Racism - 2
Foundational
Lesson Plan
Goal: When presented with a situation, the student will identify if racism exists and one way to treat a person fairly, in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Define what racism means.
2. Identify the ways people can be treated unfairly due to racism.
3. State one way you can treat everyone fairly and with respect.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: The word ''race'' is used to describe people based on their physical appearance, or color of their skin. Racism is when a group of people are treated unfairly because of their race. Unfortunately, some groups of people are even treated differently because of the color of their skin.
Questions
- Were you ever treated differently for how you look? If so how did it make you feel?
- Have you ever seen someone teased because of the way they look?
- Have you ever treated someone differently because of the way they look.
- What are some ways to treat someone fairly and with respect?
Discuss with students simple differences between them. Discuss with students the harmful and long lasting effects of treating others differently because of their looks.
Possible activities to review the discussion points or use your own:
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
SEL Categories Activity:
Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Activity 1: Sameness
As a class, make a list of favorite athletes, singers, or role models, toys, etc. Record the list on chart paper or the board. Be sure to include different genders, race and ethnicities. Discuss similarities and differences between the appearance of some of the individuals. Using the list created, have students complete Student Activity Sheet A.
- Student Activity Sheet A - 1 per student
- Pencil for each student
- Chalk board or interactive board
Student Activity Sheet A
Activity 2: Racism Vs. Bias
Review with students that racism is when a group of people are treated unfairly because of their race (physical appearance). Have students share any experiences with racism. Discuss with students how it feels to be treated unfairly.
- Student Activity Sheet B - 1 per pair
- Pencil for each student
Read script 1 (Racism) out loud to the class or ask two students to role play the script. Arrange students in pairs. Ask each pair to complete the first script/questions of Student Activity Sheet B. Discuss their answers when all pairs have finished.
Explain to students that hidden bias refers to attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.
Read script 2 (Hidden Bias) out loud to the class or ask two students to role play the script. Ask the pairs to complete the second script/questions of Student Activity Sheet B. When all pairs have finished, discuss their answers with the students.
Script 1 - Racism:
Chris: Hey let’s play super heroes.
PJ: That sounds great, I want to be Superman.
Chris: You can't be Superman, he is white and you are black.
Script 2 - Hidden Bias:
Silas: Hey Lexi, are you here for the cheerleader tryouts?
Lexi: No, I am here for the football team tryouts. I want to be the kicker.
Silas: But you are a girl, you can't play football.
Student Activity Sheet B
Directions: Read the scripts below and answer the questions that follow.
Activity 3: Incentive
(Feel free to modify the activity at your discretion. Examples - segregate by color of shirt, pants, hair color...)
- Special Treat - 1 each for a pre-selected set of students
- Student Activity Sheet C - 1 per student
- Pencil for each student
At the start of the day, ask all students wearing the same color shirt to raise their hands. Give each of those students a treat (a special pencil, a sticker to wear, a small food item, etc.). Do not give any reason why.
Throughout the day, provide special privileges such as first in line to this same group of students without giving any explanation.
When it is time for the lesson, ask the students who were given special privileges how they felt. Ask those who were not given special privileges how they felt. Discuss the differences between the way the two groups felt. Explain that the purpose of this activity was to demonstrate racism as well as the feelings it gives individuals.
Ask students to complete the Student Activity Sheet C. Discuss their answers after all students have finished.
Student Activity Sheet C
Directions: Think about the script read/played for the class and complete the questions below.
Lesson Extension: Listening Comprehension and Grammar Review
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet D.
- Student Activity Sheet D - 1 per student
- Pencil for each student
- Student Activity Sheet E - 1 per student
- Red and purple colored pencil or pen
After students have finished, discuss the listening comprehension questions together.
After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet E. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.
Allow students time to complete Student Activity Sheet E.
Display the script using the immersive reader and highlight the nouns in the script. Students should self check their work to determine if they correctly named nouns. Repeat for verbs, contractions and the bonus.
If time allows students may partner together and role play the script.
Example script demonstrating anti-racism:
Mike: Donny, those kids with brown skin want to join our basketball game. I don’t think we should let them.
Donny: Why would we exclude them? If we let them join us, it makes for a better game for all of us.
Mike: I was told that we shouldn’t play basketball with others that don’t look like us.
Donny: That seems unfair Mike. I want to have a better basketball game, so I think I will go join them.
Example script demonstrating racism:
Mike: Donny, those kids with brown skin want to join our basketball game.
Donny: No! Why would we want those brown kids playing basketball with us?
Mike: Donny it’s important treat others fairly, even though they may look differently.
Donny: I don’t like kids of different colors. I’m not playing if they are.
Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.
| Book Title | Author | Grade Level | Lexile Level |
|---|---|---|---|
| When We Were Alone | David A. Robinson | 1-3 | 600 |
| Harbor Me | Jacqueline Woodson | Pre K-2 | 580 |
| What Lane? | Torrey Maldonado | 1-3 | 530 |
Student Activity Sheet D
Directions: Think about the script read/played for the class and complete the questions below.
Student Activity Sheet E
Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the plurals. BONUS: Write the singular form of each plural word you find.
Remember:
A noun names a person, place, thing, or idea.
A verb names describe an action, a state, or an occurrence.
Example script demonstrating anti-racism:
Mike: Donny, those kids with brown skin want to join our basketball game. I don’t think we should let them.
Donny: Why would we exclude them? If we let them join us, it makes for a better game for all of us.
Mike: I was told that we shouldn’t play basketball with others that don’t look like us.
Donny: That seems unfair Mike. I want to have a better basketball game, so I think I will go join them.
Example script demonstrating racism:
Mike: Donny, those kids with brown skin want to join our basketball game.
Donny: No! Why would we want those brown kids playing basketball with us?
Mike: Donny it’s important treat others fairly, even though they may look differently.
Donny: I don’t like kids of different colors. I’m not playing if they are.
Application Activity
Review and discuss example scripts from the lesson extension.
In small groups, have the students create scripts demonstrating using and not using strategies to achieve appropriate personal space. Use the script sheet to create students' scripts.
- Script sheet for each group
- Pencil for each student
Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Script Extensions:
Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
Ideas for modifying this activity based on your students’ needs:
- create a script as a class
- pair or group students so that skill levels are varied and assign each a role or task that uses their skill
- create the script by recording the dialog with a phone or other recording device.
Topic Checkout
Review and discuss the key points from previous activities. Ask students to complete the Student Topic Checkout. When all have finished, gather students together and discuss their answers.
- Student Topic Checkout - 1 per student
- Pencil for each student
Student Topic Checkout
Directions: Answer the following questions.