hhsibdialogues.weebly.com · web viewunit 4: diversity in the community. unit 4: how can students...

Unit 4: Diversity in the CommunityUnit 4: How can students promote a diverse and multicultural community? May 10 th – May 21 st

This unit extends the focus from the schools onto the larger community in which all three schools reside. It transitions the students from their individual experiences in their respective schools to working together to understand their community as a whole. It begins by creating and understanding shared definitions of ethnicity, community culture, diversity, and multiculturalism. Then, it leads students into action as they interview community members for recommendations of how Farmington can become a true multicultural community. The students then synthesize and analyze the results before sending out a community summary report that emphasizes what can be done in Farmington to work towards becoming a multicultural community.

Contents:

What defines a community? (May 10)

What defines our community and its members? (May 11)

What were race relations like in the history of our community? (May 12)

How do you and your peers perceive the community? (May 13)

What is the culture of our community? (May 14)

What are diversity and multiculturalism? (May 17)

Why is multiculturalism important to our community? (May 18)

Why is multiculturalism important to you? (May 19)

How can young people have an impact on multiculturalism in the community? (May 20)

How can young people have an impact on social justice in the community? (May 21)

Unit 4: Vocabulary ListCommunity

Diversity

Multiculturalism

Culture

Community Action

Youth Participation

Lesson Plan for Unit 4, Lesson 1Monday, May 10, 2010

Instructional Sequence – 60 mins

Central Question:

What defines a community?

Key Habits of Mind:

Critical thinking

Critical speaking

Personal relevance

1.

(5 min) Free-Draw – What is a community?

Materials: Flip chart paper, markers

4.

(5 min) Notecards

5.

(5 mins) Homework: Photo Project

Materials: Photo Project handout, disposable cameras

2.

(20 mins) Intra-school discussion

*depending on the ration this may or may not work out.

6. 3.

(25 mins) Dialogue

Facilitator Guide

Lesson Plan Notes

1. Free-Draw; What is a community? (5mins)Materials: Flip chart paper, markersStudents should work individually to answer the question “what is a community?” through a five minute free-draw.

2. Intra-school discussion (20 min)Students should find their intra-school groups and share their drawings with one another. They should look for 3-4 common themes between their drawings. There should not be more than 4-5 in a group, but try and keep each group intra instead of mixed. The purpose of this is to tie this section back to the school section and to purposefully highlight the possibility of differences in a definition of community from students who are from different parts of the community.

Groups will then choose one student from their group to report out to the rest of the class about the themes that they found.

3. Dialogue(25mins)As the groups report out, write these themes onto the board. Begin a dialogue around these questions.

How do these pictures define a community? What is it? What’s missing? How do you know if something is a community? Did the school you go to affect your definition of a community? Do communities form naturally or out of necessity? What is the point of

them? Do other members of your community identify with it in the same way? How do you know what community you belong to? Does someone tell

you what community you belong to? What does community mean to you? How often do you think about your membership in a community?

3. Notecards (5 min)Write at least two questions that you would like to have answered by the end of the community unit. They should be focused on this unit but can be about how other units tie into this one. Collect these once students are done.

4. Homework (5 min)Materials: Photo Project handout, disposable camerasInstruct students to find or take five pictures that work together to represent our community. These can be pictures of people or places, or they could be representative of ideas. They should be brought to class as prints. If some students do not have access to cameras at home, they may check out one of the

disposable cameras (The teacher/facilitators will have to be responsible for making these prints). The students should prepare a short written statement (one paragraph, three to five sentences) explaining each photograph and how it defines our community. Due Thursday, May 13th.

Informal and Formal Assessments:

Informal – Participation: Class Definition of Community, Dialogue, One Word Check-insFormal – none

What have I learned about my students?

What have I learned about myself?

Reflection on Instruction:

P H O T O P R O J E C T

Unit 3: Diversity in the CommunityDue:

Did you know that the earliest cameras were room-sized, and that one or more people could fit inside them? Well, we are only going to ask

you to take a portable size camera for this project. Think about what in your community really defines it, and what, where, who, you think about when you think of your community. Then take your portable size camera out and capture those images.

