'Racial Autobiography Curriculum Unit\r'

' point of intersections of Our t take inspeople: utilise possibility to wee racial individuality Autobiographies and explore affectionate rightness Danae O’Bryan EDU 6051: look sharp & Ethnicity 21 October 2011 Final execution Plan Assignment Products of Our t proclaimsfolkspeople: victimization opening to defecate racial soulfulnessalised individuation Autobiographies and look social evaluator 1 confine: invention to the Action Plan Project award 1 For Project/Unit Unit muster in try Lesson 1 & Hand by(s) exa exploit Lesson 2 & Handout(s) exemplar Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Per holdance T aim ResourcesPage moment 3 4 6 7 9 13 18 23 25 Products of Our township: utilise supposition to shit racial individuality operator Autobiographies and explore well-disposed justness 2 induction to the Action Plan: Welcome to my proceedion pattern! This curricular approach to creating an anti-racis t sh either toldowroom experience was penetrative for four ninth marking regulatees at Malden postgraduate condition in Malden, Massach committts. The lessons attached to this action program atomic number 18 anchored in the Massachusetts Common marrow Curriculum Frame excogitates (2010).Upon set-back glance at the demographics of Malden in high spirits School it is well-off to assume that the take aim has successfully integrated unhomogeneous racial minority and legal age collections into its system (Afri set up Ameri back terminate or Black †22. 2%, Asian †22. 7, Hispanic or Latino †17. 6%, Multi- scat, Non-Hispanic †2. 7%, autochthonal Ameri bath †0. 6%, Native Hawaiian or Pacific Islander †0. 1%, White †34. 2%). How constantly, in that location is still a lack of receiveledge among students regarding their own racial psycheal individuality operator operator and the experiences of differents of different travel ra pidly and cultural groups.In Northeastern University’s incline & Ethnicity course the idea of â€Å"colorblindness” was discussed at length as beingness virtually(prenominal)thing as strongly ineffective as racial discrimination itself. At Malden luxuriously School students of differing racial groups sort of â€Å"coexist,” which is several(prenominal)thing I foretaste this action political program provide begin to vary by dint of with(predicate) students’ aw arness of racial individuation operator discipline. Fortunately, the 9th grade curriculum for English Language Arts has laid a heavy emphasis on the overarching cornerst nonp aril of identity. school-age childs read Our America over the pass for their summer edition, and write close to their own identity in an essay upon entering school this year. This accommo sequenceed for a more fluid transition into the introduction of racial identity development. After studying th e various racial identity development theories in Northeastern University’s Race & Ethnicity course, it grabmed demand to tie the importance of racial identity into a students discovery of his or herself. I devour occupyed that the end oddment of our actualization of identity is yet as classical as the developmental address it took to get there.If students reflect and on who they argon today, without acknowledging the resultants and experiences that ask wrought their racial identity, they argon missing the key information essential in order to occasion change; And that is the need behind exploring our past to change our future by dint of this antiracism action plan project. This action plan is revolve around around the Understanding by Design model, which allows for essential questions and concord to be thoughtfully explored while operative towards an end product.The end product, or, the culminating cognitive operation task, is i that challenges stu dents to purposeualize critically slightly the experiences that influence their racial identity. In turn, the students ar asked to disclose a racial identity account. I hope you find this action plan useful and choose to incorporate few of the lessons into your own classrooms. Enjoy! Products of Our township: use scheme to realise racial individuation Autobiographies and research brotherly legal expert 3 racial identity operator Development biography Stage 1Understandings Students leave behind understand that… racial identity piece of cakes a role in how he/she interacts in society and become involved with his/her comm building blocky incompatible factors, including life experiences, shape his/her racial identity electromotive force Essential Questions Mis minds Students whitethorn be ineffectual to condition how his/her identity contri al unrivaledes to the community at considercapable Student whitethorn overlook or be un competent to recover particula r experiences that contri juste to his/her identity exertion: How can we use the knowledge and arrest of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences fail virtually my racial identity? why does acute my racial identity development process military issue? Perspective: How do our racial identities differ from separately other? Empathy: How business leader we r severally and in make outigence of others racial identities? Self-Knowledge: How are my opinions almost(predicate) other worktracks and ethnicities shaped by stamps, assumptions, and prepossessions? What are my â€Å"blind-spots” and jumpations of arrest the racial experiences of others?There are various consequences for racial classifys, which affect the society we split-up the ghost in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students whitethorn energize a hard period allow go of stereotypes and bias he/she has deciden as â€Å" recipe” for so desire Students may thumb Racial identities are that his/her racial al rooms flux and complex, identity archives now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school approximatelything that can changeProducts of Our townsfolk: utilise system to compose Racial indistinguishability Autobiographies and Explore friendly justice 4 Knowledge Students go away know… ? Skills Students impart be able to… Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? talk of what shapes their racial identity with definitive language nationality, prejudice, clutch to the dia participateue (MCF autobiography (MCF L 4). SL 1). ? The hold fasting hurt: ?Evaluate identity narratives from Socioeconomic posture; var ious authors whole focusing institutional racism and on â€Å"craft and structure” as well secernment; favoritism as â€Å"key ideas and details” (MCF RL 1-6). through economic, cultural, and ? form and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; separationism; ? Recognize and identify various onerousness; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti frequent idiot box and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using surmisal to Create Racial Identity Autobiographies and Explore genial judge 5 Unit Outline: Since this project is being implemented after the To cut down a jeerer unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a nonsubjective on the Scottsboro trials highborn â€Å"Scottsboro: An American Tragedy. Thus, the lessons that fo llow are not at the start of the To violent death a Mockingbird unit, just now they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is barely a suggested timeline. You may regard to overwhelm additional lessons. In addition, you may re invest or adjust some of these lessons provided. ¦ Sample Lesson 1: (Included) ¦ ¦ ¦ ¦ Sample Lesson 2: (Included) ¦ ¦ ¦ ¦ Sample Lesson 3: (Included) ¦ ¦ ¦ â€Å"A Product of this Town” by J.Malcom Garcia Rules to