Shipley 1 Kelli Shipley SS Methods Inclusive LP 6 November 2013 Otherness?

Grade: High School Class: Psychology Essential Question(s) Why do differences create such a big divide among individuals within society? What are the consequences? Objectives Educational Students should be able to: 1. Identify examples and non-examples of racism with recent society. 2. Analyze a race related reading critically and open minded. 3. Develop a response using evidence to support claims in a blog post about the roles of differences. Informational Students will use provided texts in order to explore race at and allude to the idea of how being different effects people in different ways. Instructional Students will type a blog post responding to the following question using three examples from the text to support their ideas. How do you think differences should play a role in society versus how they actually do? Why are differences such a big deal? What makes them a big deal? Again, do you think humans are born racists? Why or Why not? Standards NCSS Thematic Standards o Individuals, Groups, and Institutions o Time, Continuity, and Change Context This lesson would take place around the end of the semester. This might be an activity within the Social Psychology Unit. I feel like this lesson would depend a lot on the particular class and the students within it and how comfortable and respectful they are with each other. Race can be a difficult topic to address but I think the readings take a lighter look at things with a psychological perspective that will engage students.

Shipley 2 Materials Worksheets (Questions provided- not in worksheet form to conserve printing pages) Computer lab for students to type their blog responses Reading packets- Are We Born Racist? (Book provided for you- use orange sticky notes) Procedures/Timing 1. (Day One: 10 minutes) I would start class by asking student to write down their ideas on both the positive and negative aspects on how far we (America) has or has not come moving past traditional racial divisions and prejudices by coming up with examples from the news. 2. (Day One: 10 minutes) I would then ask for some thoughts about this. Why do they think racism/prejudice has or has not improved? Will it ever improve fully? 3. (Day One: 10 minutes) Then I would pass out photocopy of the same packet of selected sections from the book Are We Born Racist? The students would read the first page titled introduction. 4. (Day One: 10 minutes)I would then ask my students again what they thought after reading this page. Does this change their previous thoughts and ideas? How? Why or why not? 5. (Day One: 10 minutes) After this I would ask the students to answer this question on a piece of notebook paper that will be utilized later on: Do you think humans are born racists? Why or why not? 6. (Day Two: 20 minutes) At the beginning of class I would have the class number off by six to form six groups and give each one of the following excerpts and an accompanying worksheet; questions provided below. a. Are We Born Racist? Susan T. Fiske i. From the text what can you infer "social neuroscience" is? ii. Define egalitarian. What are egalitarian ideals? iii. Why are prejudices malleable? iv. Explain what the author means by modern prejudice. v. Explain this statement: Our brains make judgments instantly. (Use the study that starts on page 8) vi. What does the author want the reader to take away? Using examples explain how this is shown... vii. Explain three things from this reading that caught your attention or interest and why it did. b. Prejudice versus Positive Thinking Kareem Johnson i. What does it mean when the author says, "As an African American and as a human being, I find results... dismaying. However, as a social psychologist I know there is more to the story." ii. Do you think a smile can fight off prejudice? Why or why not? iii. Explain three things from this study that caught your attention and why it did. iv. Specifically, how are prejudices linked to the bodies reactions? (Use examples from text) v. Does this article change your original thoughts? c. Framed! Understanding Achievement Gaps Rodolfo Mendoza-Denton

Shipley 3 i. Why were Watson's assumptions wrong? ii. Have your thoughts changed about standardized tests? How? Why? iii. Besides race and gender, how does the media aid in other stereotypes? Provide some examples and explain the significance to individuals. What kind of things might it affect? iv. How are relationships important in reducing prejudice? v. Explain cross race friendships and the impact found. vi. Does this reading change your view about race, gender, or education? Why and how? d. The Perils of Color Blindness Dottie Blais i. Do you think you would have noticed the lack of diversity in authors? Why or why not? ii. Why do you think whites were quick to ask another white about the race depicted in the photo explained in a study on page 73? iii. Explain color blindness from the texts point of view. iv. Explain three things from this study that caught your attention and why it did. v. Take out a syllabus or textbook from another class (or this one) and examine it in regards to this reading. Write what you find. e. People Understand Each Other by Talking Rodolfo Mendoza-Denton i. Why did many feel unfairly judged or attacked by the attorney general's words? ii. Explain three things from this study that caught your attention and why it did. iii. Why do you think people seem more racist when they are trying not to be? iv. Do you think this idea can be lent to other similar uncomfortable issues? Why or why not? Which issues and how? v. Explain pluralistic ignorance from the text. vi. Explain the role of environment and genetics with prejudice from this reading. f. Double Blood Rebecca Walker i. What are your thoughts about the authors ability to be "immersed in another culture" with her own culture disappearing? ii. Why do you think multiracial people were found to experience more racism than their mono racial peers? Does this surprise you? Why or why not. iii. Define double blood. iv. Why do you think parents of multiracial children are just now talking openly with their children about being multicultural? v. Does this reading change your views? If so how and why or why not? 7. (Day Two: 15 minutes ) After students worked in groups to read and work together on worksheets, I would ask students to come back together as a class. I would ask a person from each group to volunteer to give a brief summary about the text they read. I would ask the following questions to all students.

Shipley 4 a. Did the reading or what your classmates have said about their readings change how you perceive race? b. What about other characteristics such as but not limited to --Gender? Sexual preferences? Difference in general? c. How? Why? 8. (Day Two: 15 minutes) At the end of class I would have students get out the piece of paper where they answered Do you think humans are born racists? Why or why not? for insight on their previous ideas. I would then ask students to answer this question as if they were blogging about it How do you think differences should play a role in society versus how they actually do? Why are differences such a big deal? What makes them a big deal? Again, do you think humans are born racists? Why or Why not? I would ask students to use evidence from three texts that we used in class that was provided to them in their packet at the beginning of the lesson. 9. (Day Three: 10 minutes) If needed finish up blog. Assessment 1. Formative assessment a. Formal i. Worksheets: Provide a focus for students and activate critically thinking skills. Student answers will allow me to see their comprehension and ability to connect issues. ii. Blog Assignment: This is where students take everything that have learned through readings, group work, and discussion in order to use evidence to answer essential questions. I hope to see that students grasp the concept it is more than just about race. b. Informal i. Discussion: This is where I ask essential questions. Being able to successfully answer this question will allow me to gauge student understanding. ii. Collaboration in groups: I will be able to walk around and hear where group conversations lead. I will be able to assess whether they understand the reading. Extensions and Adaptations 1. Extension: Students who finish early will be instructed to research about the blueeyed/brown-eyed exercise. They will then come up with their own similar experiment that uses different characteristics. Students should be able to explain the importance or analogous characteristic chosen and how it can be related to common issues in society. 2. Adaptation: Students struggling will work with students that seem to have a higher understanding during worksheets. Students of all abilities should feel encouraged and comfortable answering question and if necessary have more prompting. Assignments are not due until the day of the Unit exam or project. This means that extended time is available for every student regardless of struggles or ability level.