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Unit Title: A World Beyond Your Own-Racism & Acceptance
By: Angela Brunsvold

Performance Package Included

Prefatory Statement: Diversity is apart of our past, present, and future. Unfortunately, racism
and discrimination has been a part of our past as well. Literature reminds us of our past to
consider and prevent the past mistakes of our society; furthermore, it allows us to compare it to
the present. How far have our attitudes about racism and discrimination come? The performance
package created to be a part of this unit will focus on the standard Current Issue Analysis.
Through this substandard students will investigate an issue and or an event such as, the holocaust,
slavery, discrimination against women, and discrimination against gay/lesbians one of these issues
is addressed in the book they choose to read. Students will compare the issue as addressed in the
book to the impact the issue has on society today. Students will focus on how race, sex, religion,
and life-style affect how people are treated. Students will concentrate on questions such as: "Why
does racism and discrimination occur?" and "How does racism and discrimination get passed on
through generations?" Furthermore, students will analyze "How one can change attitudes, and
does literature play a part in peoples attitudes?" In order to answer such questions, the unit will
include analysis and discussion of poetry and quotes that pertain to racism, prejudice,
discrimination, and diversity. This unit will look at media and it's role in perpetrating stereotypes
and in breaking them down. Furthermore, students will be placed in a situation of being
discriminated against followed by a discussion on, "What did it feel like?"

Class Specification: This unit is created for students in ninth grade. Because of a variety of
literature surrounding racism and discrimination, this unit can be modified to fit higher grade levels.
This unit is appropriate for anyone whether they have been a victim of discrimination, have been a
part of a racist act or discrimination, have never experienced discrimination, or have not
experienced living in a multicultural environment. Because there may be students that are able to
relate to the issue of discrimination, this unit may stir up many emotions. Therefore, it is important
that an open and respectful environment is created when having discussions in the classroom.

Desired Outcomes/Standards/Objectives to be met:

Students will be able to demonstrate all standard specifications listed under the Minnesota High
School Graduation Standard Current Issue Analysis. After completion of assessment tasks
students will be able to:

1. identify specific events or situations illustrating the impact of the issue;
2. describe a range of opinions or positions on the issue;
3. select and defend a position based on information;
4. describe the responsibilities of citizens involved with the issues;
5. summarize the findings in a written, oral, or role-play presentation

By the end of this unit, students will have also learned:

to work effectively in groups
to recognize how racism and discrimination has hurt many people
how to fight racism and discrimination
how to recognize a variety of poetry, quotes, and books that relate to the topic of racism and
discrimination.
to recognize how racism and discrimination gets passed on through generations.
how race, sex, religion, and life-styles affect how people are treated.
how the media perpetrates and helps break down stereotypes that can lead to racist attitudes.
how racism is caused by fear and lack of knowledge or understanding.

Possible Whole-Class Activities:

Make book marks with their favorite quote promoting acceptance of others or diversity
Create a banner with the pledge, "Honor Diversity"
Ice cream with restrictions
Discuss literature picks/ Book Talks
Poetry slam
Demonstration and discussion of group time-line

Possible Small-Group Activities:

Literature circles
Poetry slam
Timeline and graphic organizer

Possible Individual Activities:

Read literature picks
Write a journal on lit picks
Develop a poster promoting the fight against prejudice, racism, or discrimination
Write an essay on one of the following: write about a personal experience with racism or
discrimination, or a success story of an attempt to fight racism or discrimination, or why fighting
racism and discrimination is important
Write defense of a position
Put poetry packet together

Ongoing Activities:

Reading of literature picks (should be finished by the beginning of the third week)
Journal writing on literature picks. Students are to turn in four journal entries for the B contract
and six journal entries for the A contract. Journal entries should reflect issues in their book, why
they chose the book, opinions on the situation or event, reflection on the authors intent for writing
the book, how they can or cannot relate to the book, or questions they have concerning the book.
Group project-timeline and graphic organizer. This is a part of the performance package.

