Race and Ethnicity



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Race and Ethnicity:
in this unit i hope to explore the issues that youth face today regarding race and ethnicty. the united states is a diverse nation. We are rich in culture and heritage. However we are all born with prejudices and have discriminated against another for one reason or another. the student will learn the importance of a multicultural society and how to avoid racist ideologys. The students will also become aware of the prejudices they harbor and discuss those rejudices in the many scheduled open discussion on this topic.

INTRODUCTION


INSTRUCTIONAL RESOURCES:

Teacher References


1)Chin, Philip M. & Gollnick, Donna A. (1998). Multiculutural Education in a Pluralistic Society (5th edition). Upper Saddle River, New Jersey: Prentice-Hall.
2) Aguirre, Adalberto Jr. & Baker, David V. (2001). Notable Selections in Race and Ethnicity (3rd edition). Guilford, Connecticut: McGraw-Hill/Dushkin.
3) Race and Ethnic Relations 1/02 (annual edition). Guilford, Connecticut: McGraw-Hill/Dushkin.
4) Schaefer, Richard T. (2001). Race and Ethnicity in the United States (2nd edition). New Jersey: Prentice Hall.

EVALUATION:

A. MULTIPLE CHOICE QUESTION

1. The effects of inequalities that are rooted in the system-wide operation of a society and have little relation to racially related attitudinal factors r the majority group's racial or ethnic prejudices is...

A. Discrimination

B. Individual discrimination

C. Institutional discrimination

D. Societal discrimination


2. The process of ranking individual and families on the basis of their income, education, occupation, wealth, and power in society.

A. Class consciousness

B. Social stratification

C. Racism

D. Discrimination
3. This is a practise known for demeaning and stigmatizing people with the effects carried throug adulthood.

A. Labeling

B. Stereotyping

C. Race


D. Class
4. Joe doesn't like Latinos, because he says they are lazy. He is _______.

A. Disciminating

B. Prejudice

C. Assimilating

D. Racist
5. Joe is Chinese he believes that Vietnames should all go back to their country. Joe is ________.

A. Discriminating

B. Prejudice

C. Assimilating

D. Racist

B. OBJECTIVE QUESTIONS

Short Answer. A maximum of 3 sentences.

1. Why is membership in an ethnic group more important to some individuals than to others?


2. Describe factors that cause members of oppressed groups to vies ethnicity differently form dominat group members.
C. SHORT ESSAY QUESTIONS

Write a brief essay on the following topics (minimum 1 paragraph, maximum 2 paragraphs):

1. Describe differences and similarities in the immigration patterns of Africans, Asians, Central Americans, Europeans, and South Amereicans during the past four centuries.
2. Distinguish between prejudice and discrimination and decribe their impact on groups in the United States.
Concepts:

1. The social significance of race in U.S. society.

2. Racial and ethnic minorities

3. The underclass

4. The continuing significance of race

5. The historical roots of institutional racism.

6. Class and racial inequality

7. Assimilatin theory

8. Racial and ethnic labels

9. The explotation of Chicanos

10. Campus racism in the U.S.

11. Affirmative Action in higher education

12. Critical Race Theory

13. Academic Storytelling

14. Residential segregation and the protection of white priveldge.

15. The declining significance of race and institutionalized racial dicrimnation in the labor market.

16. Police lawlessness

17. Native American child-rearing practices and public policy

18. Coping mechanisms against White racism

19. The cost of White racism to Black families

20. Kinship bonds.
Vocabulary:

Deviance labeling

Labeling

Multiculture

Culture

Enculturation



Values

Freedom


Assimilation

Structural assimilation

Subsocieties/ subcultures

Microcultures

Cultural pluralism

Cultural border

Multiculturalism

Blaming the victim

Class consciousness

Social stratification

Socioeconomic status

Self-fulfilling prophecy

Ethnic group

Nation


Race

Prejudice

Discrimination

Individual discrimination

Institutional discrimination

Racism


Structural inequalties theory

Stereotypes

Liberal Protestants

Conservative Protestants

Fundamentalists

Evangelicals

Catholicism

Judaism


Shi'ite Muslims

Islam


Black Muslims

Proxemics

Kinesics

Paralanguage

Ethnic awareness

Social reflection theory


STUDENT REFERENCS:

1. The Life and Philosophy of Malcolm X. Sande Smith

2. Article: Dred Scott v. Sandford, December Term 1856. (U.S. Reports)

3. Article: Racial Restriction in the Law of Citizenships. (1996)Ian F. Haney Lopez

4. In a Judicial "What If," Indians Revist a Case. New York Times (1998). William Glaberson.

5. Reparations for American Slavery (2000). Harpers.

6. Brown et al v. Board of Education (U.S. Report, 1954)

7. The Blond, Blue-Eyed Face of Spanish TV (2000). Washington Post, Michael A Fletcher

8. 10 Most Dramatic Events in African-American History (1992). Ebony, Lerone Bennett, Jr.

