First Person Observations
Grade Level: 1st Grade Time: 2-3 days
Overview:
This lesson is the first of a unit called “Existing Features of Race.” The overall goal of the unit is to help students develop their racial and ethnic identities in a safe classroom environment. At the same time, these lessons are to make students critically conscious of the world through a multicultural lens.
Framework:
Through this lesson, students will learn to look closely at themselves and think about the physical characteristics that may or may not be part of their racial and/or ethnic identities. Students are aimed to develop detailed observational skills and use them when examining themselves and others. Students will also begin learning vocabulary to help them define their experiences and the challenging concepts of race.
Objectives:
-Students will come to an individual and collective understanding of the term race, in which it makes sense to them and their personal, developmental, and communal needs.
-Students will enhance their observational skills by using the acquired skills to create a self-reflection.
-Students will learn what “skin color” and “race” means so they can better comprehend and appreciate the differences and similarities that exist in the classroom and school community.
-Students will build a safe and supportive classroom environment through classroom discussions and group work.
Guiding Questions:
What is “skin color”?
What is “race”?
What does it mean to observe?
How can you use observations to depict your race?
MMSD Standards:
Grade 1 Social Studies Standards
Behavioral Sciences-
-Exhibit group membership traits by being trustworthy, responsible, respectful, and by demonstrating accountability for actions, displaying self-direction and showing pride.
-Cooperate in group settings to establish and achieve mental goals and promote the welfare of its members.
History-
-Retell past events, legends, biographies, or historical accounts.
NCSS Standards:
4th Strand-Individual Development and Identity:
-The study of individual development and identity will help students to describe factors important to the development of personal identity.
-In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities.
Materials:
-A Taste of Colored Water by Matt Faulkner
-small hand mirrors for each student
-heavy paper for painting
-pencils
-erasers
-paints, brushes, and pallets
-smocks
-paper for writing
-variety of skin color crayons
-chart paper
Glossary:
Color (noun) - the appearance of something, including how bright it is and what shade it is
Skin (noun) - the outer covering of a human or animal body
Skin color (noun) – the coloring of a person’s face and skin
Race (noun) – one of the major classification groups into which humans beings can be divided; a socially constructed way to categorize people based on physical characteristics, such as skin color, often for the purpose of creating the perception of a superior race
Self-portrait (noun) – a picture a person makes of herself/himself
Activities/Procedures:
1. Start off the lesson by having students gather on the carpet.
2. Have students discuss in small groups on the carpet what it means to pay close attention to something.
3. Help students understand that one reason we look closely at things and ourselves is so we can better understand how our physical features shape who we are. Physical features are one of the first things we notice about ourselves and each other. Have students pay close attention to the colors used in the book and the meaning of the book.
4. Read the book A Taste of Colored Water by Matt Faulkner.
5. After the reading, have students discuss with a partner what they thought of the book. What color does a person have to be to drink colored water? What does it mean to be colored/ Discuss skin color and race in the book. Where have you heard these words before?
-As students share their ideas, write it down on chart paper. As a class, come up with a working definition of
what skin color and race means.
-Point out how the book uses a variety of colors to draw each person. Also, that the white people are
actually not the color white.
-Tell students to look closely at the colors used, portrayal of characters, and meaning of colors. Make it
aware to students that what they are doing is observing the book.
6. Bring out the skin color crayons. Relate it to the book and match the color of the two white children in the book to a crayon color first. Match each student with a skin color crayon and tell the class that they should use this color when they draw later.
7. Explain to students that they will be making a self-portrait of themselves, in which they have to at least use the crayon skin color picked out. Define to the students what a self-portrait is. Each child will get a small mirror so they can look at themselves and draw how they see themselves. Show students how they can use mirrors to pay attention to their physical features like: they shape of their eyes, skin color, mouth color, eye color, and more. Make sure students feel comfortable sharing their comments and concerns about race and how it relates to skin color.
8. Have students start drawing with a pencil first and then move on to using paint and crayons after. Let students know they can mix paints to match the colors they see of themselves in the mirror.
9. After students finish, let the portraits dry. Come together as a class and process the paintings as a while group. Connect the paintings to how students see themselves and their skin color. Then discuss with students the different races that exists in class. Ask the students what are the differences between the pictures. Discuss again what the words race and skin color means and how they relate.
