Collective Action
Grade Level: 1st-2nd Grade Time: 2 days
Framework:
The focus of this lesson is to give students information about how racism exists and what we as a classroom community can do. In the lesson, I will also be giving students examples of how people have fought against racism. Students will see how racism affects various people through images and discussion. This lesson will incorporate students knowledge they have gained from the previous lessons.
Objectives:
Guiding Questions:
MMSD Standards:
Behavioral Sciences-
NCSS Standards:
Individuals, Groups, and Institutions-
Materials:
Glossary:
Racism (noun)- a belief or doctrine that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to rule others
Anti-racism (noun)- the policy of challenging racism and promoting racial tolerance
Tableau (noun)- a graphic description or representation; a still picture representing something
Opening Activity:
The teacher should start out performing her own tableaux. After, read off the scenario the teacher did the tableaux to. Give students a scenario for them to act out through the use of tableaux to revisit the concepts from the previous lessons. Place students into groups and have them create their at least three tableaux to the scenario stated by the teacher. Have students work on their tableaux for ten minutes. Then allow each group to share their tableaux as the teacher reads the scenario. The teacher can decide to give the same scenario to all the groups, or give each group a different scenario. Have a conversation on other ways people can positively respond in the situations to show respect towards people.
Example scenarios:
Procedures:
Relate the tableaux activity to how students can respond positively to racism. Define racism and anti-racism to the students. Show the video clip "Don't Call Me Names" and relate it to how someone calling you racist names is the same as bullying. Then have students think about ways they can stand up to racism with a partner. Allow time for a few students to share their ideas. Bring up different ways in which people have stood up to racism. Introduce anti-racist acts, like Martin Luther King Jr. speech, hip hop, poetry, and books. Re-examine the book A Taste of Colored Water to look at how people in the book responded to segregation. Brainstorm a list of possible actions a person can take to counter racism. Revisit how we can show respect to people who are different from us. Following this, introduce how a singer took action by making music. Play the song "Change" and analyze the lyrics with the students. It would be helpful to write out the lyrics on the board or chart paper so everyone is looking at the same thing. Converse about how the singer approached racism in the song. Listen to the song several times.
Closing:
As a class, pick out the favorite lines from the song. Split the children up into groups and have them create tableaux to some of the lines chosen. End the lesson with a sharing and have students write their own lyrics to explain how they can stand up against racism. Provide an example of how this lyric writing might look like. It could also be a poem.
Assessment:
To determine if students obtained the knowledge and concepts asked by the guiding questions, read each student's poem/lyrics and analyze what information they have obtained from the lesson. Also, keep track of what students have been discussing throughout the lesson.
Differentiation:
Lesson Extension:
Sources:
Sesame Street: Will.i.am Sings "What I Am" -http://www.youtube.com/watch?v=cyVzjoj96vs
YWCA-Stand Against Racism-http://www.standagainstracism.net/search.php
"Don't Call Me Names"- Sunburst Visual Media Guidance Trailer http://www.youtube.com/watch?v=lAOjX-N4nBE
Leila Porter "Change"-http://www.youtube.com/watch?v=kuHKZXrBFTg
Materials Files:
Grade Level: 1st-2nd Grade Time: 2 days
Framework:
The focus of this lesson is to give students information about how racism exists and what we as a classroom community can do. In the lesson, I will also be giving students examples of how people have fought against racism. Students will see how racism affects various people through images and discussion. This lesson will incorporate students knowledge they have gained from the previous lessons.
Objectives:
- Students will learn the term anti-racism and relate it to the actions of respecting race they have learned.
- Students will examine the lyrics to the song "Change."
- Students will discuss how they can stand up against racism.
Guiding Questions:
- What does anti-racism mean?
- How does anti-racism relate to respecting race?
- How can you stand up against racism?
MMSD Standards:
Behavioral Sciences-
- Cooperate in group settings to establish and achieve mental goals and promote the welfare of its members.
- Exhibit group membership traits by being trustworthy, responsible, respectful, and by demonstrating accountability for actions, displaying self direction and showing pride.
- Describe how family members and friends provide for needs of respect.
