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    Stamped Group Final

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    api-542017219
    This lesson asks students to read chapters 3-4 of Stamped, which discusses how racism is woven into American institutions. Students will analyze the purpose Reynolds is trying to portray and compare past and present racism in society. They will identify Reynolds' concept of a "breath break" when discussing race and privilege. Through research, students will make inferences about racism in institutions and discuss their findings in groups and as a class. Formative assessments include entry/exit slips to gauge student understanding and perspectives on how racism has impacted US history.

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    © All Rights Reserved
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    Stamped Group Final

    Uploaded by

    api-542017219
    135 views2 pages
    This lesson asks students to read chapters 3-4 of Stamped, which discusses how racism is woven into American institutions. Students will analyze the purpose Reynolds is trying to portray and compare past and present racism in society. They will identify Reynolds' concept of a "breath break" when discussing race and privilege. Through research, students will make inferences about racism in institutions and discuss their findings in groups and as a class. Formative assessments include entry/exit slips to gauge student understanding and perspectives on how racism has impacted US history.

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    stamped group final

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    This lesson asks students to read chapters 3-4 of Stamped, which discusses how racism is woven into American institutions. Students will analyze the purpose Reynolds is trying to portray and compare past and present racism in society. They will identify Reynolds' concept of a "breath break" when discussing race and privilege. Through research, students will make inferences about racism in institutions and discuss their findings in groups and as a class. Formative assessments include entry/exit slips to gauge student understanding and perspectives on how racism has impacted US history.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    135 views2 pages

    Stamped Group Final

    Uploaded by

    api-542017219
    This lesson asks students to read chapters 3-4 of Stamped, which discusses how racism is woven into American institutions. Students will analyze the purpose Reynolds is trying to portray and compare past and present racism in society. They will identify Reynolds' concept of a "breath break" when discussing race and privilege. Through research, students will make inferences about racism in institutions and discuss their findings in groups and as a class. Formative assessments include entry/exit slips to gauge student understanding and perspectives on how racism has impacted US history.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Lesson Sequence

    Stamped Chapter 3-4

    Supporting Question:

    In what ways is racism woven into the fabric of American institutions?

    Content
    Expectations
    Addressed:

    D2.His.5.9-12: Analyze how historical contexts shaped and continue to


    shape people’s perspectives.
    D2.His.7.9-12: Explain how the perspectives of people in the present
    C3 Indicators: shape interpretations of the past.

    Learning Targets: ● Analyze Stamped Chapters 3-4 and describe the purpose that
    Reynolds is trying to portray.
    ● Compare and contrast events from the past and present day to
    evaluate racism within society.
    ● Identify Reynolds idea of a “Breath Break”.
    ● Make inferences about racism within American institutions and support
    with evidence.
    ● Identify racial patterns within America.

    Step Instructions Resources

    1 Students will begin the lesson by reading chapters 3-4 in Stamped. While Stamped book
    reading and annotating this section, students will look for ways different Chapter 3-4.
    issues, ideas, and events from the past are still prevalent within society
    today.

    2 After reading, students will independently think about the words “Race” and Stamped book
    “Privilege”. In Chapter 3, Reynolds suggests that these words may require a Chapter 3-4.
    “Breath Break”. Have the students independently answer what he means by Lined Paper
    this.

    3 Then, have students pair up with a partner and discuss the thoughts they Stamped Book:
    have written down. Have them also discuss what they think those words Chapters 3-4
    mean with respect to schools, businesses and other institutions in society Computers/Phones
    today. Then, have them do some research on this notion and see how, if at
    all, these concepts are woven into American society. Make it known that
    students should be prepared to contribute their findings with the class in a
    whole group discussion.

    4 Students will then participate in a full class discussion, guided by their Stamped Book:
    research and findings. During this discussion, students should also be taking Chapters 3-4
    notes on anything they did not write down while doing their own research.
    The teacher can take note of each point in a document or slide to share with Notebooks
    Computers/Phone
    the entire class for students to refer back to throughout the unit, and in
    preparation for discussions or projects later on.

    Formative/Summative Assessment

    It is important to know what students are retaining as they continue to learn more and more
    information. With that being said, it would be beneficial to assess students based on entry and exit
    slips.

    *At the beginning of class, students will be given a question based on the reading assignment from the
    previous day. As students are brainstorming responses , they will be recorded on a piece of chart paper
    where students will have the opportunity to view the responses of other students

    *At the end of class, students will be expected to use Padlet or a poll where they will be able to keep
    continuous track of their thought process, growth, changes, perspectives and overall
    attainment/retention of required curriculum material.

    Regardless of the tool that is used (Google classroom, Padlet, Poll responses, classroom chart, “write
    for one minute”,etc.) the idea is for students to have a chance to express what the material means to
    them in not only a fast but effective approach. They are able to gage their process as they continue to
    challenge themselves asking questions like:

    ● What are a few things that I have learned today?


    ○ What is racism? How has it affected myself or those around me?
    ● Do I see myself represented in the material? How so?
    ● What is the “big picture”?
    ● How does learning about racism and the way it has impacted US History make me feel?

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