Powered by Cuesta Technologies, LLC
B. Definition: Discrimination is behaviors which lead to groups or individuals being treated differently due to racial, ethnic, religious, gender, or social class factors.
C. Grade Level: This lesson is specifically designed for sixth grade students. However, it could be used with students in grades four through eight.
D. Previous Study: After completing a unit on the Middle East, students will be taught this lesson on discrimination. Since the Middle East has examples of discrimination, this is a good starting point for this lesson. However, the lesson won't specifically focus on the Middle East. By the end of the lesson, students will be able to relate personal examples of discrimination.
E. Time Frame: Three to four days
B. Before moving on, check the students for understanding of the activity.
C. Look in the bibliography for sources of the story, chart, pictures, and video.
D. After hearing the stories, viewing the video, and looking at the pictures and the chart, place students in groups of three or four. Tell each group: "Write down the ways each item was similar. Be prepared to eventually share these with the class."
B. The teacher will write the student responses on the board.
C. Praise the students for their work. Say "I can tell you worked hard on this. Well done!!!"
D. The teacher will say "Now, let us look for similarities in all the ideas you have generated. Discuss in your groups, and then we will share our ideas." The teacher will write student ideas on the board as they are given. Possible answers include: dislike, not fair, and unequal treatment.
B. The teacher will underline or circle the key idea. The key idea is: "different treatment of different groups".
B. Tell the students: "I am now going to write a sentence on the board telling how each example is alike." Please write it down at your desks." The sentence is "These are all examples which show _______________________." Tell the students: "Be sure to use one of the similarities from the list on the board when completing your sentence."
C. The teacher will check to see students are doing this. Offer praise to those who working well.
D. Students will read their sentences to their group members and then to the class. Possible answers include: "These are examples which show unfairness." "These are examples which show different or unequal treatment." The teacher should try to focus sentences toward different treatment of groups of people.
B. Tell the students: "I will call on you to share your idea."
C. Praise the students for their answers. "These are very nice answers." Tell or reemphasize: "The key word is discrimination." The teacher will write this word on the board.
D. Have a discussion of the examples by asking the following questions:
B. The teacher will hand out copies of the non-examples. Tell the students: "Look at these handouts and discuss in your groups the ways these examples are different from the situations you have studied."
C. The non-examples are found in the bibliography.
B. As each group shares, the teacher will write the responses on the board. Possible answers include: "They show people getting along." "They show group membership or composition not mattering how people are being treated."
C. The teacher should praise students for their responses by saying "Great job!!!" or "You've really put in a lot of effort on this task!!!"
B. Tell the students: "I will now write a sentence on the board showing how the nonexamples are different from the examples. Please copy down this sentence: "You can tell an example of discrimination from a non-example of discrimination by _________________________."
C. Tell the students: "Please complete the sentence. You also need to be ready to share your responses. Give me a thumbs up sign when you are ready."
D. Ask the students to share their responses. Possible responses include: The non-examples show people getting along, even if they are different. They show fair treatment of different groups. They show people being kind to people of different groups.
E. Closure-Ending Ideas
Arrick, Fran. Chernowitz. New York: Bradbury Press, 1981.
Bernstein, Vivian. America's Story Book 2. Austin: Steck-Vaughn, 1995.
Blinn, William. Brian's Song. New York: Bantam Books, 1972.
Curtin, Merle and Todd, Lewis Paul. Rise of the American Nation. New York: Harcourt, Brace, Jovanovich, 1982.
Mochizuki, Ken Baseball Saved Us. New York: Lee and Low Books, Inc., 1993.
Rabin, Lea. Rabin. New York: G.P. Putnam's Sons, 1997.
Taeuber, Cynthia. Statistical Handbook of Women in America. Phoenix: Oryx Press, 1991.
Takaki, Ronald. A Different Mirror. New York: Little, Brown and Company, 1993.
Taylor, Theodore The Cay. New York: Avon Books, 1970.