Please prepare a one-paragraph written statement explaining each photograph and how it represents your community. Why does it matter? Is there a story behind what you chose? There should be a clear purpose for why you chose what you did. On ________, these pictures should be brought to class as prints along with their accompanying explanations.

Say cheeeeese!Photo Project Grading Rubric

Project Completion (50pts)

Project Completion

5 complete 4 complete 3 complete 2 complete 1 complete

5 completed photos 25 20 15 10 5

5 completed explanations 25 20 15 10 5

Total _______ / 50

Comments:

Lesson Plan for Unit 4, Lesson 2Tuesday, May 11, 2010


Key Habits of Mind:

Critical writing

Critical speaking

Active and empathetic listening

Central Question:

What defines our community and its members?

1.

(5mins)Explanation of task

4.

(20mins) Dialogue

Facilitator Guide

Lesson Plan Notes

1. Explanation of Task (5 min)Facilitators will explain that they are the Munkel family that is looking to live in the Farmington community. They are wondering what defines the community, and why they should consider living there.

2. Group work (15 min)The students will work in inter-group teams to come up with a pitch to this Munkel facilitator family explaining what defines their community and some reasons why this family might want to live in Farmington. They must also come up with a drawing for the Farmington. They must fit this all into a three minute pitch!!!

3. Group Presentations (20 min)Each group will have three minutes to pitch their ideas, their jingle, and the connection of their random object to the Munkel family. Remind the other students who are not presenting to take notes during the other groups presentations on what they say about what defines our community.

4. Dialogue (20 min)After the presentations, students will use their notes from the presentations to debrief the activity.

How did your identities affect what you considered important to get across to the Munkel family?

2.

(15mins) Group work

3.

(20 mins) Group presentations

5.

Homework: Continue working on Photo Project

Journal: How did today’s dialogue feel in terms of participation, domination, and contribution?

6.

Why are the things your group came up with “defining” features of our community?

What was missing from the presentations? Are we forgetting anything that is a big defining feature of the community?

How does this pitch relate to real life? Are their times in which you are “pitching” your community to others? (when talking about where you are from, college apps, etc.)

5. Homework Continue working on Photo Project. Due Thursday.Journal: How did today’s dialogue feel in terms of participation, domination, and contribution?


Informal – Free Write, Pair Share, Dialogue, Feelings CheckFormal – none




Lesson Plan for Unit 4, Lesson 3Wednesday, May 12, 2010


Key Habits of Mind:

Critical reading

Critical writing

Evaluating sources

Central Question:

How has the past shaped the definition of the Farmington Community today?

1.

(40 min) Activity: Media Center Research

Materials: post-it notes

4.

Homework: Photo Project

Facilitator Guide

Lesson Plan Notes

1. Activity: Media Center Research (40 min)Materials: post-it notesThis is not a history class, but independent research and evaluation of sources is key when starting relevant dialogues. Reserve the media center or a computer lab in order to allow students a full class period of research time.

The goal of this time is to create a physical timeline that depicts community events related to race relations. Encourage students to find information that they would love to learn more about. For example, in the early 1990s, diversity was identified as a community concern that resulted in the creation of the Multi-Cultural Multi-Racial Council. The Farmington Public School district also began the Diversity Committee to address diversity issues with the help of high school students. The timelines can go as far back as necessary, but should end up in present-day to facilitate dialogue for tomorrow. Facts should be written on individual post-it notes. Students should include at least ten facts, but should be encouraged to find more, since there is plenty of time allotted.

Option – If possible students could be bused during, or after school to the Farmington library to abscond into the heritage room.

2. Activity: Timeline (15 min)Each post-it should be placed on the timeline back in the classroom. Allow students to order their events, combine information, and browse the other students’ contributions.

3. Closing: Most Surprising Sticky (5 min)Have students share their “most surprising sticky” from the entire timeline.

4. HomeworkContinue working on Photo Project. Due tomorrow.

2.

(15 min) Activity: Timeline

3.

