Racism - 2

Foundational

Teachers

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.

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:

    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.

    • 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.

    SEL Categories Activity:

    • 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.

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.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student
  • Chalk board or interactive board

Student Activity Sheet A

Directions: Select one individual from the list the class created. Determine if you look similar or different from that individual and give two reasons to support your answer.


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.

Materials Needed:
  • 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.

Script 1:
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.


1. What should PJ say to Chris’s last comment? ?

2. Why is this racism? Why or why not?

Script 2:
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.


3. What should Lexi say to Silas’ last comment?

4. Is this a hidden bias? Why or why not?

Activity 3: Incentive

(Feel free to modify the activity at your discretion. Examples - segregate by color of shirt, pants, hair color...)

Materials Needed:
  • 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.

1. Were you a student who received or did not recieve an incentive? How did you feel?

2. Did anyone give their incentive to someone who did not receive one?

3. What should the teacher have done differently?

4. List ways you can treat everyone fairly and with respect.

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.

Materials Needed:
  • 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 for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • I Will Never Not Ever Eat a Tomato, Lauren Child
  • Freedom River, Doreen Rappaport
  • When We Were Alone, David A. Robertson
  • Harbor Me, Jacqueline Woodson
  • What Lane?, Torrey Maldonado
  • All the Colors we Are: The Story of How We Get Our Skin Color, Katie Kissinger

Student Activity Sheet D

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in the script?

2. What did Mike suggest to Donny?

3. How do you think the kids that wanted to join the game felt?

4. How do you feel when you are excluded or treated unfairly?

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.

Materials Needed:
  • 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.

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 dialogue 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.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student

Student Topic Checkout

Directions: Answer the following questions.

1. In your own words, define racism.

2. If you see or hear someone being treated unfairly, what can you do or say?

3. Do you think you and your classmates are more different or alike? Explain your answer.

4. Write true or false: Saying that you are better than others because of your name or nationality or skin color is okay. ?