Racial Autobiography Curriculum Unit

Results of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice Danae O’Bryan EDU 6051: Race and Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 1 Contents: Introduction to the Action Plan Project Stage 1 For Project/Unit Outline Sample Lesson 1 and Handout(s) Sample Lesson 2 and Handout(s) Sample Lesson 3 and Handout(s) Sample Lesson 4 and Handout(s) Culminating Performance Task ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 2 Introduction to the Action Plan: Welcome to my activity plan! This curricular way to deal with making an enemy of supremacist study hall experience was intended for four ninth grade classes at Malden High School in Malden, Massachusetts. The exercises connected to this activity plan are moored in the Massach usetts Common Core Curriculum Frameworks (2010).Upon first look at the socioeconomics of Malden High School it is anything but difficult to expect that the school has effectively coordinated different racial minority and dominant part bunches into its framework (African American or Black †22. 2%, Asian †22. 7, Hispanic or Latino †17. 6%, Multi-race, Non-Hispanic †2. 7%, Native American †0. 6%, Native Hawaiian or Pacific Islander †0. 1%, White †34. 2%). Be that as it may, there is as yet an absence of information among understudies with respect to their own racial personality and the encounters of others of various race and ethnic groups.In Northeastern University’s Race and Ethnicity course the possibility of â€Å"colorblindness† was talked about finally as being something as intensely insufficient as prejudice itself. At Malden High School understudies of varying racial gatherings kind of â€Å"coexist,† which is something I trust this activity plan will start to change through students’ consciousness of racial character improvement. Luckily, the ninth grade educational plan for English Language Arts has put an overwhelming accentuation on the larger subject of identity.Students read Our America over the late spring for their late spring perusing, and expound on their own personality in a paper after entering school this year. This took into consideration an increasingly liquid change into the presentation of racial personality improvement. In the wake of examining the different racial personality advancement speculations in Northeastern University’s Race and Ethnicity course, it appeared to be fundamental to tie the significance of racial character into an understudies revelation of his or herself. I have discovered that the ultimate objective of our acknowledgment of personality is similarly as significant as the formative procedure it took to get there.If understudies think about just w ho they are today, without recognizing the occasions and encounters that have molded their racial character, they are feeling the loss of the key data required so as to make change; And that is the inspiration driving investigating our past to change our future through this antiracism activity plan venture. This activity plan is revolved around the Understanding by Design model, which takes into account basic inquiries and comprehension to be keenly investigated while moving in the direction of an end product.The finished result, or, the coming full circle execution task, is one that provokes understudies to ponder the encounters that formed their racial personality. Thus, the understudies are approached to create a racial personality collection of memoirs. I trust you discover this activity plan helpful and decide to consolidate a portion of the exercises into your own study halls. Appreciate! Results of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore S ocial Justice 3 Racial Identity Development Autobiography Stage 1Understandings Students will comprehend that†¦ Racial character assumes a job by they way he/she associates in the public eye and become engaged with his/her locale Different elements, including educational encounters, shape his/her racial personality Potential Essential Questions Misunderstandings Students might be not able to perceive how his/her character adds to the network everywhere Student may disregard or be not able to recall specific encounters that add to his/her character Application: How would we be able to utilize the information and comprehension of our racial characters to defeat racism?Explanation: What are the phases of racial character improvement? Translation: What do my encounters uncover about my racial personality? For what reason does knowing my racial character improvement process matter? Point of view: How do our racial characters contrast from one another? Compassion: How may we reach an d comprehension of others' racial personalities? Self-Knowledge: How are my conclusions about different races and ethnicities molded by generalizations, suppositions, and biases? What are my â€Å"blind-spots† and confinements of understanding