10. At the end of this lesson, have students write in their journals and draw what they learned from this activity. Ask the following questions to get students thinking about race: What does "race" mean? What is skin color? How did or didn’t the experience of looking closely at yourself through painting a self-portrait change or influence your thinking about skin color or race? Why is it important to learn about race? Why do we use words like white and black when people are not in fact white or black in color?
Assessment:
-Observe and make note of whether the students used the skin color crayon that matches them. The importance for this is that students realize their skin is not White, or Black, or Asian, but rather an actual color. These terms are socially constructed identity markers based on a person's physical appearance.
-Through informal observations, make note of what students converse about and if they are on task.
-The formal assessment of this lesson is to read each student's journal entry they are to write to sum up their experiences and learning from this lesson. Record things that popped out and things that might need to be done differently for next time. Also, analyze whether students grasped the meaning of the words race and skin color.
Differentiation:
-If the concepts seem a bit difficult for students to comprehend, use pictures from different books to guide discussion on skin color. Also bring in personal experiences of students and the teacher to discuss race. Have students mention racial words they have heard and what they mean so students are aware of them. If there are inappropriate ones, make it known that those words are not kind and should not be used in the classroom. Create empathy among students so they understand it would hurt them if they were called a mean racial term.
-Discuss words that students might need to know to understand the vocabulary words and content of the lesson. For instance, ELL students, depending on their level of English, might need to learn words like light, dark, darker, and lighter. The teacher could write these words on the board somewhere or on chart paper so students have access to them as they are processing racial consciousness.
Lesson Extensions:
-Reread the book and have students draw and journal what they thought of or learned from the book.
-Mention the Jim Crow Laws and how the book is connected to that time frame.
-Have a parent volunteer to get their portrait drawn by the students and discuss with the students how race can be perceived differently by individuals.
-Have students fill out a similarities and differences worksheet, and after hang them up so students can learn more about each other. The activity helps students see that our differences make us similar.
-Similarities and Differences Worksheet: http://www.tolerance.org/sites/default/files/general/TT_43_Similarities%20and%20Differences.pdf
Sources:
Teaching Tolerance: A Project of the Southern Poverty Law Center. Looking Closely at Ourselves. Retrieved April 7, 2013, from http://www.tolerance.org/lesson/looking-closely-ourselves
Grade Level: 1st Grade Time: 2-3 days
Overview:
This lesson is the first of a unit called “Existing Features of Race.” The overall goal of the unit is to help students develop their racial and ethnic identities in a safe classroom environment. At the same time, these lessons are to make students critically conscious of the world through a multicultural lens.
Framework:
Through this lesson, students will learn to look closely at themselves and think about the physical characteristics that may or may not be part of their racial and/or ethnic identities. Students are aimed to develop detailed observational skills and use them when examining themselves and others. Students will also begin learning vocabulary to help them define their experiences and the challenging concepts of race.
Objectives:
-Students will come to an individual and collective understanding of the term race, in which it makes sense to them and their personal, developmental, and communal needs.
-Students will enhance their observational skills by using the acquired skills to create a self-reflection.
-Students will learn what “skin color” and “race” means so they can better comprehend and appreciate the differences and similarities that exist in the classroom and school community.
-Students will build a safe and supportive classroom environment through classroom discussions and group work.
Guiding Questions:
What is “skin color”?
What is “race”?
What does it mean to observe?
How can you use observations to depict your race?
MMSD Standards:
Grade 1 Social Studies Standards
Behavioral Sciences-
-Exhibit group membership traits by being trustworthy, responsible, respectful, and by demonstrating accountability for actions, displaying self-direction and showing pride.
-Cooperate in group settings to establish and achieve mental goals and promote the welfare of its members.
History-
-Retell past events, legends, biographies, or historical accounts.
NCSS Standards:
4th Strand-Individual Development and Identity:
-The study of individual development and identity will help students to describe factors important to the development of personal identity.
-In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities.
Materials:
-A Taste of Colored Water by Matt Faulkner
-small hand mirrors for each student
-heavy paper for painting
-pencils
-erasers
-paints, brushes, and pallets
-smocks
-paper for writing
-variety of skin color crayons
-chart paper
Glossary:
Color (noun) - the appearance of something, including how bright it is and what shade it is
Skin (noun) - the outer covering of a human or animal body
Skin color (noun) – the coloring of a person’s face and skin
Race (noun) – one of the major classification groups into which humans beings can be divided; a socially constructed way to categorize people based on physical characteristics, such as skin color, often for the purpose of creating the perception of a superior race
Self-portrait (noun) – a picture a person makes of herself/himself
Activities/Procedures:
1. Start off the lesson by having students gather on the carpet.
2. Have students discuss in small groups on the carpet what it means to pay close attention to something.
3. Help students understand that one reason we look closely at things and ourselves is so we can better understand how our physical features shape who we are. Physical features are one of the first things we notice about ourselves and each other. Have students pay close attention to the colors used in the book and the meaning of the book.
