Lesson 1 Main Idea: Introduces the topic of cancer and its relevance. Emphasizes the potential for prevention. Points: * "Cancer is something that affects all of us as human beings in some way - directly or through our relationships." * A significant portion of cancers are preventable, particularly those related to smoking. "At least 42% of newly diagnosed cancers are potentially avoidable." * Initial data presented includes: * Top 10 cancers by new cases and by death rates in the United States (2018). * A map of new cancer rates by state in the United States (2018). Activities: Students are asked to consider their personal experiences and prior knowledge about cancer, share ideas with partners, and participate in whole-class discussions. Focus: Getting students to think about their own ideas about cancer and what they want to know. Lesson 2: What is Cancer? Main Idea: Focuses on exploring the cellular basis of cancer, comparing cancerous and non-cancerous cells. Points: * Introduces cells and different kinds of cells and how they're organized. * Students investigate different cells (breast, lung, skin and blood) using microscope images. * Students begin to ask questions about cells, cell organization, and how cancer cells differ from normal cells. Activities: Students complete "Notice and Wonder" charts based on observations of various cell types (breast, lung, skin, blood) under a microscope, contrasting normal and cancerous cells. They also update a personal glossary of key terms. Students will develop initial models to explain: "How does cancer make us sick?". Lesson 4: The Cell Cycle and Cancer Main Idea: Explores the connection between the cell cycle, cell division, and the development of cancer. Focuses on explaining why there are higher rates of cancer in older and taller people. Students review the models created previously. + * The activity prompts students to relate the cell cycle and cell division to cancer incidence with the following prompt: "Develop an initial model that shows how the cell cycle and cell division could lead to different rates of cancer for older and taller people." * The cell cycle and cell division are connected to the higher rates of cancer in older and taller people. Activities: Students develop and share models, and participate in a computer simulation. They also share age and biopsy results data. Lesson 5: Chromosomes and Cancer Main Idea: Focuses on the role of chromosomes and DNA replication in the development of cancer. Key Points: •Builds upon previous lessons to investigate chromosomes and the role of p53 in preventing differences in chromosomes in cancer cells. Students explore DNA through computer simulations and readings. •Definition of DNA replication: "the process of DNA making a copy of itself." Activities: Students share what they already know about chromosomes, explore DNA with a computer simulation, read about DNA and chromosomes, create a "Gotta-Have-it Checklist", and construct an explanation of the lesson question. Students also provide feedback to each other. Lesson 1-5 Recurring Themes: Inquiry-Based Learning: Students are constantly prompted to ask questions, make observations, and develop explanations based on evidence. Model Development: A core activity involves students creating and revising models to explain cancer-related phenomena. These models evolve from individual to group and eventually a class consensus model. Collaborative Learning: Activities and group work are used to foster discussion and peer learning. Data Analysis: Students analyze cancer incidence data to identify trends and patterns. Emphasis on Safety and Respect: Establishing norms of respect and equity is emphasized, particularly when discussing potentially sensitive topics like personal experiences with cancer. Simulation and Reading: Students explore DNA through computer simulations and readings. Feedback: Students give and receive feedback with their peers. Progress Tracking: Students update personal progress trackers to show what they have figured out and any remaining questions

What was the pivotal ruling of the Brown v. Board of Education case in 1954?

The ruling declared that separate educational facilities are inherently unequal.

Which Supreme Court case declared that racial segregation in public schools is unconstitutional?

Brown v. Board of Education (1954).

What did the Brown v. Board of Education ruling lead to in terms of education and civil rights?

It led to the desegregation of public schools and was a major victory for the Civil Rights Movement.

In what year was the Brown v. Board of Education decision made?

What principle was established by the ruling in Brown v. Board of Education?

The principle that segregation in public schools is a violation of the Equal Protection Clause of the Fourteenth Amendment.