(5 min) Closing: Most Surprising Sticky

5.

Option – Go to the Farmington Library to use the heritage room.

6.


Informal – Free Write, Pair Share, Dialogue, Feelings CheckFormal – none




Lesson Plan for Unit 4, Lesson 4Thursday, May 13, 2010


Key Habits of Mind:

Critical thinking

Active listening

Personal relevance

Group formation

Central Question:

How do you and your peers perceive the community?

1.

(20 min) Share Photo Projects

2.

(5 min) Community Map

Materials: giant roll paper, city map, tape

4.

(25min) Dialogue

5.

Facilitator Guide

Lesson Plan Notes

1. Share Photo Projects (20 min)Have students share about their photos in their intergroup. This activity will help students get to know how others view the community. If there is a shortage of time have students share their three most important pictures and explanations of why it is important to them.

2. Community Map (5 min)Materials: giant roll paper, city map, tapeAllow students to place their photos on a city map represented in the classroom. (Use giant roll paper in a semi-permanent place; try to have this set up before the students come in.) Try and make sure the project includes all of the pictures.

3. Comparative Sheet (10 min)Materials: Comparative Sheet handoutHand out the Comparative Sheet of the past couple days’ activities and dialogues revolving around community. Students should take some time to fill out the sheet individually. This sheet will serve as a great tool to connect the significant portions of the previous days.

4. Dialogue (25 min)Having the sheet in front of them, have students talk about these experiences and how they tie together.

What do you notice about the way in which your identities influence the different definitions and representations of community?

Have your views of what a community is changed throughout these past couple days?

What is memorable from each activity? Are they continuous or conflicting?

What have you learned about yourself as a community member in relation to others in this class who are members of the same community?

7. Homework Journal: How does our Community

3.

(10min) Comparative Sheet

Materials: Comparative Sheet handout

6.

Map support, extend, or challenge the definition of community we had on Monday?


Informal – Participation: Dialogue, Community Map, Feelings CheckFormal – Photo Project




<Insert>

City of Farmington/Farmington Hills Map

Connecting Community

Identify the significant and defining parts of each activity and what you took away from it. How do they fit together? How do they differ?

_____________________________________________________________________________________

What is a community? Draw a picture.

The Munkel Family Pitch

The Photo Project

Lesson Plan for Unit 4, Lesson 5Friday, May 14, 2010


Key Habits of Mind:

Critical thinking

Critical speaking

Dialogic questioning

Central Question:

What is the culture of our community?

1.

(5mins) Culture Definitions Gallery Walk

Materials: Flip chart paper, markers

2.

(20mins) Small group discussions and Report out

4

No Homework

5.

Facilitator Guide

Lesson Plan Notes

1. Culture Definitions Gallery Walk (5mins)Materials: Flip Chart paper, markersHave the five definitions of culture up around the room. Tell students that they must read all of them quietly and then choose one that they think is the best definition of culture and sit down under it. The definitions are:

1. art, music, literature, and related intellectual activities, considered collectively

2. the beliefs, customs, practices, and social behavior of a particular nation or people

3. a group of people whose shared beliefs and practices identify the particular place, class, or time to which they belong

4. a particular set of attitudes that characterizes a group of people5. the development of a skill or expertise through training or education

Extras : Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.

Culture is communication, communication is culture.

2. Small Group Discussions and Report out (20 min)Have the students discuss in their groups why they choose the quote that they did and whether or not they would like to add or take anything away from it. Why do they think theirs is the most correct definition?

3. Dialogue: Full Class (25 min) Why do you think yours is the most correct?

Is your definition inclusive or exclusive of others, of different cultures?

Did you add or take away anything from your definition?

3.

(35 min) Dialogue: Full Class

6.

Which elements of culture are explicitly or implicitly defined in our community?

Who defines our community culture? Which races/ethnicities are represented in Farmington? How are those

cultures perceived or understood? Are these accurate understandings of those racial/ethnic groups?