4. Read the book A Taste of Colored Water by Matt Faulkner.
5. After the reading, have students discuss with a partner what they thought of the book. What color does a person have to be to drink colored water? What does it mean to be colored/ Discuss skin color and race in the book. Where have you heard these words before?
-As students share their ideas, write it down on chart paper. As a class, come up with a working definition of
what skin color and race means.
-Point out how the book uses a variety of colors to draw each person. Also, that the white people are
actually not the color white.
-Tell students to look closely at the colors used, portrayal of characters, and meaning of colors. Make it
aware to students that what they are doing is observing the book.
6. Bring out the skin color crayons. Relate it to the book and match the color of the two white children in the book to a crayon color first. Match each student with a skin color crayon and tell the class that they should use this color when they draw later.
7. Explain to students that they will be making a self-portrait of themselves, in which they have to at least use the crayon skin color picked out. Define to the students what a self-portrait is. Each child will get a small mirror so they can look at themselves and draw how they see themselves. Show students how they can use mirrors to pay attention to their physical features like: they shape of their eyes, skin color, mouth color, eye color, and more. Make sure students feel comfortable sharing their comments and concerns about race and how it relates to skin color.
8. Have students start drawing with a pencil first and then move on to using paint and crayons after. Let students know they can mix paints to match the colors they see of themselves in the mirror.
9. After students finish, let the portraits dry. Come together as a class and process the paintings as a while group. Connect the paintings to how students see themselves and their skin color. Then discuss with students the different races that exists in class. Ask the students what are the differences between the pictures. Discuss again what the words race and skin color means and how they relate.
10. At the end of this lesson, have students write in their journals and draw what they learned from this activity. Ask the following questions to get students thinking about race: What does "race" mean? What is skin color? How did or didn’t the experience of looking closely at yourself through painting a self-portrait change or influence your thinking about skin color or race? Why is it important to learn about race? Why do we use words like white and black when people are not in fact white or black in color?
Assessment:
-Observe and make note of whether the students used the skin color crayon that matches them. The importance for this is that students realize their skin is not White, or Black, or Asian, but rather an actual color. These terms are socially constructed identity markers based on a person's physical appearance.
-Through informal observations, make note of what students converse about and if they are on task.
-The formal assessment of this lesson is to read each student's journal entry they are to write to sum up their experiences and learning from this lesson. Record things that popped out and things that might need to be done differently for next time. Also, analyze whether students grasped the meaning of the words race and skin color.
Differentiation:
-If the concepts seem a bit difficult for students to comprehend, use pictures from different books to guide discussion on skin color. Also bring in personal experiences of students and the teacher to discuss race. Have students mention racial words they have heard and what they mean so students are aware of them. If there are inappropriate ones, make it known that those words are not kind and should not be used in the classroom. Create empathy among students so they understand it would hurt them if they were called a mean racial term.
-Discuss words that students might need to know to understand the vocabulary words and content of the lesson. For instance, ELL students, depending on their level of English, might need to learn words like light, dark, darker, and lighter. The teacher could write these words on the board somewhere or on chart paper so students have access to them as they are processing racial consciousness.
Lesson Extensions:
-Reread the book and have students draw and journal what they thought of or learned from the book.
-Mention the Jim Crow Laws and how the book is connected to that time frame.
-Have a parent volunteer to get their portrait drawn by the students and discuss with the students how race can be perceived differently by individuals.
-Have students fill out a similarities and differences worksheet, and after hang them up so students can learn more about each other. The activity helps students see that our differences make us similar.
-Similarities and Differences Worksheet: http://www.tolerance.org/sites/default/files/general/TT_43_Similarities%20and%20Differences.pdf
Sources:
Teaching Tolerance: A Project of the Southern Poverty Law Center. Looking Closely at Ourselves. Retrieved April 7, 2013, from http://www.tolerance.org/lesson/looking-closely-ourselves