a digital media project addressing:   

Activism within Mass Incarceration today or 20th Century Activism within the prison systems (or include both). Be sure to include a paragraph on the back of your poster to describe your design.   

OR   

Write a poem in which you:  

Reflect on your Alcatraz experience and the quote by Nelson Mandela displayed at the Mass Incarceration Exhibit:   

“It is said that no one truly knows a nation until one has been inside its jails. A nation should not be judged by how it treats its highest citizens, but its lowest ones.” ― Nelson Mandela 

Students share their work with their class. Please be sure to send samples to NPS staff via email or postal.