I.

II.

Major Topic: Racism/ Minority Prejudice Introduction

Course: Sociology
Age Level: High School 9-12th grade
Materials:
Skin colored paint swatches
Chalkboard and Chalk/Smartboard
Pyramid of Hate Handouts
Pyramid of Hate Questionnaires
Color Spectrum
Google classroom journal prompt
Students need their notebook and textbook

III.

Resources:
http://teachyoualesson.blogspot.com/2006/08/my-emergency-racism-lessonplan_24.html
http://www.worldmarchusa.net/materials/pyramid_of_hate%20-20%ADL.pdf

IV.

Objectives:
By the end of 50 min, students will:

V.

Differentiate between prejudice and discrimination

Identify several minority groups and define minority
Apply prejudice to their own life experience
Determine that skin color alone does not classify race
Debate the existence of race

Procedures:
Transition/ focus attention: Today we will be introducing chapter 9 on racism and
prejudice. We are going to start off by determining exactly what color we are, and then
we will discuss the implications of that color.
Motivation/Hook: Paint Swatch Activity (see below)
Strategy used: whole group discussion, lecture, hands-on kinesthetic activity (finding
the paint chip)

Steps:
1. Paint Swatch Activity

7 min

Have students find which color paint swatch best matches their skin color (if a student in
colorblind, have another student help them.)

Go around the room in a circle having students read off their colors and then have
students return to their seats.
2. Color Spectrum Analysis
3 min
Ask, If there are so many different color variations, why are we categorized into just
white, black, and so on?
Ask for two volunteers and send one out to the hallway for a moment
Show the class the color spectrum on the board.
Have the in-class volunteer come up to the board and point out, Where do these racial
categories begin and end on the color spectrum? Its ok to guess, but just give me one
divide; where does black end and white begin?
Have the class note the location picked.
Send the volunteer who picked on the spectrum out to the hall and bring the other
student back into the classroom. Repeat the prompt, having the second volunteer
choose a single divide between white and black.
Chances are that the volunteers did not choose the same divide, and even if they did,
ask the class if everyone would be likely to choose the same divide.
Can you designate White? Black? Latino? Native American? Middle Eastern?... What if
someone has a tan? What about a Michael Jackson disease? What if someone is
Albino?
Can we all agree that race is a difficult thing to determine, at least upon skin color alone?
Some people who are considered white can be darker than someone considered
black, and vise versa.
3. Question the Existence of Race
So now the question to answer is does race exist? Yes or No?

5-10 min

Have students read a portion of page 277 in their books and allow students to give their
answers.
Scientifically no, race does not exist. There is more genetic similarity between a 6ft tall
white man and a 6ft tall black man than there is between a 6ft tall white man and a 5ft2in
white man.
But socially, race does exist? Why? By making people making judgments about others
and by people making judgments about themselves (group identification)

Race is a Social Construction

4. Define and discuss minority
8 min
Write the word Minority on the board and ask students, what is a minority?
Take answers and then ask students to come up with different minority groups within the
United States. ex . Blacks, Latinos, Native Americans... Buddhists, Muslims, Catholics,
Hindus women Think immigration, and your allowed to think back in time the Irish,
the Japanese (WWII).
Have students copy down the definition of a minority: A group of people with physical or
cultural traits different from that of the dominant group in a society. Dominant or most
powerful group in a society this is not necessarily based on numbers
5. The Difference between Prejudice and Discrimination
7 min
Ask students to try explaining the difference between prejudice and discrimination
Verify or explain that prejudice (pre-judgment) is a thought and that discrimination is an
action.
Ask students to give an example of a time in their lives where they experienced
prejudice or discrimination, either as the victim or the perpetrator if needed, give
common examples age/race/gender discrimination accused of shoplifting, being
pulled over.
6. Show and discuss The Pyramid Of Hate

10-15 min

Pass out questionnaires and handouts and allow students a minute or two to complete
the questionnaire.
Discuss the levels of hate, having students give one or two examples of actions that
would belong in each level.
Ask: Why do you think that something, which at first seemed harmless, progressed into
violence? (answers might include: nobody stopped it, the perpetrators gained confidence
that they could continue without consequences or interference, starting to believe that
they are right and supported, the victim didnt seek help?)
Even if it seemed harmless to the perpetrators and the bystanders, do you think it
seemed that way to the victim? How do you think the victim would feel about his/herself
over prolonged exposure to this treatment?
At which level of the pyramid do you think it would be easiest for someone to intervene?
What are some possible ways that someone could intervene?

Do you think that this pyramid is something that could happen in real life? What are
some examples of genocide that have taken place in history? (Armenian, Hutu-Tutsi,
Holocaust)
7. Closing Homework Journal:

Time remaining/HW

For tonights homework (posted on google classroom), I want you to journal in your
notebook on the difference between prejudice and discrimination, answering the
following questions. Which do you think is more dangerous? Why? What can be done to
try and combat them?
We will talk about your answers at the start of class tomorrow.