Lester, J. (2005). Let's talk about race, New York, NY: HarperCollins.

ISBN: 978-0064462266

The author uses himself as an example to answer the essential question of this book, "What makes us who we are?"

Subjects: Race, Tolerance, Differences, Acceptance

Media: Paint, Pen and Ink

Age: Grades 5-8

Rating: 4Q/4P

Curricular Connections: Social Studies, Black History Month

 

Lesson Plan:

Grade: 5

Subject: History/Social Science

Duration: Two class periods/one homework assignment.

1. Topic-

Race

2. Content-

Prejudice, Judgment, Stereotypes, Race relations

3. Goals: Aims/Outcomes-

a. Students will be able to discuss issues of race both sensitively and openly.

b. Students will have a greater understanding of the fallacies behind racial stereotypes.

c. Students will understand the difference between stereotypes, judgment and prejudice, and how each issue is harmful in its own way.

4. Objectives-

a. Students will be respectful while frankly discussing issues of race in their community/experience.

b. Students will be able to relate the classroom activity to broader issues of race.

c. Students will be able to accurately use the terms stereotypes, judgment and prejudice as they pertain to race and race relations.

5. Materials and Aids-

a. Lester, J. (2005). Let's Talk About Race. New York, NY: HarperCollins.

b. Slips of paper (one per student) and a basket. Written on each slip of paper is either the number 1, 2, or 3.

c.  Blank Paper.

d. Writing utensils.

6. Procedures/Methods-

A. Introduction-

1. Students should not have read “Let’s Talk About Race” before this lesson.

2. The teacher writes “What is your: ‘Favorite Food,’ ‘Favorite Music Group/Song,’ ‘Favorite Hobby/Afterschool activity?’” on the board.

3. The teacher then answers the questions as they pertain to him or her (e.g., ”pizza,” “The Beatles,” “playing tennis”).

B. Development-

1. The teacher hands out a blank piece of paper to each student and asks the students to answer each question. (The teacher gently reminds the students that there is no talking or looking at other students’ papers. There is no right answer, here.)

2. The students fold up their pieces of paper to refer to later. The teacher then walks around with a basket and asks each student to select a random piece of paper with a number on it.

3. The teacher then asks the students to stand up and groups them according to the number on the paper they picked form the basket:1, 2 or 3. The students should hold on to their three “favorites” pieces of paper, as well.

C. Practice-

1. The teacher asks one member from each group how they answered one of the questions.

2. If, for example, the student from Group 1 says his/her favorite group is the Jonas Brothers, the teacher then asks each member of the group what their favorite Jonas Brothers song is. If any of the students in Group 1 claim they don’t know or don’t like the Jonas Brothers, the teacher feigns confusion. The teacher asserts that the student is a member of Group 1. If the first person in the group said he/she liked the Jonas Brothers, they all must like the Jonas Brothers, right?

3. The teacher repeats this with each group.

4. The students take their seats. They all have a copy of “Let’s Talk About Race” and the teacher reads it while the students follow along.

5. The teacher writes the definitions of the following words on the board: “judgment,” “stereotype” and “prejudice.”

D. Independent Practice-

1. The teacher writes a line from the book on the board: “My race is not all that I am. Yes, I am black but I also…like pancakes and macaroni and cheese…”

2. For homework, the students write a brief essay relating the activity and this quote. Why did the teacher choose this assignment? How did it feel to be classified as one thing only: part of a certain group?

3.  In their essay the students must include the terms “judgment,” “stereotype” and “prejudice” in their essays, using each word accurately.

E. Accommodations (Differentiated Instruction)-

1. Students who have difficulty writing may have extra time to work on the essay or may meet with the teacher one-on-one to discuss these issues in an “oral essay.”

F. Checking for understanding-

1. How well did the student understand and illustrate the purpose behind the class activity and the book (30%).

2. Did they use each term in their essay (15%) and how accurately (25%).

3. Thoughtfulness and personal reflection, both in class and in the essay (20%).

4. In-class participation (10%).

G. Closure-

1. Open discussion: What did the students like/dislike about being grouped?

2. How accurately did the activity reflect what the author was trying to convey in his book?

3. What are the differences between stereotyping, judgment and prejudice?

4. Can the students think of examples of each of those terms in their daily life?

 

km 6/15/09