Prejudice: Part 2
Lesson #: 4
Grade: 4th
Subject Area: Social Studies
Context
This lesson would be the continuation of the previous lesson on prejudice. In order to not overwhelm the students, separating the discussion about being prejudiced against and having prejudice, it allows for the feelings to settle with the students.
Materials
Introduction/Investment
As an introduction to this part of the lesson, have the students close their eyes and just think about what they did yesterday for 2 minutes. Tell them that it needs to be completely silent and that they are only to think about the feelings that they had.
Once the two minutes are up, tell them to get a piece of paper and something to draw with and draw a picture representing the words they hear.
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
After you have gone through a few of the things you wanted them to think about, begin to record their ideas on the board. Ask the students to explain why they think the things that they did when you said the specific title, describing factor.
This discussion should take at least 10 minutes with the possibility of it lasting longer depending on where the discussion goes. The most important thing about this is to get a good list of all the things that you have asked. Once the lists have been created, tell the students to close their eyes again. Begin to read off the lists of attributes to get them thinking about what they described, and ask them to think about someone that doesn’t follow those descriptions.
Practice
Ask the students to think about the prejudices that we talked about today and have them sit at their tables and write about them. If any students need help or guiding questions:
Assessment
The assessment would be an exit slip before the students leave for home at the end of the day. The question on the exit slip would be, “Thinking about what we talked about today, what comes to mind when you think about American Indians?” These are important for the lesson tomorrow.
Grade: 4th
Subject Area: Social Studies
Context
This lesson would be the continuation of the previous lesson on prejudice. In order to not overwhelm the students, separating the discussion about being prejudiced against and having prejudice, it allows for the feelings to settle with the students.
- By opening up the conversation to both sides of the spectrum, as a teacher you are able to make sure that the class can hear and feel what it is like to be on both sides.
Materials
- Paper
- Writing Utensil
- Journals
- Exit slips
Introduction/Investment
As an introduction to this part of the lesson, have the students close their eyes and just think about what they did yesterday for 2 minutes. Tell them that it needs to be completely silent and that they are only to think about the feelings that they had.
Once the two minutes are up, tell them to get a piece of paper and something to draw with and draw a picture representing the words they hear.
- Person that likes math
- Person that likes sports
- Doctor
- Nurse
- Teachers
- Janitor
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
After you have gone through a few of the things you wanted them to think about, begin to record their ideas on the board. Ask the students to explain why they think the things that they did when you said the specific title, describing factor.
This discussion should take at least 10 minutes with the possibility of it lasting longer depending on where the discussion goes. The most important thing about this is to get a good list of all the things that you have asked. Once the lists have been created, tell the students to close their eyes again. Begin to read off the lists of attributes to get them thinking about what they described, and ask them to think about someone that doesn’t follow those descriptions.
Practice
Ask the students to think about the prejudices that we talked about today and have them sit at their tables and write about them. If any students need help or guiding questions:
- “What types of prejudices do you have?”
- “What does it feel like when you realize these prejudices?”
- “Who/what are the things that you have prejudices against?”
Assessment
The assessment would be an exit slip before the students leave for home at the end of the day. The question on the exit slip would be, “Thinking about what we talked about today, what comes to mind when you think about American Indians?” These are important for the lesson tomorrow.
