Lesson 1: What is discrimination? What is prejudice? Overview: This is the first lesson in a unit on the civil rights movement. Students have just finished a unit on the early Cold War that covered foreign policy through the presidency of John F. Kennedy, Jr. and the culture of consensus and consumerism of the 1950‟s. This lesson will hook students‟ attention by allowing them to experience what discrimination feels like, enabling them to take on the perspective of African Americans in the United States. Students will then create a definition for a „civil right‟ versus a privilege, and will find out if discrimination still exists today, Central Problem: What is a civil right? What is discrimination, what does it feel like, and how is this related to the concept of civil rights? Objectives: Students will be able to describe and define the characteristics of a civil right and of discrimination, and evaluate how effectively the federal government has delivered rights promised by the Constitution to all American citizens. (Michigan Curriculum Framework SS 3.1 HS 2) Technology Standards for Teachers (http://cnets.iste.org/teachers/t_stands.html): Technology Operations and Concepts Demonstrate introductory knowledge, skills, and understanding of concepts related to technology. Planning and Designing Learning Environments and Experiences Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Teaching, Learning, and the Curriculum Use technology to support learner-centered strategies that address the diverse needs of students. Social, Ethical, Legal, and Human Issues Identify and use technology resources that affirm diversity. Key Concepts: Civil Rights – The rights of protection and liberty given by law to the citizens of a nation. Discrimination – Unfair treatment of a person or group on the basis of prejudice, an adverse judgment or opinion formed without knowledge or examination of facts. Materials/Evidence/Sources: Two decks of cards, one with red backs and one with blue backs Duct tape or painter‟s tape Two quizzes, one for students with red card and one for those with blue cards White Privilege Activity http://www.lessonplanspage.com/SSBlackHistoryDiscriminationAndCivilRightsMovement7 12.htm http://en.wikipedia.org/wiki/Civil_right http://caselaw.lp.findlaw.com/data/constitution/amendment14/ Assessment: Students will complete a white privilege survey, and write a journal entry in which they consider whether or not the civil rights movement has been a success. Journals will be evaluate throughout the unit, and students will look back to this original definition at the end of the unit to see how their opinion may have changed. Instructional Sequence: 1. As students enter the room, hand them either a red or a blue card. Tell students with blue cards that they must sit in the back portion of the room that is marked off by duct tape. There won‟t be enough desks for all of the students, so when they complain, tell them that they will have to either stand or sit on the floor inside the taped-off area. Tell students with red cards that they may sit anywhere they wish. 2. Once everyone is settled, announce that there will be a quiz today, and that everyone who gets an “A” will get a candy bar. Hand out two different quizzes, an easy one to the students with red cards, and a very difficult one to the students with blue cards. (See attached quizzes) As students finish, walk around the room with a red pen, giving the students with red cards an “A” and the students with blue cards a “D”. When the blue students complain that you don‟t even look at the test, say that “I‟m sorry, but you didn‟t pass”. Hand out candy only to the students with red cards. 3. Hopefully, the blue students will say that this isn‟t fair, and begin complaining. Ask the blue students why this situation isn‟t fair. Prompt students, asking them if it is their right to be able to take the same test as the red students, so that everyone has an equal chance of getting a candy bar. Hopefully you will get to the point where the students agree that they all have the right to fair and equal treatment from the teacher. Put on the overhead the answer to the second quiz, “Section. 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” 4. Ask the class the question, “What is a right?” Students may answer „something that everyone is entitled to‟, or something of that sort. Ask students if they have the right to get a driver‟s license when they turn 16. Ask students if they needed to get permission from someone to get their license. Ask students if they have the right to a high school diploma. Ask them if they need to get a certain GPA or pass a certain number of classes, and get permission from their high school in order to get that diploma. Finally, ask students if it is their right to practice whatever religion they choose. Ask students if they need to ask permission of the government to be a particular religion. 5. Put on the overhead the definition of a privilege as something that someone gives you, and that you have to get permission for. Ask the students if they consider going to school a right or a privilege. Explain that often, things that were once privileges, such as going to school, get written into law as rights, which are things that everyone in a society is entitled to. Put up the definition of Civil Rights: the protections and privileges of personal liberty given to all citizens by law. Ask students to come up with some examples of civil rights. Make sure that voting, housing, fair treatment, access to education, etc are up on the overhead. 6. Ask the students with the blue cards if they feel like they have the same civil rights as the students with the red cards. Explain that after the Civil War, slavery ended, but African Americans did not enjoy the same civil rights as whites. Tell the blue students they can move to their usual desks if they want to. 7. Hand out the “White Privilege Activity”. Assign students born between Jan. and April to take the survey as if they are white. Assign students born between May and Sept. to take the survey as if they were black. Assign students born between October and December to take the survey as if the were Asian. Ask students to give themselves a point for each question they can absolutely say „yes‟ to. 8. Once students have taken the test, ask each group how many they could absolutely say „yes‟ to. Point out the differences that still exist for people of different races and ethnicities today. 9. Ask students if all Americans today can vote if they choose to. Ask them if all Americans can go to the high school that is closest to where they live. Ask them if all Americans are free to eat at whatever restaurant they choose to. Explain that this wasn‟t always the case, and that sometimes Americans have to earn their rights. Explain that this unit will be all about how and why African Americans worked to earn the rights denied them after the Civil War, and whether or not their efforts were a success. 10. To end class, ask students to write in their journals/binders whether or not they think that the Civil Rights movement was a success, and to write down why or why not they think so. Pass out the Terms and People for this unit, and explain that students will have to turn them in the day of the unit test, which will be in about four weeks.