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Racism in Schools

By zjvehmeier12
Grade Level
6-8
private
LEARNING PLAN
Essential Question
  • How are people similar to and different from each other?
  • How can we celebrate what we have in common while also honoring our differences?
  • How can we make connections across our differences?
  • Why is it important to judge people by the content of their character and not the color of their skin, as Dr. King said?
  • What effect does injustice have on people and groups?
  • How does privilege shape the lives of individuals and groups?
  • How do bias and prejudice undermine equal rights?
  • What happens when we speak up to bigotry and what happens when we do not?
  • What responsibility do people have to help or defend people they don’t know?
Texts
Literature

The Skin I'm In (Chapter 3)

Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, she talks about getting teased on a school trip and how even her friend Char was ashamed to be seen with her because of her clothes.
by
Sharon Flake
Grade Level
3-5 6-8
Topic
Race & Ethnicity
Social Justice Domain
Justice
July 3, 2014
Literature

Only One Me

This poem's speaker describes being bullied and feeling depressed and skipping school to avoid the harassment. Spiraling downhill emotionally, the speaker ultimately comes to accept and appreciate his/her unique identities.
by
Sean Mauricette (aka SUBLIMINAL)
Grade Level
6-8
Topic
Bullying & Bias
Social Justice Domain
Identity Justice
July 8, 2014
Literature

The Fog Machine

This excerpt focuses on the lives of African-American students during the civil rights movement. After reading Dr. Martin Luther King’s “I Have A Dream” speech in class in 1963, students in main character C.J.'s school are asked to share their dreams at a school assembly.
by
Susan Follett
Grade Level
6-8
Subject
Civics
History
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice Action
June 9, 2015
Literature

A Slave Auction

Solomon Northup was kidnapped and sold into slavery for 12 years before he was freed. This excerpt from his memoir of those years, Twelve Years A Slave, details a New Orleans slave auction.
by
Solomon Northup
Grade Level
6-8
Subject
History
Economics
Topic
Race & Ethnicity
Social Justice Domain
Justice
April 27, 2016
Teaching Strategies
Close and Critical Reading

Text-Dependent Questions

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.4, RI.6-12.6
July 19, 2014
Student Tasks
Write to the Source

Break It Down

Break it Down asks students to demonstrate their explanatory and descriptive writing skills.
Grade Level
6-8 9-12
CCSS
W.6-12.2, W.6-12.4, W.6-12.9
July 19, 2014
Write to the Source

Problem Solver

Problem Solver asks students to demonstrate their argumentative skills when identifying problems and solutions in writing.
Grade Level
6-8 9-12
CCSS
W.6-12.1, W.6-12.4, W.6-12.9
July 19, 2014
Write to the Source

So What?

So What? asks students to demonstrate their explanatory and informative skills when writing to gain the understanding of others.
Grade Level
6-8 9-12
CCSS
W.6-12.2, W.6-12.4, W.6-12.9
July 19, 2014
Plan Built By
zjvehmeier12

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