Name: Amanda Sacra, Leah Gilmore, & Brent Middlemiss      Date:  September 12, 2003

Major Content:  U.S. History                                                 Lesson length: 50 minutes

Unit Title:  Discrimination and Inequality                                  # of Students:  25-30

Grade Level: 11                                                                     # of IEP students: 0

 

BROAD GOAL:  Students will be able to link past periods of discrimination against specific cultures to present-day discrimination.

 

OBJECTIVES:

·        Students will learn to use technology to find sources of information as evidence for their argument in their paper.

·        Students should be able to display an understanding of discrimination against cultures throughout US history.

·        Students should be able to demonstrate an understanding of how this lesson and subject of cultural conflict of the paper relates to the entire unit of slavery.

 

CORE CONTENT:  For Social Studies Assessment

·        SS-H-2.4.1 – As cultures emerge and develop, conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, and genocide) may occur.

·        SS-H-4.2.4 – People from different cultures or with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict.

·        SS-H-5.2.3 – After the Civil War, massive immigration and United States foreign policies created new social patterns, conflicts, and ideas about the national unity amid growing cultural diversity.

 

CONNECTIONS:

GOAL 1:  Students are able to use basic communication and mathematical skills for purposes and situations they will encounter throughout their lives.

·        1.16 – Students use computers and other kinds of technology to collect, organize, and communicate information.

 

GOAL 2:  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

·        2.14 – Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

·        2.19 – Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

 

GOAL 6:  Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

 

·        6.1 – Students connect knowledge and experiences from different subject areas.

 

CONTEXT: 

            This lesson provides many educational lessons in one.  The students will already be learning about Slavery and discrimination because the unit that this lesson is in is on slavery.  This lesson plan will allow students to take a piece of history and watch it progress throughout the civil rights movement.  Then, the students will learn to link it to a current, real-life event such as discrimination against Arab-Americans, due to the events of September 11, 2001.  This lesson also provides many opportunities for the students to use technology as a learning tool.

 

RESOURCES:

·        A handout article on Japanese internment camps

·        A handout article on civil rights

·        A handout article on September 11, 2001

·        The assignment of the paper topic handout

·        Three outlines of class notes

 

PROCEDURES:

·        (about 10 minutes) – Introduction to the lesson, three separate articles will be reviewed from previous days in the week.  One on Japanese Internment camps, another on the Civil Rights Movement, and the last article is on Arab-Americans.

·        (about 10 minutes) - Students will separate into groups of four and each member will be assigned an article to review. After skimming the articles, each group member will summarize what they have read for the rest of the group members.

·        (about 20 minutes) – Outlines will be handed out on each of the three periods of history and class discussion of the notes will take place.

·        (about 10 minutes) – Discussion of assignment guidelines and requirements: 

                        Paper topic:  Inequality has been apparent throughout history, such as situation including slavery, Japanese Internment during WW II, civil rights during 50’s and 60’s, and even today with Arab-Americans.  Discuss each time period and elaborate on the depth of discrimination and reasons behind it.  Reflect on how this discrimination has affected you.  Three outside sources are required, MLA style format for the paper.

 

STUDENT ASSESSMENT:

·        Students will be assessed according to the guidelines given above on their research papers.

·        Students will also be given a test at the end of the unit with an essay question about this topic.

 

 

STUDENT USE OF TECHNOLOGY:

·        Visiting various web sites through links provided on the curriculum page

·        Using the Internet to research paper topic

 

AUTHENTIC ASSESSMENT:

·        As a final project for the unit, students will prepare a research paper using word processing software and use of the Internet to conduct research.

 

RUBRIC:

·        Students will be scored in six different categories, including the use of technology in their final project.

·        The rubric can be viewed on my web site.  Just click on the rubric link.

 

IMPACT:

            Upon completion of this lesson, I hope the students will begin to understand the effects of discrimination.  Also, by bringing the present into the lesson, the students will be able to link their experiences to situations throughout history.  This real-life lesson may help the students understand that slavery was real and the discrimination still exists today.

 

REFINEMENT:

            Students completed a unit on slavery before beginning a unit on discrimination.  After completion of the unit on discrimination, students will be asked to make connections between the two units through the assignment of a PowerPoint project.  The students will display their knowledge of content, use of technology, and connections to real-life situations through this project.