Francisco Paler-Large

Binghamton High School

Introduction:

In the United States there is a problem that sits underneath the surface of consciousness. For some it is part of their everyday lives and is right in their faces. Others choose to ignore the discomfort they feel when faced with situations that present themselves. In Charles Fuller’s A Soldier’s Play you are faced with “…a tough, incisive exploration of racial tensions and ambiguities among blacks and between blacks and whites…” in the military. Your group will be charged with investigating “institutional racism” in the United States.

Task:

In groups of 4 you will research racism in different institutions. You will need to pick 2 different institutions e.g. public schools, businesses, in which racism occurs. You must also pick 1 military example. After you have researched the institutions you will need to create a series of short scenes to depict the problem.

Your presentation must include:

· The locations

· The people who are targeted by the racism

· Each person having a part in the scene

Process:

You will be divided into groups of 4

As a group you will discuss the problem of Institutional Racism. This should include a definition of the problem, evidence of the problem (statistics, information about specific Institutional Racism within the United States), and causes of the problem. This should also include an evaluation of the public policy solutions already in place and your own public policy solutions to the problem. Use the Internet sites provided in the Resources section and whatever other sites you can find to conduct your research, and remember to list where you obtained your information. Summarize your research and original ideas on the provided PPA worksheets:

1) Defining the Social Problem

2) Gathering Evidence of the Problems

3) Identifying Causes of the Problems

4) Identify and Evaluate Existing Pubic Policy

5) Develop Public Policy Solutions

6) Selecting the Best Policy

You must then come up with a creative way to depict in a scene the examples that you found of Institutional Racism.

ü Make sure that your scene is 5-10 min long

ü Includes the location and the group discriminated against.

ü Clearly define the differences between each institution.

Resources: (a bit of assistance!)

Google MSN

Yahoo Altavista

Institutionalized racism What is it? Is it happening at Concordia?

Undoing institutionalized racism

Institutionalized racism in Public schools

Reasons for Hope: You Can Challenge Educational Inequities

Black-White Relations in the U.S. Military 1940-1972

AFRICAN AMERICAN MILITARY HISTORY

US Military+racism

Racism and Racial Issues on Campus

Racism in schools

Youth Undoing Institutionalized Racism (YUIR)

Evaluation:

When you perform your skit this is the rubric that will be used.

Racism skit

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Teacher Name: Mr. Paler- Large


Student Name:     ________________________________________

CATEGORY	4	3	2	1
Accuracy	All information appeared to be accurate and in chronological order.	Almost all information appeared to be accurate and in chronological order.	Most of the information was accurate and in chronological order.	Very little of the information was accurate and/or in chronological order.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.
Props/Costume	Student uses several props (could include costume) that show considerable work/creativity and make the presentation better.	Student uses an outside object and 1-2 props creatively that make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Time	Met the time limit			Did not meet the time limit
Group that is being discriminated against	Clearly defined the group			Did not define the group clearly
Institution	Clearly separated the institutions	Defined only 1-2 institutions	Fuzzy about which institutions were used	Did not define the institution
Score

Standard 1 Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.	Creating, Performing,          and Participating in The Arts Key Idea: Students will: create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.
Standard 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.	Understanding The Cultural Dimensions and Contributions of The Arts Key Idea: Students will Gain knowledge about past and present cultures as expressed through theatre. They will interpret how theatre reflects the beliefs, issues, and events of societies past and present.
English Language Arts
STANDARD 1 Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.		STANDARD 2 Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
STANDARD 4 Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.