Student Resources:

Copies of their Literature picks
Access to the library
Access to a television, newspaper, or magazines
Access to the Internet, Poet Finder, Gale Group, and Discovering authors
Tag board, notebook
Markers, pens, and pencils

Unit Launch: Week One, Day One, 50 minute lesson

Objectives: By the end of this lesson, students will be able to:

define racism, prejudice, and discrimination
list situations in history were racism and discrimination took place
decide what book from the teachers list they want to read for this unit

Methods:

Activity 1 (Introduction)
Write racism, prejudice, and discrimination on the board. Allow
students five minutes to write the definition of each word in there
journal. (5 minutes)
Have the class share their definitions. The class should come to one
definition for each word. Keep these definitions
written on the board throughout the unit. (10 minutes)

Activity 2
Students will list historical situations or events, on the board in which
racism and or discrimination took place. Students will then pick
a book from the list provided for this unit. The books will be provided in the classroom. At least
two students
should be reading the same book and no more than
three students. (15 minutes)

Activity 3
Students will go to the library in search of a quote. Arrange for the
librarian to give a small talk on how to search for quotes on their
topic. Every student will find a quote they like that relates to racism,
prejudice, acceptance of others, or being different. (20 minutes)

Homework: For the next three weeks students should be reading a half hour every night in their lit
picks.

Assessment:

I will know the students have met the objectives if:

they participate in sharing their definitions of racism, prejudice, and discrimination.
they participate in developing a list of situations or events in history were racism and or
discrimination took place
students have chosen their book

Organization of the Unit

Week 1
Day 1: Explained above

Day 2:
Students will read aloud the quotes they found on racism,
prejudice, acceptance of others, or acceptance of differences, to the class. The teacher should
write each quote down on the board or overhead for students to look at. After all the readings,
the students should pick their favorite quote. The class will then design their own bookmarks using
their quote. The teacher will need a three-hole punch, construction paper, and contact paper.

Day 3: Lesson plan 50 minutes
Ice cream with restrictions.

Objective: By the end of this lesson, students will be able to:

explain feelings of being discriminated against

Supplies:

a gallon of plain vanilla ice cream
small bowls and spoons
chocolate syrup
caramel syrup
sprinkles
chocolate chips, etc.

Methods:

Have all of the supplies set up on a table at the front of the classroom. When the students come
into class they are to take their seats. The teacher calls up all females with long brown hair. These
girls receive only vanilla ice cream. Do not explain anything to the students simply give them their
restricted ice cream. Males with short blond hair get only vanilla ice cream with sprinkles. The
object is to give the students certain combinations of ice cream based on their hair color or eye
color. The teacher will be discriminating against the students. (The teacher can make up what
types of toppings go with what students because it will vary from classroom to classroom.)
(15-20 minutes) depending on the class size.

Closure: (20 minutes)

After all the students are given their pre-decided ice cream and toppings have a discussion. Ask
students questions such as:
How did you feel when I wouldn't give you the topping of your choice?
What questions did you ask yourself?
Were you jealous of other students who got more than you?
Why do you suppose I gave you the topping or toppings I did?
Do you see a pattern?

The students may journal on today's activity and count it towards one of their journal entries.

* Give the students a handout of their contract grading options. Explain the options to them. Each
student should circle the contract they will be working towards, sign their name, and turn it into the
teacher. (10 minutes)

Assessment:

I will know the students have met the objectives when:

they participate in the class discussion
I collect their journals to read their responses to the activity

Homework: Examine how today's media perpetrates stereotypes and helps break stereotypes
down. Look at a couple of the following: TV commercials, sitcoms, music, advertising billboards,
and magazines. Provide a written description of what you found, the stereotype, situation, and
source. You will be sharing what you find with the class so be specific. If you find something from
the television record it if you can. It's no big deal if you can't. Bring in any newspaper or magazine
you use. Due Monday

Day 4:
Today is a writing day. Students should be writing in their journals about their books. Have the
students start writing by answering these questions: Who is being discriminated against in your
book? When does your book take place? Does the book's situation or event affect you? If yes,
how? What do you predict will happen next in your book? This can be used for 1-2 of their
journal entries that are required for the 'C' contract.