NCSS Standards:
Individuals, Groups, and Institutions-
- It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.
- The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world.
- Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life.
Materials:
- Song "Change" by Leila Porter
- Song "What I Am" by Will.i.am
- Video clip "Don't Call Me Names" by Sunburst Visual Media Guide
- Scenario to act out
- A Taste of Colored Water by Matt Faulkner
- Chart paper
Glossary:
Racism (noun)- a belief or doctrine that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to rule others
Anti-racism (noun)- the policy of challenging racism and promoting racial tolerance
Tableau (noun)- a graphic description or representation; a still picture representing something
Opening Activity:
The teacher should start out performing her own tableaux. After, read off the scenario the teacher did the tableaux to. Give students a scenario for them to act out through the use of tableaux to revisit the concepts from the previous lessons. Place students into groups and have them create their at least three tableaux to the scenario stated by the teacher. Have students work on their tableaux for ten minutes. Then allow each group to share their tableaux as the teacher reads the scenario. The teacher can decide to give the same scenario to all the groups, or give each group a different scenario. Have a conversation on other ways people can positively respond in the situations to show respect towards people.
Example scenarios:
- A student comes up to you and calls you mean names that are associated with how you look. You use your words to tell him to stop because it is not nice calling people names. He continues so you ignore him. He ends up not bothering you anymore.
- Josh says being "White " is "best." You tell Josh that skin color is only what is on the inside, and that it is how a person is as an individual that matters most. You leave to go play with your friends.
- Andrea is new in class. Brian does not want to play with her at recess because she is part of a different race. You see this and tell Brian it does not matter what race you are because everyone is a human being. You introduce yourself to Andrea and invite her to play with you.
Procedures:
Relate the tableaux activity to how students can respond positively to racism. Define racism and anti-racism to the students. Show the video clip "Don't Call Me Names" and relate it to how someone calling you racist names is the same as bullying. Then have students think about ways they can stand up to racism with a partner. Allow time for a few students to share their ideas. Bring up different ways in which people have stood up to racism. Introduce anti-racist acts, like Martin Luther King Jr. speech, hip hop, poetry, and books. Re-examine the book A Taste of Colored Water to look at how people in the book responded to segregation. Brainstorm a list of possible actions a person can take to counter racism. Revisit how we can show respect to people who are different from us. Following this, introduce how a singer took action by making music. Play the song "Change" and analyze the lyrics with the students. It would be helpful to write out the lyrics on the board or chart paper so everyone is looking at the same thing. Converse about how the singer approached racism in the song. Listen to the song several times.
Closing:
As a class, pick out the favorite lines from the song. Split the children up into groups and have them create tableaux to some of the lines chosen. End the lesson with a sharing and have students write their own lyrics to explain how they can stand up against racism. Provide an example of how this lyric writing might look like. It could also be a poem.
Assessment:
To determine if students obtained the knowledge and concepts asked by the guiding questions, read each student's poem/lyrics and analyze what information they have obtained from the lesson. Also, keep track of what students have been discussing throughout the lesson.
Differentiation:
- If needed, the teacher can have students perform the same scenario. Groups might also need support in developing their tableaux.
- Take a picture of each group's tableaux and post it up to the scenario so students have a visual when thinking about social action to racism.
- If needed, the teacher could do the poem/lyric activity in a large group.
Lesson Extension:
- Announce to the students what the YWCA is and how they stand against racism. Have students decide if they would like to further explore the organization and their forms of collective action.
- Teach the "What I Am" song to reinforce to students that they are who they are meant to be and should accept themselves and others they way they are.
Sources:
Sesame Street: Will.i.am Sings "What I Am" -http://www.youtube.com/watch?v=cyVzjoj96vs
YWCA-Stand Against Racism-http://www.standagainstracism.net/search.php
"Don't Call Me Names"- Sunburst Visual Media Guidance Trailer http://www.youtube.com/watch?v=lAOjX-N4nBE
Leila Porter "Change"-http://www.youtube.com/watch?v=kuHKZXrBFTg
Materials Files:
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
changelyrics.doc | |
File Size: | 25 kb |
File Type: | doc |