the racial encounters of others?There are different ramifications for racial generalizations, which influence the general public we live in No individual fits perfectly into an unmistakable racial gathering, individuals will be people, not only individuals from a racial gathering Students may make some hard memories relinquishing generalizations and predisposition he/she has seen as â€Å"normal† for such a long time Students may feel Racial characters are that his/her racial consistently transition and complex, personality self-portrayal currently never fixed or straightforward, and ought to be talked about characterizes them rather that route in the study hall of understanding that it is a work in progress, and outside of schoo l something that can changeProducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 4 Knowledge Students will know†¦ ? Abilities Students will be capable to†¦ Core jargon: Race, ethnicity, (Including MCCR systems) generalization, inclination, - ism, ? Talk about what shapes their racial character with conclusive language nationality, preference, fitting to the exchange (MCF personal history (MCF L 4). SL 1). ? The accompanying terms: ?Evaluate personality stories from Socioeconomic status; different creators entire concentrating institutional bigotry and on â€Å"craft and structure† also separation; segregation as â€Å"key thoughts and details† (MCF RL 1-6). through financial, social, and ? Make and amend a racial personality political methods; scapegoating; life account (MCF W 3, 5, 6). dehumanization; isolation; ? Perceive and recognize different mistreatment; social equality (MCF L 4). generalizations as dep icted in ?The language associated with hostile to mainstream TV and other supremacist activism. media. ? The phases of racial character advancement. Results of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 5 Unit Outline: Since this undertaking is being actualized after the To Kill a Mockingbird unit has just started, the understudies have just perused sections 1-11 of the novel. Also, they have viewed a narrative on the Scottsboro preliminaries titled â€Å"Scottsboro: An American Tragedy. Hence, the exercises that follow are not toward the beginning of the To Kill a Mockingbird unit, yet they do begin at the execution of the Action Plan venture (which is being fused into the To Kill a Mockingbird unit). This is just a proposed course of events. You may wish to incorporate extra exercises. Moreover, you may supplant or change a portion of these exercises gave.  ¦ Sample Lesson 1: (Included)  ¦ Sample Lesson 2: (Included)  ¦ Sampl e Lesson 3: (Included)  ¦ â€Å"A Product of this Town† by J.Malcom Garcia Rules to follow in class conversation Mark up the Text/In-class conversation Racial Identity Anticipation Guide Discussion (On Racial Identity Anticipation direct) Introduction to the Project †GRASPS Breaking down generalizations Analyzing media in scan for generalizations PowerPoint slides (transferred as independent report) †Introduction to speculations Teacher shares individual Racial Identity Autobiography Work as class to create smaller than expected RIA for Jem (character in TKAM) Using self-talk with answers and information on hypothesis stages, plan life account Photo meaning of self †free compose/reflection Computer lab-chip away at composing RIA Sharing RIA’s †conceivable â€Å"silent† conversation Revisit Anticipation guides  ¦ Sample Lesson 4: (Included)  ¦ Sample Lesson 5: (Not Included)  ¦ Sample Lesson 6: (Not Included)  ¦ Sample Lesson 7: (Not Included)  ¦ Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 : â€Å"A Product of This Town† †Mark Up Text and In-Class Discussion I.Learning Objectives for Today and Evidence/Assessment of Learning goals: (SWBAT) Students will be capable to†¦ Explain the equals between the â€Å"old† South and the â€Å"new† South concerning prejudice, isolation, and bad form (Scottsboro/Jena) Discuss how Garcia’s encounters in Jena impacted his racial personality Produce a short reflection that summarizes the conversation on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of â€Å"Do Now† note pads toward the finish of quarter Informal checks for comprehension through cooperation in the class conversation Collection of reflection for interest credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 and 4 II. Fundamental Question[s] for Today: ? ? ? Translation: What do my encounters uncover about my racial character? For what reason does knowing my racial personality improvement process matter? Point of view: How do our racial characters vary from one another? Self-Knowledge: How are my feelings about different races and ethnicities formed by generalizations, presumptions, and preferences? III. Why Learning this Matters: Up until this point in the unit, understudies have been perusing To Kill a Mockingbird and talking about Jim Crow, the Scottsboro Trials, a