Prisoners of Conscience UBD (Understanding by Design) Framework: 10-12th grade.  

Desired Results   

Goals of the Program 
Students will... 
•	Enrich their understanding of a place through inquiry. 
•	Experience National Parks as places for learning and recreation and develop a personal connection with their local National Parks. 
•	Learn about mass incarceration and the lasting impacts in society. 

Transfer 
Students will be able to independently use their learning to…

•	Analyze and synthesize primary and secondary sources. 
•	Engage in an informed and reasoned discussion of the relationship between civil rights and systematic oppression. 
•	Understand the systems in place that shape the cycle of mass incarceration. 

Meaning 

Essential Question (s): 
 
How does activism shape our understanding of mass incarceration?  
Does activism support our democracy?  
 
Enduring Understandings: Students will understand that...  

•	Individuals and/or groups who speak out against laws they see as unjust have faced consequences and sparked change throughout US history and continue to do so today. 
•	Historical interpretation requires recognizing the missing voices. 
•	Local history enriches and challenges our perception of the national narrative. 
•	National Parks have the responsibility to share untold stories. 

Acquisition  

Students will know... 
 
•	The historical context of the political prisoners who were held on Alcatraz. 
•	Alcatraz housed political prisoners as well as the general prison population throughout its history as a military prison and federal penitentiary. 
•	The parallels between political activists incarcerated on Alcatraz with political activists serving time today. 
 
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. 

Evidence   

Students will show their learning by…  

Writing 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 

Designing 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  

Writing 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 

Learning Plan   
 
Summary of Key Learning Events and Instruction  
 
1.	All Teachers attends the teacher workshop.  
2.	2 weeks before the program, teachers will be emailed a link to the digital classroom kits to prepare students for the program.

Classroom Preparation  
 
1.	Teacher leads students in 2 lessons prior to NPS Staff Class Visits: Lesson 1 titled “Understanding Activism and Democracy”, and Lesson 2 titled “Deep look at Political Prisoners on Alcatraz.”
2.	NPS staff virtually visits classroom (up to 1 hour) prior to field trip. 

Field Visit  
1.	Students continue their understanding of the Prisoners of Conscience on Alcatraz and take a deep look at the Mass Incarceration exhibit.  

Classroom Assessment   
 
1.	Students complete a post-visit lesson.
2.	Teachers share student work with NPS Staff via mail or email. 
3.	Shared student work is meant comprehend students understanding.