Prejudices: Part 1
Lesson #: 3
Grade: 4th
Subject Area: Social Studies
Context
This lesson would be the first lesson of the unit around American Indians in Wisconsin. The purpose of this lesson is to offer a framework in which to look at American Indians but also to begin them to think about the prejudices that would be associated with American Indians. In this lesson, there would be nothing about the unit coming up or American Indians, it would be solely a lesson based around prejudices.
Materials
Introduction/Investment
Start class by asking what the students think of when you say the word, “Prejudice.” Do nothing more than write down the responses that the students give. Once you have given every student an opportunity to answer, but be sure to not force any student into responding, begin the next phase of the lesson.
Content
The only thing that will be needed is a definition of prejudice, hopefully something that has been defined in class, or something that can be done in the context of this lesson.
For this lesson, there is no specific content that is needed with regards to American Indians or any other aspect of this unit. The only preparation on the teacher’s part is to make sure that there is the community in which the students will feel comfortable talking about something that is sensitive such as prejudice.
Whole-Class Activity
As a large class, begin to discuss what it feels like to be on the side of someone being prejudice. Can begin with questions like:
Practice
After the discussion, it is time for the students to write in their journals and do a free-write. All that needs to be done for this is to allow the students the time necessary to write out their feelings about the activity that they did as a class. Once the students have gone to their seats, try to make sure that the students are writing but do not interject into their writing process. It is important for the context of the unit and lesson for their true feelings to come out in their writing. This writing should be placed in either the class journal or on a piece of paper that you can easily access if you are worried about a student completing the writing activity.
Assessment
The assessment will be based on the writings in their journals. Nothing formal but rather the informal assessments based on what the students are talking about during the times and their writing.
Grade: 4th
Subject Area: Social Studies
Context
This lesson would be the first lesson of the unit around American Indians in Wisconsin. The purpose of this lesson is to offer a framework in which to look at American Indians but also to begin them to think about the prejudices that would be associated with American Indians. In this lesson, there would be nothing about the unit coming up or American Indians, it would be solely a lesson based around prejudices.
Materials
- Whiteboard/chalkboard
- Journals/paper
Introduction/Investment
Start class by asking what the students think of when you say the word, “Prejudice.” Do nothing more than write down the responses that the students give. Once you have given every student an opportunity to answer, but be sure to not force any student into responding, begin the next phase of the lesson.
Content
The only thing that will be needed is a definition of prejudice, hopefully something that has been defined in class, or something that can be done in the context of this lesson.
For this lesson, there is no specific content that is needed with regards to American Indians or any other aspect of this unit. The only preparation on the teacher’s part is to make sure that there is the community in which the students will feel comfortable talking about something that is sensitive such as prejudice.
Whole-Class Activity
As a large class, begin to discuss what it feels like to be on the side of someone being prejudice. Can begin with questions like:
- “What did it feel like when you knew someone had a prejudice towards you?”
- “Does it feel good or bad to feel like that?”
- “What types of things do you think about when someone has a prejudice against you?”
- “What type of things do people hold prejudices about?”
Practice
After the discussion, it is time for the students to write in their journals and do a free-write. All that needs to be done for this is to allow the students the time necessary to write out their feelings about the activity that they did as a class. Once the students have gone to their seats, try to make sure that the students are writing but do not interject into their writing process. It is important for the context of the unit and lesson for their true feelings to come out in their writing. This writing should be placed in either the class journal or on a piece of paper that you can easily access if you are worried about a student completing the writing activity.
Assessment
The assessment will be based on the writings in their journals. Nothing formal but rather the informal assessments based on what the students are talking about during the times and their writing.