9. Through Middle Eastern Eyes (1993). Leon E. Clark

10. Multicultural Manners: New Rule of Etiquette for a Changing Society (1996). Norine Dresser.
MEDIA REFERENCES:

A-V:


CD-ROM: /OMEN IN THE MATERIAL WORLD. By Faith D'Aluisio and Peter Menzel. ;jrst-person interviews of startling candor, accompanied by 375 beautiful, fullcolpr phoitdgraptis, reveal th@ hopes, joys, and sorrows pf womenin 20 ®for''^atiEtr^S;'iiWeai ffie'lT^^ disparate lands. Wpmen in countries such as Albania, Bra?|l, Ethiopia, Haiti, ndia, Italy, Japan, Mexico, Russia, and the U.S. share their feelings about famity, gender roles, children, money, love, and marriage in this powerful, ^j^^^l^^ele^e-b^ ^ and sometimes painful, comparison of women's'totes asnnothers; wives, rorkers, teachers, arid rdle models. The book also tirims wrth statistics on 1 intemati&nal costs of living, population, literacy.'healttl; and ctevq(Qpnrtm|.jA "tijated36"K x!24"w postiBr-features a renrarkaBtoportraitneii(^^ / s^'1 eK»8"9B"ft xwwt 
2. SLAVERY: An Interaction Unit Detailing the Emotional Turmoil *f j ilavery. A mock talk show called "Conlroversy" is the setting for tttis mulation where five former or current slaves are interviewed (they have been transported through time to the show). Students form groups and prepare by ' "eading the background of one of the slaves. One student is chosen to portray j the slave at the talk show and to answer the predetennined (or optional ad lib) j questions. Students write journal entries or essays to express their feelings during the debriefing exercise. The slave narratives used for grades 5-8 are fact-based fiction, while the more advanced narratives used for grades 9-12 are historical, detailing the experiences of Ayuba Suleiman Diallo, Frederick Douglass, Margaret Ward, Olaudah Equiano, and Venture Smith. Includes full directions and reproducible handouts. Grades
3.DIVERSrTY: The World of Ethnlc Man! Through home movies, family photos, animated segments, ind a speaking style that is sometimes zany, lometimes poignant, multiracial performa"c® ^^ j artist Teja Arboleda makes a serious point: "who ^^^ le are" cannot be confined to accidentat racial ^B <^u ' '» 1 and activities. Grades 5-12. Closed captioned. ^^ ( Color. 35 minutes. United Leaming. ©2000. 

4. 3LACK LIKE ME. Based on the best-selling book by John Howard Grlffin, | this 1964 production chronicles the true story of a white writer who chemically ^ | t nlersi " skin color'" order to ®XPeri®"ce the racism being endured by black ^ people in the South during the late 1950s. He painfully and immediately discovers that a person at this particular time and place is judged not by innate human qualities, but by a set of false assumptions based simply on skin cotor. (The curriculum gulde, from the Center for Learning, contains activities for studying Black Like Me along with Farewell to Manzanar.) Stars James Whitmore. Black-and-white. 105 minutes.. 

5. Poster: I Have A Dream poster: Martin Luther King, Jr.
6. Poster: Malcolm X.

7. Simulations: Point-Counterpoint-1960s and 1970s: Great American Confrontations

8. Video: Beyond Hate Trilogy:

Learning to Hate, the Heart of Hatred, Facing Hate.

9. www. tolerance.org

10. www.diversity.com

11. www.learningtree.com

12. Video: Understanding hate Crimes: a Service for Jeremy

13. Video Vignettes: A World of Difference.

14. Video: Stand and be Counted

15.CD-ROM: Civil rights in the United States

16. Poster: A Melting Pot, the yearning for livbey that continues to bring people to america form all over the world is commemorated in theis series of ten full oclor poster depicting immigrants from different nations or regions.

17. CD-ROM: Immigration- Maintaing the Open Door: Decisions, Decisions.

18. Reproducible Images: African-Americans experience on File. Repoducible imelins, maps, tables, graphs, and illustration are accompanied by well-researched captions to compose a multifaceted history of the African America ecpericence.

18. Reproducible Activity Book: Multicultural Holidays

19. Simulation: Neighborhoods: a Simulation using a Literary Aproach to Understanding Cultural Diversity.

20. Video: Walk This Way: Exploring tolerance, Diversity, and Differences.

Activities

Day 1 Introduce the students to the new unit. Explain some of the terms and collect background information on the students to see to what they already know about this unit.

Assignment: Go to tolerance.org and do the test on hidden racism. Print out the results and be prepared to discuss your finding in class. Do the one on race and weapons, and the one on arabs. Attach a one paragraph responce to your results.

Day 2

Day 3


Day 4

Day 5: Speaker; retired teacher Mrs. Margaret Peters. Discusion on the civile rights movement in Dayton, Ohio. Question and answer period at the end of the presentation. A handout will be given at the begining of the presentation to explain the responce paper. This is a paper that will basically be about what the student learned from Mrs. Peters and wheter or not they enjoyed her presentation.

Day 6

Day 7


Day 8

TEST REVIEW;

The whole period will be used to review key terms and concepts in prepration for the unit exam. This will be a question and answer period between students and teacher.

Responce Papers due (Mrs. Peters)



Day 9

UNIT TEST:



A test consisting of multiple choice, short answer, and essay questions will be given. The entire class time will be used to complete the test.

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