Day 5:
Today is a reading day. Students are given the entire hour to read their lit pick. The teacher should
walk around the classroom making a note of what page each student is on. Do not ask the
student, simply look over their shoulder. This day should be used to talk to any of the students
that are going for the 'A' Contract. Explain to the students what the Poetry Packet is and give
them a handout of the requirements. The students may turn in this packet any day between now
and the end of the unit. However, the students may want to wait to turn it in after the poetry slam.

Options for students literature picks:

Elie Wiesel's Night
Bette Greene's Summer of My German Soldier
Louis Lowry's Number the Stars
Leslea Newman's Heather Has Two Mommies
Mark Twain's The Adventure of Huckleberry Finn
Mildred D. Taylor's Roll of Thunder Hear My Cry
Carolyn Meyer's White Lilacs
Bette Greene's The Drowning of Stephen Jones
Marjoi Kellogg's Tell me that you love me, Junie Moon
Scott O' Dell's Sing Down the Moon
Harriet May Savitz's Run, Don't Walk

Depending on the classroom size, the number of students allowed to read the same book
should be modified. No matter what at least two students should be reading the same book.
Also, the teacher should delete any books from the list if they were taught in previous grades.

Week 2
Day 1:
Today the students will present what they found in the media on stereotypes. The teacher will ask
question based on what the students bring into the class. Some common questions are: "What is
the stereotype being portrayed? Do you notice this stereotype in other parts of the media?" The
object of this activity is to make students aware of the stereotypes that surround their everyday
lives.

Homework: If you want to go for the 'B' contract you will need to design a poster. The poster
should promote the fight against racism and discrimination. These posters will be displayed
through out the school. The poster should be on a piece of tag board. Be creative! Due Friday.

Day 2:
Guess speaker. Invite the district attorney, police chief, or representative from the attorney
general's office to speak to the class or school about civil rights, hate crimes, or other legal
aspects on the fight against prejudice. Have the students prepare questions for the speaker in
advance. Make sure to contact a possible guess speaker a month in advance to assure that you
will have a speaker.

Day 3: Lesson plan 50 minutes

Objective: By the end of this lesson, students will be able to:

work effectively in a group
find a poem in the library on a specific topic
perform a poetry slam

Methods:

Break the class into groups of three or four. Define poetry slam. A poetry slam is when a
group of people read a poem aloud. The poem can be read one line at a time by each student, the
poem can be turned into a rap, or other oral performances. Students can be creative in performing
their poem to the class. The poem should break down stereotypes and promote respect for
diversity. (7 minutes)
Bring the students to the library. Ask the librarian a head of time to show the students how to
use Poet Finder, Gale group, and Discovering authors. (10 minutes)
Once the students have found a poem, they should OK it with the teacher. Then the group
should decide how they want to perform their poem. The students should practice quietly. (33
minutes)

Homework: Practice performing your poem at home so you are ready for tomorrow. Don't forget
you should be reading every night in your lit picks.

Assessment:

I will know students have met the objectives when:

they OK their poems with me
they perform their poetry slam

Day 4:
Students will perform their poetry slam. Invite the principal, a member of the Board of Education,
or another teacher if possible.

Day 5: Performance Package Activity

Objective: By the end of this lesson, students will:

know what their Current Issue Analysis: Analyze an Issue project is

Methods: 50 minutes

Posters are due!
Explain the Current Issue Analysis project and Analyze an Issue project

Instruction1:
Students will work with their peer or peers that are reading the same book. This is why at least
two students must be reading the same book.
Students will develop a timeline. The time line should start when the issue or situation they are
reading about in their lit picks starts.

Students need to:
gather facts about the issue
research information on the history (when their book takes place to the current issue.)
identify the range of opinions about the controversy
define the values, beliefs, and emotions associated with differing opinions

Students should include the following on their timelines:
when the issue their books discusses takes place
when the book was written
when the author lived
three books that relate to their issue
when significant changes in opinion or policy occurred and what the impact of the change on
the issue was
when people who had a great impact on the issue became part of the controversy and what
their impact was

Instructions 2:
Students should use their timeline and research notes, to simplify the information about their issue
by creating a graphic organizer in which they organize the information for each point of view
involved in the controversy. They might use a web, a position tree or a chart. For each point of
view students should, explain:

who holds the point of view (e.g. the name of the group)
their position regarding the issue
any facts the group does not believe or agree with
the values and beliefs related to the issue that this group has (use specific example or quotes
for support, refer to your book)
the emotions created by those values (use specific examples, refer to book)

Now the students will determine what options responsible citizens involved with each group might
have to advance their point of view. Describe what they must do and why. For example, if the
student's book talks about the holocaust, today there are groups that have a day called
'Remember the holocaust'. What options do responsible citizens have in helping to 'Remember the
holocaust'.

