I. Curricular Framework
Concept:
Equality
Essential Question:
What can we do to prevent discrimination?
Bridge:
Differences
Content:
Outcomes:
II. Standards Aligned
III. Instruction and Assessment
1. Connect: Connecting to the Concept Experientially
Objective: Students will participate in a discrimination experience.
Activity: At the end of the day, the teacher passes out an envelope listing the color of shirts that students should wear the following day. The next morning assignments and privileges are given based on the color of the shirt. Also, students with certain colors of shirts must stay in one area of the room.
Evaluation: Involvement of students.
2. Attend: Attending to the Connection
Objective: Students will discuss the experience.
Activity: Discuss reactions to the experience of the day. How do students feel about being treated unfairly because of the color of their shirt? Discuss the unfairness of having no choice of your shirt color.
Evaluation: Quality of discussion.
Assessment, Phase One, Level of Engagement, Fascination:
3. Image: Creating a Mental Picture
Objective: Students will experience a reverse discrimination situation.
Activity: Use the kit, Kids Come in Special Flavors to assign students different handicaps. Play a game involving physical coordination and movement. Put the handicapped children on one team and give this team many extra points before the game starts. The winners receive a homework pass. The handicapped team has such an advantage that they win. After the game, discuss reverse discrimination and the feelings that accompany this situation. Another activity could be to watch the film, “The Sneetches” by Dr. Seuss.
Evaluation: Student participation and quality of discussion.
Assessment, Phase Two, Seeing the Big Picture:
4. Inform: Receiving Facts & Knowledge
Objective: Students will learn about discrimination.
Activity: Teacher presents information on the concepts of discrimination, famous leaders against discrimination, and groups, agencies, and laws created to prevent discrimination. The social studies text, articles, a speaker from NAACP, a biography on Dr. Martin Luther King Jr., etc. can be used to provide information.
Evaluation: Student attentiveness.
Assessment, Phase Three, Success with Acquiring Knowledge:
5. Practice: Developing Skills
Objective: Students will reinforce content through practice.
Activity: Students create sayings and posters that encourage integration and hang these throughout the halls. Students look in newspapers and on news programs and find as many cases of discriminations as possible. These news stories should be discussed with the class. Students make speeches for or against integration of schools at a mock school board meeting. Given the situation that Dr. Martin Luther King Jr. is sick, students write a speech to be delivered to the crowd in Montgomery, Alabama.
Evaluation: Quality and accuracy of practice.
Assessment, Phase Four, Success with Acquiring Skills:
6. Extend: Extending Learning to the Outside World
Objective: Students will apply ideas from learned concepts.
Activity: Students work in groups to plan a play that shows some form of discrimination. At the end of the play at least one person must show acceptance and no longer discriminate. The reason for this change must also be apparent. Scenery can be created and costumes may be worn.
Evaluation: Quality of plan for play.
7. Refine: Refining the Extension
Objective: Students will complete projects.
Activity: Students write, edit, revise and rehearse plays. Teacher acts as a resource person during this process.
Evaluation: Quality of completed project.
8. Perform: Creative Manifestation of Material Learned
Objective: Students will share their projects.
Activity: The plays are performed and video recorded by the teacher. The tape is sent to other classrooms. Students answer the essential question, “What can we do to prevent discrimination?”
Evaluation: Student participation and presentation of play.
Assessment, Phase Five,Performance, Creative Use of Material Learned:
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