Become a District Partner Become a District Partner

Hoping Tomorrow is Safe

This unit engages students in quantitative research on violent crimes in the U.S. It also asks students to interview and create a report about someone in their community who strives to make a positive change.

This One World Unit was sponsored by the:


Previewing the Reflection:

A series of open-ended pre-reading questions designed to engage students, assess prior knowledge, and expose any pre-conceived ideas about the person or culture explored in the Reflection.  These questions are intended to be non-threatening and accessible to a range of students.  Students are encouraged to answer honestly, and to discuss their answers with their classmates.

PDF icon Previewing the Reflection

Reflection: Hoping Tomorrow is Safe by Shaneka Speight

As a DC native, Shaneka provides a candid look at the issue of youth and gang violence in American cities. She writes about the devastating impact that youth violence can have on teens, families, and neighborhoods. Shaneka's strong voice urges all teens to help to stop the cycle of violence.

PDF icon Hoping Tomorrow is Safe

Understanding the Reflection:

This resource is to be used during and after students read the Reflection.  Included in it are a series of reading comprehension questions designed to check for student understanding of the Reflection.  These questions formats include multiple-choice, fill-in-the-blank, true/false, short response, or other effective questioning strategies.  

PDF icon Understanding the Reflection, PDF icon Understanding the Reflection - Answer Key

Learning Activity: Math-What does the Data Say?

Math / 7th, 8th, 9th, 10th, 11th, 12th / 2 class periods (90 min)

Using data from the Department of Justice, students will interpret tabular data and then create a scatterplot to help them analyze the trends in rates of violent crime.

Learning Activity: Social Studies-Be the Change You Wish to See

Social Studies / 9th, 10th / 2 class periods (90 mins)

Discuss the idea of creating positive change on both a global and local level by identifying someone in the neighborhood, school, or community who creates positive change and interview that person. Students will create a graphic representation of their interview to share with classmates.

Reviewing the Reflection:

This resource is to be used after students read the Reflection.  It includes a series of post-reading questions designed to encourage student reflection and assess changes in students' perception and understanding of the cultural issues addressed in the unit through some deliberately repeated questions in the "Previewing the Reflection" activity.

PDF icon Reviewing the Reflection

Responding to the Reflection:

This resource should be used after the students read the Reflection. Students are presented with a list of questions intended to illicit a more personal response about the Reflection they have just read. After considering those questions, students compose a letter to the author of the Reflection with their thoughts, observations, questions and comments. Teachers should feel free to contact Rachel@oneworldeducation.org if they would like to have their students' finished letters delivered to the One World Ambassador.

PDF icon Reflection Response

Culture Cube:

This resource can be used at any point within a unit. The Culture Cube allows students to think about and organize their research of any culture into eight major traits (social groups, government, history, language, daily life, economy, religion, and art). The Culture Cube can prepare students before reading a Reflection, or before doing unit resources and learning activities. Similarly, teachers can use the Culture Cube to wrap up or assess students’ knowledge after engaging in the other unit resources and learning activities. The Culture Cube can be used in isolation of or integrated with the larger One World Curriculum. Definitions and examples of each trait of culture are given to guide students. The Culture Cube requires students to go beyond the Reflection for their research, so teachers need to make available a number of different resources from which students might gather information, including, but not limited to: textbooks, websites, encyclopedias, reference books, reports and maps.