4. Homework None


Informal – Participation: Dialogue, Class Definition of Ethnicity and Culture, Feelings CheckFormal – Journal




Lesson Plan for Unit 4, Lesson 6Monday, May 17, 2010


Key Habits of Mind:

Critical thinking

Critical speaking

Personal relevance

Central Question:

What are diversity and multiculturalism?

1.

(25 min) Activity: Venn Diagram

Materials: giant roll paper, markers

2.

(30 min) Homework: Community Field Trip

Materials: Community Field Trip Handout

4.

Homework:

Journal: Compare and contrast the concepts of diversity and multiculturalism. How do they each relate to the concept of community?

5.

Facilitator Guide

Lesson Plan Notes

1. Activity: Venn Diagram (15 min)Materials: giant roll paper, markersHave students first work in pairs for about 5 minutes. Half the class will be assigned to Team Venn (diversity) the other half of the class Team Diagram (multiculturalism). The pairs must then jot down as much as they know about their term. After 5 minutes they must pair with a group that is the opposite of their group, each diversity group should find a multicultural group. They must hand each other their half of the Venn diagram and they will have three minutes to critique, add, or put an x next to anything they would choose to omit on the diagram. Then the four students will come together and review the suggestions of the others and come up with the overlapping part of the Venn diagram together. This should take about 8 minutes.

2. Dialogue(20mins) What are the key features that distinguish these two terms? What are the similarities that confuse a lot of people who use these

terms interchangeably? Where did your prior knowledge on these terms come from? Why is it important to understand the difference between these terms?

3. Class Work: Community Field Trip Project (10 min)Materials: Community Field Trip HandoutReview the Community Field Trip project. Make sure that students are aware that the survey responses will be required for an assignment later in the week. Give students in-class time to complete steps 1 and 2 of the project.

4. Activity: Practicing Scripts (10 min)Students should partner up for this activity; create a group of three if the number is uneven. Have students practice their scripts and administer their survey (this practice round does not count toward their five required respondents). This will provide students the

2.

(30 min) Homework: Community Field Trip

Materials: Community Field Trip Handout

3.

(5 min) Closing: Expectations

5.

6.

opportunity to get feedback and ideas from their partner(s) for improving their own script.

5. Closing: Tips for Surveying (5 min)Ask a few students to share the feedback they gave or received from their partner that might be helpful for other students to keep in mind.

6. Homework Journal: Compare and contrast the concepts of diversity and multiculturalism. How do they each relate to the concept of community?


Informal – Participation: Venn Diagram, ExpectationsFormal – none




Get excited because it’s time for a field trip!

DUE THURSDAY, MAY 20th

For this project you will be going on your own personal field trip to explore the Farmington Community. To get a better understanding of what it means to be a multicultural community, you will have to survey different community members. Here’s how you will do it:

Create the Survey (In class):Part of what makes Farmington such a great place to live is the fact that it’s multicultural. But what does that really mean? Create a survey that gets at this question. Below are a few questions to start with. Come up with an additional two questions for your survey:

1. How do you define multiculturalism?2. Is the Farmington Community multicultural? Why or why not?3. What can be changed in the community to increase multiculturalism?4. What needs to stay the same to support multiculturalism?5. _______________________________________________________________________

_______________________________________________________________________

6. ______________________________________________________________________________________________________________________________________________

Create the Script (In class):Administering a survey isn’t as easy as walking up to a person and diving right into the questions. It is important to give people an introduction and some background information. Create a script for what to say when you approach people and ask them to take this survey. Use the outline on the back of this sheet to help create your script.

Script Outline

“Hello! My name is_______________ and I go to ______________ High School. This trimester, I’m taking part in a district-wide class about ___________________. Our current project is to survey people around the Farmington Community to find out more about ___________. The survey should only take ______ minutes to complete. All of your answers are confidential and you may choose to skip any questions you don’t feel comfortable answering. Would you be interested in taking this survey?”

<if no, thank the person for their time> <if yes, continue with questions and record responses>

“Thank you so much for your time! My class will be using these results to create a report that highlights recommendations for the community. Are you interested in seeing this report or receiving more information about our class?”

