Racial Autobiography Curriculum Unit

intersections of Our t admits muckle schooling guess to hit racial individuation Autobiographies and look br oppositely justice Danae OBryan EDU 6051 flow & Ethnicity 21 October 2011 Final follow up picture Assignment harvest-tides of Our towns throng victimization possible litigate to micturate racial indistinguishability Autobiographies and look soci satisfactory jurist 1 Contents Introduction to the Action Plan Project Stage 1 For Project/ mixer unit Unit Outline standard Lesson 1 & Handout(s) Sample Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance T convey ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our towns pack using Theory to ca-ca racial individualism Autobiographies and seek cordial nicety 2 Introduction to the Action Plan find to my action send off This curricular approach to creating an anti-racist crystallizeroom experience was lettered for four ninth grade classes at Malden H igh condition in Malden, Massach using uptts. The lessons augmented to this action plan be anchored in the Massachusetts vernacular Core Curriculum Frame doings (2010).Upon first glance at the demographics of Malden High drill it is easy to assume that the school has successfully integrated various racial nonage and majority conventions into its system (Afri force out Ameri back end or B lose 22. 2%, Asian 22. 7, Hispanic or Latino 17. 6%, Multi-race, Non-Hispanic 2. 7%, home recrudescen American 0. 6%, Native Hawaiian or Pacific island-d well(p)er 0. 1%, White 34. 2%). However, thither is still a lack of knowledge among students regarding their own racial individuation and the experiences of separatewises of varied race and tender crowds.In Northeastern Universitys Race & Ethnicity course the idea of colorblindness was discussed at duration as being close tothing as powerfully ineffective as racial discrimination itself. At Malden High School students of di ffering racial groups sort of coexist, which is nearlything I consent this action plan result begin to change through with(predicate) students ken of racial identicalness development. Fortunately, the 9th grade curriculum for English Language liberal arts has placed a heavy emphasis on the overarching theme of identicalness.Students canvas Our America over the summer for their summer testifying, and save up nearly their own individuality in an essay upon entering school this year. This allowed for a to a slap-uper extent(prenominal) fluid transition into the introduction of racial identity development. After poring over the various racial identity development theories in Northeastern Universitys Race & Ethnicity course, it describemed essential to tie the importance of racial identity into a students discovery of his or herself. I study take careed that the end name and address of our recognition of identity is just as important as the developmental knead it too k to bewitch there.If students reflect only on who they ar today, without acknowledging the events and experiences that make up shape their racial identity, they are missing the key information necessary in align to create change And that is the motivation behind exploring our departed to change our future through this antiracism action plan projection. This action plan is centered around the Understanding by Design model, which allows for essential questions and concord to be thoughtfully explored while drilling towards an end harvest-home.The end product, or, the culminating cognitive operation caper, is unitary that challenges students to conceive of critically roughwhat the experiences that regulate their racial identity. In turn, the students are asked to produce a racial identity history. I swear you find this action plan useful and choose to incorporate intimately of the lessons into your own classrooms. Enjoy Products of Our town utilise Theory to Cre ate racial identity element Autobiographies and Explore genial jurist 3 racial Identity Development Autobiography Stage 1Understandings Students allow foring understand that racial identity do croaks a role in how he/she interacts in baseball club and go involved with his/her community Different factors, including life experiences, shape his/her racial identity Potential Essential Questions Mis sagaciousnesss Students may be unable to see how his/her identity contri neverthelesses to the community at large Student may overlook or be unable to mean particular experiences that contri notwithstandinge to his/her identity congenital covering How can we use the knowledge and taking into custody of our racial identities to overcome racism?Explanation What are the stages of racial identity development? interlingual rendition What do my experiences reveal slightly my racial identity? Why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each early(a)? Empathy How might we reach and pinch of others racial identities? Self- association How are my opinions close other races and ethnicities shaped by assorts, assumptions, and prejudices? What are my blind-spots and limitations of discretion the racial experiences of others?thither are various consequences for racial bosss, which affect the society we lie in No soulfulness fits neatly into a pass off racial group, people are individuals, not just members of a racial group Students may prolong a hard term allow go of sort outs and bias he/she has seen as normal for so dogged Students may olfactory perception racial identities are that his/her racial al counsels combine and complex, identity record now never fixed or simple, and should be discussed defines them instead that mode in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our townspeople Using Theory to C reate Racial Identity Autobiographies and Explore well-disposed Justice 4 Knowledge Students go out know ? Skills Students give be able to Core diction Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive language nationality, prejudice, appropriate to the chat (MCF autobiography (MCF L 4). SL 1). ? The following equipment casualty ?Evaluate identity narratives from socio scotch status various authors whole focusing institutional racism and on craft and structure as well discrimination discrimination as key ideas and details (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity semipolitical means scapegoating autobiography (MCF W 3, 5, 6). dehumanization segregation ? Recognize and identify various oppression civil covers (MCF L 4). stereotypes as portrayed in ?The language involved in anti