Instructions 3
Students will select and defend a position concerning their issue. They will summarize their
position in a written paper.

The students written paper should include:
A description of the controversy: Explain the facts and history of the issue. Tell why the
controversy exists. This is basically writing out what they have summarized in their timeline.
Description of other viewpoints or positions: Students should use their graphic organizer as a
resource. Write out the explanation of values, beliefs, and emotions connected to the differing
positions.

Defense of their position: Students should explain their position by offering clear information
supported by credible sources.

The information that supports their position should be written down on an overhead so the
students can copy it down in their notebooks.

*The purpose for the students to work with a partner or in a group is to share the workload.
When the students start their research they should divide the work up so they can work
individually as well.
*The purpose of the written defense of position is to assure each student has done their part
individually on their issue.

*Students will present their timelines and graphic organizers to the class the fourth and fifth day in
the fourth week of this unit.
*The written defense of position isn't due until the first day of the fifth week. This is after the unit
has ended.

Assessment:

I will know the student have met the objective when:

I completely explain the assignment
they write the requirements for the project in their notebook.

Week 3
Day 1:
Writing day! If the students are going for the 'B' contract they will need to write an essay. The
essay should tell of a personal experience with prejudice, a success story in a fight against
prejudice/racism, or why fighting prejudice/racism is important. The essays will be judged by the
English Department. The topic two winners will be published in the town newspaper! If students
are not going for the 'B' contract they should use today to read their book.
Homework: Bring essay's home to work on them.

Day 2:
Reserve the computer lab. Students are to exchange their essays with another student to have
their papers proofread. Then the students are to go to the computer lab to type their final copy of
their essay. Essays are due at the end of the hour.
If students are not going for the 'B' contract they should be use today to read their book. They
may read in the computer lab, however, if they sit by a computer the computer, to read, it should
be off.

Day 3 & 4:
Reserve the library for two days so the students can work in their lit groups on their Current Issue
Analysis project. On each day the teacher should give a book talk for an example.
Homework: Finish reading your book. Books Talks are tomorrow.

Day 5:
Books are due today. Students should give their book talks to the class. Arrange the desks so
they are in a circle. This way the students can see each other when they are talking.

Week 4
Day 1 & 2:
These days are scheduled for individual conference days. Meet with each student to conference
on questions they have concerning their projects. Use this as a time to evaluate how the projects
are working out, and how the student is doing in completing their grading contract. While
conferencing with individuals the rest of the class should be working on their projects individually.
The classroom should be quiet.

Day 3:
Students should use this day to finalize their group projects! Everything should be done by the
time they leave the classroom. This project should not have involved any homework because
enough class time was allowed to finish the work.

Day 4:
Presentation day! Each group will present their timeline and graphic organizer to the class.

Day 5: Closing day of the unit
Finish up on the presentations. Save about 15 minutes at the end of class to present the banner
pledge. The teacher will need to get a large piece of paper to use as a banner. On that banner the
teacher should write a pledge to "Honor Diversity". On this banner each student should trace their
hand and color it. Next to their hand the student should sign their name taking the pledge. Hang
this banner up in the cafeteria so everyone in the school can read it.

Grade for the unit is determined as follows:

This is a contract unit. In order to receive a grade you must satisfactorily complete each
requirement under each contract.

C-Contract
Quote search
Media stereotypes and presentation to class
Poetry slam
Group project-Current Issue Analysis
Literature pick & two journal entries
Book talk
Written defense of position

B-Contract
Completion of everything listed under the C-contract
Design a poster promoting the fight against racism and discrimination
Write an essay. The essay should tell of a personal experience with prejudice, a success story
in a fight against prejudice/racism, or why fighting prejudice/racism is important.
Turn in three journal entries that revolve around the topic of racism.