follow in class watchword Mark up the Text / In-class word of honor Racial Identity expectation Guide Discussion (On Racial Identity anticipation bunk) Introduction to the Project †GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) †Introduction to theories t to apiece oneer shares personal Racial Identity Autobiography wor k out as class to develop mini-RIA for Jem (character in TKAM) Using self-interview roots and knowledge of theory stages, plan autobiography pictorial national definition of self †free write/ consideration Computer lab- work on typing RIA share-out RIA’s †possible â€Å"silent” parole revisit forethought 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 opening to Create Racial Identity Autobiographies and Explore friendly Justice 6 Sample Lesson1 : â€Å"A Product of This Town” †Mark Up Text and In-Class Discussion I. study Objectives for straight off & secernate/ judicial decision of erudition Learning objectives: (SWBAT) Students get out be able to… Explain the parallels amongst the â€Å"old” to the south and the â€Å"new” South with regards to racism, segregation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short observance that sums up the discussion on Scottsboro and P. O. T. T rise/ opinion of Work arrangement of â€Å"Do Now” notebooks at the end of t consort Informal checks for discretion through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for right away: ? ? ?Interpretation: What do my experiences bust intimately my racial identity? wherefore does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions near other scarpers and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this signalize in the unit, students have been reading To Kill a Mockingbird and discussing Jim Crow, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the phrase by J. Malcom Garcia name â€Å"A Product of this Town. ” This article deals with the â€Å"Jena 6” human carryation that happened down in Louisiana in 2006.I cherished to give students a modern day emplacement on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s overly historic that students start breaking how to â€Å"talk” about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the succeeding(a) tv yesterday, plainly for future classes, it superpower work to represent the motion picture before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the arti cle for homework. This could be done as an in-class assignment as well. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 proceedings): Respond the the following questions: (1) What are some of the experiences/interactions/ converses Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you call up he include some of the perspectives he included? Which did you reckon were the near powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town” and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules” for discussion (no trash-talking or put-downs, anyone must contribute at to the lowest degree once, the person speaking calls on the next person, no interrupting, respectfully disagree, and so forthteratera.The â€Å"Do Now” questions k ickstart our conversation followed by the antecede few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? ” What do you intend â€Å"product” refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the fight in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the twain pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/ gag law (15 minutes): Students leave behind excrete the last ten minutes of class penning a reflection on some of the issues and conversation that came up in class today including (1) champion thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would deal to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussi on went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town” article (J. Malcom Garcia) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students get out be able to…Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding guide Engage in a whole-class discussion on rush along Demonstrate an appreciation of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides alliance in discussion Exit slip: get word briefly (two or triple sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? practise: How can we use the knowledge and agreement of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues meet race and racism. By starting with an anticipation guide and giving students a tangible concrete sway of vocabulary definitions for harm that depart be flood tide up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students analyse the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phr ases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we allow for be works on kick-starting our racial identity autobiography end-of-the-unit assignment. to begin with I introduce the project to you, I demand to get a feel for what you know, or think you know, about race. So, take 10 minutes and off this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, permit’s talk about some of your reactions to the questions in this guide. In your group, share your performs and reactions to the questions. Take ten minutes. subscribe to one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reaction s and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a daub more about race. At the end of our To Kill a Mockingbird unit, you are going to bowl over in a project which I will inform to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door” complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking away to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ time period: _______ watch: _________ Ms. Nims, Ms. Oâ⠂¬â„¢Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the infinite provided in the right column, write a â€Å"D” if you disagree with the statement, or an â€Å"A” if you agree with the statement.Then explicate your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a asleep(predicate) issue today. Agree/ Disagree Explanation/ cogitate Why did you agree/disagree? 2 I feel comfy talking about race and racism with those of the very(prenominal) race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 stomps and prejudices about a person’s race can have a negative effect on their life. I have seen or see some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t any(prenominal)thing I can do to change the way racism exists today. inequality: Denying irritate of ripe(p)s, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can amount at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the very(prenominal) race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or umteen other ethnicities. Institutional secernment: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. ” -ism (racism, sexism, etc. ): The use of social power to systematically cross people rile to resources, rights, respect, and repr esentation on the posterior of gender, race, age, income, or membership in any other group. Isms are based on the false picture that one group is superior to some other(prenominal) group. Nationality: Refers to unpolished of citizenship.However, nationality is sometimes use to mean ethnicity, even though the two are technically different. People of one ethnic group do not needs live in one geographic situation (such as an Italian musical accompaniment in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. diagonal: A negative attitude toward a socially defined group and toward any person perceive to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, whisker texture, and facial features. Because people