<if no, move to next item> <if yes, have them write down their email address on page separate from the survey>

“Before I let you go, I just wanted to give you a flier for our final project (hand out save-the-date flier). It’s a Community Showcase that will ______________. We would love to see you there! Thanks again for your time and participation!”

Administer Surveys:Survey at least five (5) different community members. When choosing people to survey, keep the following things in mind:

These should all be people you do not know Survey a variety people from different ages, races, areas of the city

Turn in the following items:1. Additional survey questions2. The script you used3. Typed up responses for 5 different community members4. A 1-2 page analysis of themes from your surveying and provide recommendations.

In other words, write about the similarities across the responses you received and the recommendations for making a multicultural community. Include one recommendation that YOU would like to make.

Community Field Trip Grading RubricSurveying (45 pts)

Criteria ExceedsExpectations

Expected Average Needs Improvemen

t

Not There

Questions relate to survey goal 10 8 6 4 2

Clarity of script 20 18 16 14 12Recorded responses for five survey respondents 15 12 9 6 3

Recommendations Report (55 pts)

Criteria ExceedsExpectations

Expected Average Needs Improvemen

t

Not There

Analysis draws themes from survey responses 20 18 16 14 12

Analysis includes a thoughtful personal

15 12 9 6 3

recommendation Student took part in composing final report 10 8 6 4 2

Student took part in composing distribution email

10 8 6 4 2

Total _______ / 100

Comments:

Lesson Plan for Unit 4, Lesson 7Tuesday, May 18, 2010


Key Habits of Mind:

Critical thinking

Critical speaking

Active and empathetic listening

Central Question:

Why is multiculturalism important to our community?

1.

(15 min) Activity: Word-Webbing

Materials: big roll paper, markers

4.

Homework: Community Field Trip

Facilitator Guide

Lesson Plan Notes

1. Activity: Word-Webbing (15 min)Materials: big roll paper, markersBreak students up into their intergroup and give each group a large piece of paper and markers. In the center of their paper, have students write “Multiculturalism in Farmington,” this will be the central idea for their brainstorming. From there, students should write related concepts, issues, or facts that connect to multiculturalism in Farmington. Then continue this process using one or more of the related concepts as the center topic. The result should be an intricate web of lines, facts, issues, and ideas. After 10 minutes of brainstorming, have each group report out their brainstorming.

2. Dialogue: Full Class (30 min)Using the word-webbing activity as a springboard, lead a dialogue on the importance of multiculturalism in the community.

Why is multiculturalism important in the Farmington Community? Is multiculturalism a goal of our community? Why or why not? What are the benefits to developing and maintaining a multicultural

community? What are the drawbacks? Who does it benefit?

3. Activity: Community Boards (15 min)

Materials: tri-fold boards, markersStudents will break back up into inter-groups and all four groups will receive a tri-fold board. These boards should ask the questions: (1) Why is multiculturalism important to our Farmington Community? and (2) How can we work

2.

(30 min) Dialogue: Full Class

3.

(15 min) Activity: Community Boards

Materials: tri-fold boards, markers

5.

6.

with other communities to create a more multicultural nation? The boards should also include a definition of multiculturalism, contact information (Create a class email for this purpose), a written purpose for this board, and have plenty of space for community members to write their responses. Each group must also identify a community location in which to place their board. Facilitators will deliver the boards to their proper locations after class.

4. Homework Continue working on Community Field Trip. Due Thursday.


Informal – Participation: Dialogue, Community Boards, One Word Check-insFormal – none




Lesson Plan for Unit 4, Lesson 8Wednesday, May 19, 2010


Key Habits of Mind:

Critical thinking

Self-awareness and clarity

Ability to reframe

Central Question:

Why is multiculturalism important to you?

1.

Personal Narrative Day!!!

4.

(10mins) reactions to presentations

Facilitator Guide

Lesson Plan Notes

1. Individual Really Fun Writing (15-20mins)The students will have this time to write on a sheet of paper one word, one sentence, one haiku, and one paragraph that all answer the question “Why is multiculturalism important to you?” Give them more or less time based upon need. A haiku is a 5 syllable, 7 syllable, 5 syllable poem.