A-Contract
Completion of everything that is listed under the C and B-Contracts
Poetry packet- this packet should include a copy of three poems. Each poem should have a
picture of the author, a brief description of their history, a written response to the poem (one
paragraph), and another paragraph on how the poem influences the topic of racism and
discrimination. Students may use the poem they used in their poetry slam.

Learning Area: Social Studies

Educational Level: Middle School

Content Standard: Current Issue Analysis

Task: Analyze an Issue

Standard: The parts of the standard that are assessed are bolded.

Students will investigate an issue that is addressed in their literature picks. They will then compare
the issue as addressed in the book to the issue as it stands in society today. Students will present
the current position of their issue by demonstrating understanding of the history, facts,
controversy, values, beliefs, and emotions surrounding the issue by:

1. identifying specific events or situations illustrating the impact of the issue;
2. describing a range of opinions or positions on the issue;
3. selecting and defending a position based on information;
4. describing the responsibilities of citizens involved with the issues; and
5. summarizing the findings in a written oral or role-play presentation.

Products/Evidence of Learning:

Time Line
Graphic Organizer

Task Description:

Overview: Students select a book that tells about an issue or event where racism, prejudice, or
discrimination is involved. They will further research their issue from when it takes place in the
book to the present and develop a timeline.

1. Read a book from the list of literature picks for this unit.

2. Research the issue you read about in your literature pick

You will work with your peers that read the same book. While working in a small group each
member should also work independently on some specific aspect of the issue, historical or
current. For example, if you are reading Roll of Thunder Hear My Cry each group member could
concentrate on different areas: slavery, what ended slavery, who played a major role in the ending
of slavery, hate crimes, present racist groups, etc.

3. Get ready to gather information on the controversy surrounding the
issue by determining a research strategy. To fully understand and present
the issue, you will need to:

gather facts about the issue you select
research information on the history of the controversy
identify the range of opinions about the controversy
define the values, beliefs, and emotions associated with differing opinions

Your research strategy should include where you will look for
information and how you will record and organize the data.
Use sources that are reputable. Try to include a variety of
sources (periodicals, including both magazines/journals and
newspapers, interviews, books, reference resources, on-line
sources, opinion-editorials from a variety of formats and
other primary sources, if appropriate.) Deciding how to
record and organize data might include using charts for note
taking or developing a set of interview questions that may be
used to interview people from all sides of the issue.

4. Begin your research. Cite your sources using MLA
documentation. Attach your bibliography to your timeline.
Take careful notes, keeping in mind the categories of
information you must address (facts, history, and range of
opinions, values, beliefs and emotions).

5. When you have gathered sufficient research on the history
of the controversy, create a timeline that represents a
chronology of the historical development of your issue.
Show clearly the history of the issue by carefully noting
events, people involved, places and other facts, which played
a role in the development of the issue. Note on your
timeline when the issue in your book takes place, when the
book was written, and the time period, which the author
lived. Furthermore, you should include three other books
that relate to your topic.

Information that should be noted on your timeline includes key events such as:
when the issue their books discusses takes place
when the book was written
when the author lived
three books that relate to their issue
when significant changes in opinion or policy occurred and what the impact of the change on
the issue was
when people who had a great impact on the issue became part of the controversy and what
their impact was

6. Using your timeline and research notes, simplify the information about the issue by creating a
graphic organizer in which you organize the information for each point of view involved in the
controversy. You might use a web, a position tree or a chart. For each point of view, explain:
who holds the point of view (e.g. the name of the group)
their position regarding the issue
any facts the group does not believe or agree with
the values and beliefs related to the issue that this group has (use specific example or quotes
for support, refer to your book)
the emotions created by those values (use specific examples, refer to book)

7. Now determine what options responsible citizens involved with each group might have to
advance their point of view. Describe what they must do and why. For example, if your book
talked about the holocaust today there are groups that have a day called 'Remember the
holocaust'. What options do responsible citizens have in helping to 'Remember the holocaust'?

Note those responsibilities on your graphic organizer.

