What is School? Day 12
Do Now: Does school develop or inhibit your creativity? Explain your response.
Homework: Write a short story that uses at least 3 vocabulary words.
Inquiry: How do we express ourselves?
Objective: SWBAT create their own creative expression of themselves.
Agenda:
- Do now discussion.
- Vocabulary review: Test on Friday.
- Creative Self Expression: Art + Writing.
- Read Chapter 2 from By Any Means Necessary.
What is School? Day 11
Do Now: What does it for someone who transforms the world? Who are examples?
Homework: Describe how you are similar or different from Malcolm X.
Inquiry: How are creative and transformational people educated.
Objective: SWBAT develop their own understandings of Malcolm X.
Agenda:
- Do now discussion.
- Listen to Malcolm X.
- Part A: What kind of education do you think Malcolm X had?
- Read Introduction.
- Part B: In the introduction, they describe Malcolm X as one of the most important members of the Civil Rights Movement. According to this introduction, why was he so important?
- Read Chapter 1.
- Part C: Choose one detail from chapter 1 that shows how Malcolm X was a unique figure. Explain how he is unique.
- School - Speech, Poem, Story.
Trayvon Martin: Day 11
Do Now: From the worksheet, select which proposals you think would be the most effective to disrupt your own stereotypical thinking.
Homework: 1) News article response. 2) Senior Project - Wikispace and Powerpoint.
Inquiry: Where does stereotypical thinking and perceptions come from? What do we do with them?
Objective: SWBAT decide on their own action plans and develop a draft of their own essay, poem, or narrative to explore and extend their thinking.
Agenda:
- Do now discussion.
- Students handed out their worksheets from the unit and asked to put them in order, make a cover page, and staple them.
- Students choose to write an essay (persuasive or expository), poem, or story that explores their own thinking on stereotypes and how it has developed. (What have you learned about stereotypes that changes the way you think and act in the world? How can you change others?)
Trayvon Martin: Day 10
Do Now: When we fight violence with violence or injustice with injustice, what does that lead to?
Homework: News article by Friday.
Inquiry: If stereotypes are a reality, then what do we do with them as responsible, mature, and educated individuals?
Objective: SWBAT propose their own nonviolent action plan for how to work against stereotypes.
Agenda:
- Do now and discussion.
- Present question: If stereotypes are a reality, then what do we do with them as responsible, mature, and educated individuals?
- Part A: Describe the kind of world or society that you want live in an participate in shaping.
- Read “A Village in Burma” about Aung San Suu Kyi.
- Part B: From the story of Aung San Suu Kyi, identify 2 character traits that she shows and provide details from the story that support those traits.
- Part C: We have been talking about the negative impact of stereotypes in class. We may not be able to control how others think, but we can control how we think and behave in the world. Write 2 or 3 ideas for action plans that we can do to avoid stereotypical thinking as responsible, mature, and educated individuals.
Trayvon Martin: Day 7
Do Now: What do you think Zimmerman was thinking when he chased down Trayvon?
Homework: News article response by Friday.
Inquiry: What is a stereotype and how is it formed? What is a “socially constructed process”?
Objective: SWBAT construct their own understanding of stereotypes and where they come from.
Agenda:
- Do-Now and discussion.
- Video on Stereotypes: “Stereotypes in Media” from Discovery.
- Part A: Body Biography: Draw the most stereotypical depiction of someone of any race or cultural group.
- Where do these associations come from?
- Explanation of a socially constructed process: Where ideas and associations are built over time by the ideas that people share in society.
- Reading: Young, Black, Male, and Stalked by Bias
- Part C Writing Reflection: Beyond Zimmerman, what was Trayvon Martin a victim of? (Use the article to support your answer.)
What is School? Day 9
Do Now: Describe a character or a scene you remember from “The Revolt of the Evil Fairies” that we read last week.
Homework: Write vocabulary words into sentences.
Inquiry: Does school develop or inhibit creativity and individuality?