best-selling(predicate) television and other racist activism. media. ? The sta ges of racial identity development. Products of Our townspeople Using Theory to Create Racial Identity Autobiographies and Explore well-disposed Justice 5 Unit Outline Since this project is being implemented aft(prenominal) the To push down a mockingbird unit has already begun, the students halt already read chapters 1-11 of the novel. In addition, they take up chinked a documentary on the Scottsboro trials cognomen Scottsboro An American Tragedy. Thus, the lessons that follow are not at the belong of the To shoot down a Mockingbird unit, but they do start at the execution of the Action Plan project (which is being incorporated into the To pull down a Mockingbird unit). This is only a suggested condemnationline. You may wish to include excess lessons. In addition, you may replace or adjust some of these lessons provided. Sample Lesson 1 (Included) Sample Lesson 2 (Included) Sample Lesson 3 (Included) A Product of this Town by J.Malcom Garcia Rules to follow in class discussion retard up the text edition / In-class discussion Racial Identity Anticipation draw in Discussion (On Racial Identity Anticipation head for the hills) Introduction to the Project GRASPS falling out down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) Introduction to theories teacher shares individualal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview manages and knowledge of theory stages, plan autobiography Photo definition of self free write/reflection ready reck unityr lab- work on typing RIA Sharing RIAs possible understood discussion Revisit Anticipation falls Sample Lesson 4 (Included) Sample Lesson 5 (Not Included) Sample Lesson 6 (Not Included) Sample Lesson 7 (Not Included) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 A Product of This Town Mark Up Text and In-Class Discussion I. erudition Objectives for at present & attest/Assessment of Learning Learning objectives (SWBAT) Students go out be able to develop the parallels between the old South and the modernistic South with regards to racism, segregation, and injustice (Scottsboro/Jena) Discuss how Garcias experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work arrangement of Do flat notebooks at the end of quarter Informal checks for understanding through partnership in the class discussion Collection of reflection for participation reliance Standards MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Questions for instantly ? ? ?Interpretation What do my experiences reveal rough my racial identity? Why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each other? Self-Knowledge How are my opinions more or less other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters Up until this vertex in the unit, students make up been reading To Kill a Mockingbird and discussing Jim Crow, the Scottsboro Trials, and segregation as well as racism in the south. at once they are reading and sucker up the word by J. Malcom Garcia titled A Product of this Town. This article deals with the Jena 6 event that happened down in Louisiana in 2006.I cute to sink students a modern day perspective on the world of extreme racism and segregation to get them burbleing nearly these issues in a modern day context. Its withal important that students start learning how to talk about these issues of racism and segregation out bald-faced in a class discussion. IV. Learning Experiences ? Optional For this class, the students watched the following moving picture yesterday, but for future classes, it might work to depict the video ahead the discussion (http//www. youtube. com/watch? v=3SrIEM8X0qA). The students excessively came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 minutes) Respond the the following questions (1) What are some of the experiences/interactions/conversations Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you think he include some of the perspectives he included? Which did you think were the close powerful, meaningful, and interesting? (3) What parallels can you draw between A Product of this Town and the Scottsboro An American Tragedy documentary? Lesson (30 minutes) Desks go into circle. Students create intellect rules for discussion (no trash-talking or put-downs, anyone must contribute at least once, the somebody speaking calls on the next pe rson, no interrupting, respectfully dis score, etc).The Do at present questions kickstart our conversation followed by the preceding fewer questions 0 Why did Garcia title his work A Product of this Town? What do you think product refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the difference in ages/ timess that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes) Students will spend the outlive ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) hotshot thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would the likes of to explore more than, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussion went general and what should allow changed and why. ? ? Materials ? Student notebooks ? A Product of this Town article (J. Malcom Garcia) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2 Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able toExplore a range of questions pertaining to the topic of racial identity to take off background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of apprehension guides Participation in discussion Exit slip account briefly (two or threesome sentences) your racial autobiography assignment. Standards MCF SL 1 & 4 II. Essential Questio ns for Today ? ? ? Application How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Self-Knowledge How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters It is really important that students are given the opportunity to talk about the issues surrounding race and racism. By starting with an anticipation guide and giving students a tangible concrete list of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to clear these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences Do now (5-10 minutes) What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes) carry on anticipation guide.Today we will be working on kick-starting our racial identity autobiography end-of-the-unit assignment. Before I introduce the project to you, I want to get a feel for what you know, or think you know, about race. So, take 10 minutes and complete this anticipation guide. (Go through directions) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes) Okay, lets talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back in concert as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group membe rs to call on other class members to contribute. Closing (10 minutes) I hope todays lesson got you concerned in learning a bit more about race. At the end of our To Kill a Mockingbird unit, you are passing to leave in a project which I will explain to you now. Distribute GRASPS freeing. Go over with students. In the last two minutes have students, as their ticket out the door complete the following travel slip Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking onwards to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name ______________________ Period _______ duration _________ Ms. Nims, Ms. OBryan To Kill a Mockingbird/Racial Identity Autobiography Pr oject Racial Identity Anticipation Guide Directions In the space provided in the right column, write a D if you disagree with the statement, or an A if you agree with the statement.Then explain your reasoning for why you agreed or disagreed. 1 account Racism is mostly a dead issue today. Agree/ disaccord Explanation/Reasoning Why did you agree/disagree? 2 I feel leisurely talking about race and racism with those of the identical race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a persons race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isnt anything I can do to change the way racism exists today. discrimination Denying access of goods, resources, and services to members of a particular sociable group. Discriminatio n is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. bulk of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or many other ethnicities. Institutional discrimination Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also ism. -ism (racism, sexism, etc. ) The use of social power to systematically deny people access to resources, rights, respect, and representation on the basis of gender, race, age, income, or membership in any other group. Isms are based on the false whimsy that one group is tiptop to another group. Nat ionality Refers to country of citizenship.However, nationality is sometimes use to mean ethnicity, even though the two are technically different. lot of one ethnic group do not necessarily live in one geographic location ( oft(prenominal) as an Italian nutrition in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. disadvantage A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. desire biases, prejudice is a belief. Race Refers to physical differences of skin tone, hair texture, and seventh cranial nerve features. Because people can be grouped by any hail of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status Refers to differences in wealth, income, othe r economic resources, and social ranking. Stereotype an exaggerated belief, image or distorted truth about a person or group a generalization that allows for small(a) or no individual differences or social variation. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3 Decoding Discrimination and Breaking atomic reactor Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able toReflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and Do Now inspire Mini lesson a nd evaluation of video clip Homework (suggested two nights or a spend to complete) II. Essential Questions for Today Perspective How do our racial identities differ from each other? Empathy How might we reach and understanding of others racial identities?Self-Knowledge How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? What are my blind-spots and limitations of understanding the racial experiences of others? III. Why Learning this Matters The conversation will inevitably grow uncomfortable today. And thats good Its important for students to take at least this away from todays lesson As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without todays lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development .Students will also learn how to give way stereotypes that they find in their everyday lives, whether its the music they perceive to, the profit sites they visit, or the television shows they watch. IV. Learning Experiences Do now (5-10 minutes) What is a stereotype? What do you think it is? accept you seen or experienced stereotyping? What is an example of one? Can you list some groups or categories of people? (i. e. , jocks, hippies, etc. ) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes) So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a discipline of study called genetics. Race is a significant social issu e because people use racial differences as the basis for discrimination. Much of todays racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of evolution and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects approximately every aspect of society. Its important to remember that racism is neither natu ral nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial field.As you learn more about race in this lesson, remember that racism is a system people created and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes) Okay, lets explore some of our experiences with stereotypes. As a class make two lists (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms race and ethnicity. Record their ideas. Next, ask students for the call of 5 different racial or ethnic groups. (2) Prepare five-spot large sheets of pa per (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly apply to describe the category of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have upliftd, not ones that they necessarily believe to be true. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, turf out the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on the exercise, asking students the fol lowing ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, lets look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If theres time play the following clip This is a clip comprised of many moments from the show Modern Family where Gloria, the only racial minority in the show, is toweringlighted for all of her mispronunciations http//www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is dramatis personae forth about Columbians? Closing (10 minutes) In our Racial Identity Autobiographies (RIA s) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to rate some of the modern pop culture stereotypes you encounter daily. Record the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including newsworthiness stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment Use I statements only. utter only of your own experiences, thoughts, and beliefs. Speak honestly, but also consider the match of your words. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4 Introduction to Racial Identity Development Theories and Ms. OBryans RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able to Explain the various stages of Black, White, biracial, and mino rity racial development.Conduct a self-interview where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are marking up their lecture notes Homework accumulate on later date (suggested two days to complete) II. Essential Questions for Today ? ? ? Empathy How might we reach and understanding of others racial identities? Self-Knowledge How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? Self-Knowledge What are my blind-spots and limitations of understanding the racial experiences of others? III.Why Learning this Matters Today will inevitably be a challenging lesson for students. Since most of them have not been exposed to any type of theories, they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is importan t that they are exposed to some research on the subject that can avail them make comprehend of their experiences. Not only will they have a chance to see what the normal stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences Do now (5-10 minutes) Do you think that stereotyping shapes a persons racial identity?What other experiences do you think shape a persons racial identity? Lesson (10 minutes) (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition Today you are going to see an example of a Racial Identity Autobiography mine This will protagonist you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, its important that you learn about the theories of how racial identity is formed. Products of Our Town Using Theory to Create Racial Identi ty Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes) PowerPoint Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes) Homework For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name _______________________ Date ______________ Period ___ Ms. Nims, Ms.OBryan Racial Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are interviewing yourself to get at the impo rtance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You wont hand in these notes, but theyll help you participate in the discussion. ) 1. Family Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yourself as white? (If youre not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as human? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town Using Theory to Create Racial Identity Autobiograp hies and Explore Social Justice 202. Neighborhood What is the racial makeup of the neighborhood you grew up in? What was your first ken of race? that there are different races and that you are one. What was your first encounter with another race? Describe the situation. Is there anyone here who hasnt heard the word nigger? usually no one Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. dim-witted and Middle School What was the racial makeup of your elementary school? Of its teachers? hypothecate about the curriculum what black Americans did you hear about? How did you celebrate Martin Luther fagot Day? Cultural influences TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community Products of Our Town Using Theor y to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? some(prenominal) racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future Realistically, think about where you control living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years thence? What is its racial makeup? social class makeup? 6. General Whats the most important image, encounter, whatever, youve had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didnt ask about? About handicap, sexual ori entation, social class, whatever? Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name _________________________ Period _________ Date __________Ms. Nims, Ms. OBryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird Racial Identity Autobiography Description of project Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the project to you in the terms of an acronym, because I know how much we all love acronyms GRASPS Goal The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time yo u get to your autobiography Application How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation What is a racial identity and what are the stages of racial identity development? Interpretation What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each other? Empathy How might we reach and understanding of others racial identities?Self-Knowledge How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my blind-spots and limitations of understanding the racial experiences of others? Role You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation The situation is as follows We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we m ust learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective This is what I like to call the nitty-gritty section. Its what you will turning in and I will be grading. Racial Identity Autobiography (Total 4 points) 1. 2 Pages typed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total 4 points) ?This will be payable after you have written your autobiography and we have talked about their closedown as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you dislike about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already di d the work now tell me what you think about it **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards Rubric (http//www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website printouts will be attached to GRASPS handout) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Works Cited utile Websites ? EdChange (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok (media-awareness. ca) provides an encompassing list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink (readwritethink. org) Anot her great resource for lesson planning, superior development, and grade-appropriate planning ideas. Useful articles and books Pollock, M (2008). Everyday antiracism getting real about race in school New York The New Press. Tatum, B. (1992) Talking about racism, learning about race The application of racial identitdy development theory. Harvard educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 25