8. Each group should now present their information to the class.

Checklist for Task 1

Y=Yes
N=No Evidence Shown

Student Teacher
_____ Timeline identifies the issue your lit pick covers _______
_____ Timeline shows situations that impact the issue ________
_____ Chronology accurately details facts and specific
events impacting the issue ________
_____ Information concerning the facts of the issue,
the history, the values, beliefs and emotions are
gathered from varied and credible sources ________

Learning Area: Social Studies

Educational Level: Middle School

Content Standard: Current Issue Analysis

Task: Defending a Position

Standard: Those parts of the standard that are assessed in this task are bolded.

A student shall defend a position concerning a current event or issue by demonstrating
understanding of history, facts, controversy, values, belief and emotions surrounding the issue by:

1. identifying specific events or situations illustrating the impact of the
issue;
2. describing a range of opinions or positions on the issue;
3. selecting and defending a position based on information;
4. describing the responsibilities of citizens involved with the issues; and
5. summarizing the findings in a written, oral, or role-play presentation.

Products/Evidence of Learning:

A written defense of a position

Task Description:

Overview: Students will use the issue they used in their timeline. They will select and defend a
position concerning that issue. They will summarize their position in a written paper.

1. Take a position related to the issue in your literature picks.
2. In your written paper include:
A description of the controversy: Explain the facts and history of the issue. Tell why the
controversy exists. This is basically writing out what you have summarized in your timeline.
Description of other viewpoints or positions: Use your graphic organizer as a resource. Write
out the explanation of values, beliefs, and emotions connected to the differing positions.
Defense of your position: Explain your position by offering clear information supported by
credible sources.

Checklist for Task 2

Y=Yes
N=No Evidence Shown

Student Teacher
_____ Defense provides a comprehensive explanation of
the controversy surrounding the issue including
facts, history and beliefs, values and emotions _______
_____ At least two opinions or positions are accurately
described ________
_____ Information used to defend position is accurate
and supported by credible sources ________

Once all tasks have been completed, students will be scored based on the following rubric.

Scoring Criteria

Social Studies

The Middle Level

Scores are ranked 4-0 with 4 being highest score and 0 being lowest. Scores reflect a
professional judgement based on multiple evidence of sustained student work over time.

Important! All parts of the listed criteria must be met for a specific score to be given.

Exemplary- To receive a score of 4, a student:

Demonstrates an advanced understanding of the concepts of the interconnectedness of
complex parts of a geographic or historical conflict, event, issue or problem.
Shows an advanced understanding of the process of selecting and defending a position
based on geographic information including physical, cultural, and economic characteristics;
or historical information including how a continuum of change has affected an event or
place.
Creates highly detailed analyses of the conflict, event, issue, or problem through research
using various methods of inquiry.
Insightfully and independently recognizes how citizen involvement can impact the conflict,
event, issue, or problem by applying geographic or historical representations.
Clearly communicates, using graphic representations, in a highly creative and insightful
manner that contains relevant and vivid details.

Proficient- To receive a score of 3, a student:

Demonstrates a strong understanding of the concepts of the interconnectedness of
complex parts in a geographic or historical conflict, event, issue or problem.
Shows a strong understanding of the process of selecting and defending a position based
on geographic information including physical, cultural, and economic characteristics; or
historical information including how a continuum of change has affected an event or place.
Accurately analyzes a conflict, event, issue, or problem through research using various
methods of inquiry.
Accurately and independently recognizes how citizen involvement can impact the conflict,
event, issue, or problem by applying geographic or historical representations.
Communicates, using graphic representations, in a creative manner that contains relevant
and vivid details.

Novice- To receive a score of 2, a student:

Demonstrates a basic understanding of the concepts of the interconnectedness of complex
parts in a geographic or historical conflict, event, issue or problem.
Shows a basic understanding of the process of selecting and defending a position based on
geographic information including physical, cultural, and economic characteristics; or
historical information including how a continuum of change has affected an event or place.
Carefully analyzes a conflict, event, issue, or problem through research using various
methods of inquiry.
Recognizes how citizen involvement can impact the conflict, event, issue, or problem by
applying geographic or historical representations at a basic but inconsistent level.
Communicates, using graphic representations, in a creative manner that contains some
details.