Objective: SWBAT reflect on their own brands as individuals.
Agenda:
- Do now discussion. Was his individuality supported in his school?
- Take down vocabulary.
- Part A: What does it mean to be an individual? Explain something about you that makes you unique.
- Read “Brand Yourself.”
- Part B: Draw a symbol for your own “Brand.”
- Part C: Summarize the chapter by picking out a line that stands out to you and explaining how you relate to it.
Trayvon Martin: Day 9
Do Now: Is there anyone who is the quintessential example of some stereotype? Is it possible to be so simple?
Homework: Enjoy the weekend!
Inquiry: What are ways to disrupt stereotypes? How does comedy reflect on or deal with stereotypes?
Objective: SWBAT construct their own ways to disrupting stereotypes.
Agenda:
- Do now discussion.
- Stereotypes and Comedy.
- Part A: In your opinion, do these jokes reinforce or break down the stereotype they are talking about?
- Class discussion.
- Part B: Do people sometimes conform to the stereotype that they are labeled with? Is it easier to conform than to resist a stereotype?
- Finish reading “Black Men and Public Space.”
- In “Black Men and Public Space,” Brent Staples explains strategies he used to break down the stereotypes that people have of him. Think of two specific situations and what you can do to disrupt the stereotype that someone may have of you. (This requires you to be more mature and aware than the people you are dealing with who tend to be immature and/or simply ignorant.)
Trayvon Martin: Day 6
Do Now: Do you judge people that you meet based on stereotypes?
Homework: Article response by Monday. (On wiki or your own article.)
Inquiry: How and why are stereotypes structed and maintained in our society? How was Trayvon Martin the victim of a broader social issue?
Objective: SWBAT develop their own positions and questions on the role that stereotypes play in society.
Agenda:
- Do now discussion.
- Part A: Describe how you think society defines you.
- Part B: Draw how you think society sees you.
- Read “Introduction to Poetry”
- Part C 1: If you were a poem, how would you like others to “read” you?
- Part C 2:“Society” is a very big word. Are there different parts of society that may see you differently than others?
- Share your writing to Part C with a partner.
- Partners share out phrases or sentences that stand out.
- Do people from different races define you differently?
- How does how you would like to be “read” compare to how you are normally “read”?
What is School? Day 8
Do Now: Do you feel like you can be yourself at school?
Homework: Enjoy the weekend!
Inquiry: Does school develop or inhibit creativity and individuality?
Objective: SWBAT
Agenda:
- Do now discussion.
- Part A: Go through “The Revolt of the Evil Fairies” and pick out 5 vocabulary words that you are unfamiliar with. Write down what you think they mean from the context of the story.
- Part B: Draw a stereotype of an African American Teenager. (Think about what society thinks about African American teens.)
- Watch “Stereotypes in the Media.” How does media promote certain stereotypes?
- Part C: In your opinion, does school develop your individuality? Why or why not?
Trayvon Martin: Day 8
Do Now: Beyond Zimmerman, what was Trayvon Martin a victim of?
Homework: News article response due tomorrow.
Inquiry: What role do stereotypes play in our society? How do stereotypes impact individual’s experiences in the world? What happens when someone reinforces a stereotype? (Is it still a stereotype?) What can we do to break down stereotypes that people have about us?
Objective: SWBAT construct and identify ways in which they can break down stereotypes.
Agenda:
- Do now discussion.
- Watch video on Stereotypes in the Media.
- Part A: As you watch the video: List specific examples of how the media is a source of stereotypes.
- Sentence from yesterday: “Society’s message to black boys — “we fear you and view you as dangerous” — is constantly reinforced.”
- Read “Black Men and Public Space.”
- Part B: Select a sentence that stands out to you from the essay. Explain why you chose it.
- Part C: In “Black Men and Public Space,” Brent Staples explains strategies he used to break down the stereotypes that people have of him. So, what can you do to help people question the stereotype? What are behavior that you can actively act our or embody in order to break down what people may be thinking of you?