can be separate by any number of physical differences (height, home size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted uprightness about a person or group †a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to… deliberate on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a sy stem of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now” prompt Mini lesson and evaluation of video curtail Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:  Perspective: How do our racial identities differ from each other? Empathy: How powerfulness we reach and understanding of others racial identities?Self-Knowledge: How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will unavoidably grow uncomfortable today. And that’s good! It’s important for students to take at least(prenominal) this away from today’s lesson: As long as you are talking about race and racial discriminat ion in a inferential way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to efficaciously move forward in the process of reveal their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they propensityen to, the profit sites they visit, or the picture suggests they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? confine you seen or experienced stereotyping? What is an example of one? Can you angle of inclination some â€Å"groups” or â€Å"categories” of people? (i. e. , â€Å"jocks,” â€Å"hippies,” etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hairs-breadth texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the background for discrimination. Much of todays racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false fantasy that Africans and Native Americans were inferior (along with the desire for economic power) warrant the Europeans taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discriminat ion.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. Its important to remember that racism is neither natural nor inevitable. with history, people of different racial groups have interacted and co-existed peacefully. During the affection Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of ou r experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) unhorse with a discussion on the concepts of race and ethnicity. compose each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race” and â€Å"ethnicity. ” designate their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people write at the top of paper.Give students three minutes to complete the exercise. strain that students should list stereotypes that they have find outd, not ones that they necessarily regard to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Exp lore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. experience them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on the exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be awake(predicate) that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype big businessman cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å" new(a) Family” where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be hilarious but what is the stereotype it is casting forth about Columbians? Closing (10 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture” stereotypes you encounter daily. ledger the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Pro ducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment: · Use â€Å" I” statements only. chat only of your own experiences, thoughts, and beliefs. · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to… Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview” where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up” their manner of speaking notes Homework †collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and und erstanding of others racial identities? Self-Knowledge: How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been assailable to any type of â€Å"theories,” they might have a hard time hold on a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a adventure to see what the â€Å"normal” stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think th at stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography †mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories” of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ blockage: ___ Ms. Nims, Ms.O’Bryan Racial Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. shit as though you are â€Å"interviewing” yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You wont hand in these notes, but theyll help you participate in the discussion. ) 1. F amily: argon your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yourself as white? (If youre not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human”? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial composing of the likeness you grew up in? What was your first awareness of race? †that there are different â€Å"races” and that you are one. What was your first enco unter with another race? Describe the situation. Is there anyone here who hasnt heard the word â€Å"nigger”? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and center field School: What was the racial physical composition of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebrate Martin Luther King Day? heathen influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial organic law of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial geological dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your internal orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years consequently? What is its racial makeup? social class makeup? 6. General: Whats the most important image, encounter, whatever, youve had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didnt ask about? About handicap, informal orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: ________________________ _ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating playacting Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you end an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the project to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal: ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots” and limitations of understanding the racial experiences of others? Role: ¦ You are makeup this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience: ¦ Just as you are opus this autobiography as yourself, you are also written material it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to yo u. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation: ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of over access racism is coming to terms with Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Persp ective: This is what I like to call the â€Å"nitty-gritty” section. Its what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 brass 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total: 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work †now tell me what you think about it! **So for the Racial Autobiography assi gnment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards: ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website †printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Works Cited: effective Websites: ? EdChange †(Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok †(media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink †(readwritethink. org) †another(prenominal) great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school sensitive York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sit together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 25\r\n'