Emerging- To receive a score of 1, a student:

Demonstrates some understanding of the concepts of the interconnectedness of complex
parts in a geographic or historical conflict, event, issue or problem.
Shows some understanding of the process of selecting and defending a position based on
geographic information including physical, cultural, and economic characteristics; or
historical information including how a continuum of change has affected an event or place.
Shows some ability to analyze a conflict, event, issue, or problem using a selected method
of inquiry.
Recognizes how citizen involvement can impact the conflict, event, issue, or problem by
applying geographic or historical representations at a basic but inconsistent level.
Communicates, using graphic representations, in a creative manner that contains some
details.

Teacher Resources

Gere, Anne Ruggles., et. al. Language and Reflection: An Integrated

Approach to Teaching English. Upper Sadle River, NewJersey: Prentice Hall, 1992

"MECR State Model Performance Assessment 70301." 1 Dec. 2000.

http://mecr.state.mn.us/cs.pl?OBJ_REQ=VIEW&CS_ID=70301

Barnes & Noble. Close The Book On Hate, 101 Ways To Combat Prejudice. Pamphlet. Nov.
2000.

Handouts for the Unit
Grading options for Racism-Discrimination Unit

Directions: Circle the grading option you will complete, print and sign your name at the bottom.
Return to your teacher, please.

This is a contract unit. In order to receive a grade you must satisfactorily complete each
requirement under each contract.

C-Contract
Quote search
Media stereotypes and presentation to class
Poetry slam
Group project-Current Issue Analysis
Literature pick & two journal entries
Book talk
Written defense of position

Print Name:_____________________

Signature:______________________

A-Contract
Poetry Packet

This packet should include:
a cover page
a copy of three poems
a picture of each author
a brief description of each author's history
a written response to each poem (one paragraph)
a paragraph on how each poem influences the topic of racism and discrimination.

*Everything in this packet should be typed, Times New Roman or Comic Sans MS font, 12pt. Be
creative with your cover
page! The picture of the author could appear on the cover.
*You may use the poem you used in your poetry slam.
*This is due by the last day of the unit.

Back to Index

A World Beyond Your Own-Racism & Acceptance

Performance Package Included

Desired Outcomes/Standards/Objectives to be met:

By the end of this unit, students will have also learned:

Possible Whole-Class Activities:

Possible Small-Group Activities:

Literature circles
Poetry slam
Timeline and graphic organizer

Possible Individual Activities:

Ongoing Activities:

Student Resources:

Unit Launch: Week One, Day One, 50 minute lesson

Objectives: By the end of this lesson, students will be able to:

define racism, prejudice, and discrimination
list situations in history were racism and discrimination took place
decide what book from the teachers list they want to read for this unit

Methods:

Homework: For the next three weeks students should be reading a half hour every night in their lit
picks.

Assessment:

I will know the students have met the objectives if:

Organization of the Unit

Week 1
Day 1: Explained above

Day 3: Lesson plan 50 minutes
Ice cream with restrictions.

Objective: By the end of this lesson, students will be able to:

explain feelings of being discriminated against

Supplies:

a gallon of plain vanilla ice cream
small bowls and spoons
chocolate syrup
caramel syrup
sprinkles
chocolate chips, etc.

Methods:

Closure: (20 minutes)

The students may journal on today's activity and count it towards one of their journal entries.

Assessment:

I will know the students have met the objectives when:

they participate in the class discussion
I collect their journals to read their responses to the activity

Options for students literature picks:

Day 3: Lesson plan 50 minutes

Objective: By the end of this lesson, students will be able to:

work effectively in a group
find a poem in the library on a specific topic
perform a poetry slam

Methods:

Homework: Practice performing your poem at home so you are ready for tomorrow. Don't forget
you should be reading every night in your lit picks.

Assessment:

I will know students have met the objectives when:

they OK their poems with me
they perform their poetry slam

Day 4:
Students will perform their poetry slam. Invite the principal, a member of the Board of Education,
or another teacher if possible.