2. Presentations (30 min)Have the students break into their inter-groups and present their presentations. The presentations must not be longer than two minutes, and there should not be questions in between.

3. Reactions to Presentations as a Whole Class (10 min)As a class have a quick debrief about the day and what was said in your group. What are the main reasons for why your classmates think multiculturalism is important? Why do you think it is important?

4. Homework Continue working on Community Field Trip. Due tomorrow.

Read: Youth Participation and Community Change introduction by Barry Checkoway and Lorraine Gutierrez, pg. 1-8

2.

(15-20mins) Writing

3.

(30 mins) Presentations

5.

Homework: Community Field Trip

6.


Informal – Participation: Notecards, Gallery Walk, Dialogue, Feelings CheckFormal – none




<Insert>

Reading

Youth Participation and Community ChangeBy Barry Checkoway and Lorraine Gutierrez

Pgs 1-8 (Introduction)

Lesson Plan for Unit 4, Lesson 9Thursday, May 20, 2010


Key Habits of Mind:

Critical thinking

Connecting the individual experience to social action

Cultivating leadership skills for community and social action

Central Question:

How can young people have an impact on multiculturalism in the community?

1.

(15 min) Community Outreach Debrief

2.

(40 min) Activity: Outreach Email

3.

(5min) Explain Homework:

Research one young person who has created change in their community.

4.

5.

6.

Facilitator Guide

Lesson Plan Notes

1. Community Outreach Debrief (15 min) In inter-groups, students should briefly describe their experiences interviewing community members and their responses. They should look for similarities, differences, and ideas that they feel are plausible in helping create a more multicultural community.

2. Activity: Outreach Email (40 min)Today’s class should be dedicated to sharing/debriefing Community field trip findings. These findings should be summarized in a way that would help community members to improve multiculturalism in the Farmington Community. The email should include contact information and a save the date flier for the showcase. Students will write an email in pairs Structure of email-Intro and summary-recommendations to community members – What recommendations would you give me and other students on how to continue to work towards a more multicultural community/nation?-further actions you might take-save the date Community Showcase hope to see you there!

3. Homework (5min) Research one young person who has created community change. It could be in any community. Tell the students to bring this in with them tomorrow. They will be presenting it.

Informal and Formal Assessments: Informal – Participation: Dialogue, Outreach Email, Feelings CheckFormal – Community Field Trip




Lesson Plan for Unit 4, Lesson 10Friday, May 21, 2010

Key Habits of Mind:

Community outreach and engagement


Critical Thinking

Central Question:

How can young people have an impact on social justice in the community?


Facilitator Guide

Lesson Plan Notes

1. Activity: Outreach Email (15 min)

Key Habits of Mind:

Community outreach and engagement


Critical Thinking

Central Question:

How can young people have an impact on social justice in the community?

1.

(15mins) Finish Outreach Email

2.

(5min) Gallery walk the boards

3.

(40min) Inter-group dialogue

4.

HW: none

NOTE: Need to pick up boards from community places.

5.

6.

Finish writing the email to community members, integrating students’ findings from the Community boards project. This project should be completed and sent out today.

2. Activity: Gallery Walk (5 min)Everyone should take a few minutes looking at each board, noting interesting comments, unique ideas, and common patterns.

3. Inter-groups Dialogue (40mins) What do you think the community members who you send this email to

might recommend that you do to continue to affect multiculturalism in this community and others?

What would you recommend for yourself and other students? What did you learn from the boards? Are there themes to what was written? How did the places they were placed at affect which community

members wrote on it? What are other ways that students can create community change?

NOTE : Facilitator make clear connection to nation section talk about how we can work with other communities to create a more multicultural nation and why working together is important.

4. HomeworkNone.

Informal and Formal Assessments: Informal – Participation: Gallery Walk,Formal – Community Field Trip (Outreach Email), Journal

hhsibdialogues.weebly.com · web viewunit 4: diversity in the community. unit 4: how can students...

Documents