Day 5: Performance Package Activity

Objective: By the end of this lesson, students will:

know what their Current Issue Analysis: Analyze an Issue project is

Methods: 50 minutes

Posters are due!
Explain the Current Issue Analysis project and Analyze an Issue project

Instructions 3
Students will select and defend a position concerning their issue. They will summarize their
position in a written paper.

Defense of their position: Students should explain their position by offering clear information
supported by credible sources.

The information that supports their position should be written down on an overhead so the
students can copy it down in their notebooks.

Assessment:

I will know the student have met the objective when:

I completely explain the assignment
they write the requirements for the project in their notebook.

Day 5:
Books are due today. Students should give their book talks to the class. Arrange the desks so
they are in a circle. This way the students can see each other when they are talking.

Day 4:
Presentation day! Each group will present their timeline and graphic organizer to the class.

Grade for the unit is determined as follows:

This is a contract unit. In order to receive a grade you must satisfactorily complete each
requirement under each contract.

C-Contract
Quote search
Media stereotypes and presentation to class
Poetry slam
Group project-Current Issue Analysis
Literature pick & two journal entries
Book talk
Written defense of position

Learning Area: Social Studies

Educational Level: Middle School

Content Standard: Current Issue Analysis

Task: Analyze an Issue

Standard: The parts of the standard that are assessed are bolded.

Products/Evidence of Learning:

Time Line
Graphic Organizer

Task Description:

1. Read a book from the list of literature picks for this unit.

2. Research the issue you read about in your literature pick

3. Get ready to gather information on the controversy surrounding the
issue by determining a research strategy. To fully understand and present
the issue, you will need to:

Note those responsibilities on your graphic organizer.

8. Each group should now present their information to the class.

Checklist for Task 1

Y=Yes
N=No Evidence Shown

Learning Area: Social Studies

Educational Level: Middle School

Content Standard: Current Issue Analysis

Task: Defending a Position

Standard: Those parts of the standard that are assessed in this task are bolded.

A student shall defend a position concerning a current event or issue by demonstrating
understanding of history, facts, controversy, values, belief and emotions surrounding the issue by:

1. identifying specific events or situations illustrating the impact of the
issue;
2. describing a range of opinions or positions on the issue;
3. selecting and defending a position based on information;
4. describing the responsibilities of citizens involved with the issues; and
5. summarizing the findings in a written, oral, or role-play presentation.

Products/Evidence of Learning:

A written defense of a position

Task Description:

Overview: Students will use the issue they used in their timeline. They will select and defend a
position concerning that issue. They will summarize their position in a written paper.

Checklist for Task 2

Y=Yes
N=No Evidence Shown

Once all tasks have been completed, students will be scored based on the following rubric.

Scoring Criteria

Social Studies

The Middle Level

Scores are ranked 4-0 with 4 being highest score and 0 being lowest. Scores reflect a
professional judgement based on multiple evidence of sustained student work over time.

Important! All parts of the listed criteria must be met for a specific score to be given.

Exemplary- To receive a score of 4, a student:

Proficient- To receive a score of 3, a student:

Novice- To receive a score of 2, a student:

Emerging- To receive a score of 1, a student:

Teacher Resources

Gere, Anne Ruggles., et. al. Language and Reflection: An Integrated

Approach to Teaching English. Upper Sadle River, NewJersey: Prentice Hall, 1992

"MECR State Model Performance Assessment 70301." 1 Dec. 2000.

http://mecr.state.mn.us/cs.pl?OBJ_REQ=VIEW&CS_ID=70301

Barnes & Noble. Close The Book On Hate, 101 Ways To Combat Prejudice. Pamphlet. Nov.
2000.

Handouts for the Unit
Grading options for Racism-Discrimination Unit

Directions: Circle the grading option you will complete, print and sign your name at the bottom.
Return to your teacher, please.

This is a contract unit. In order to receive a grade you must satisfactorily complete each
requirement under each contract.

C-Contract
Quote search
Media stereotypes and presentation to class
Poetry slam
Group project-Current Issue Analysis
Literature pick & two journal entries
Book talk
Written defense of position

Print Name:_____________________

Signature:______________________

A-Contract
Poetry Packet

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