“A study in Racism and Prejudice”

presented by: FERN SILVER

Walton High School

ESL teache

INTRODUCTION:

Prejudice is often based on race, religion, and nationality. These attitudes can be dangerous and often deadly as demonstrated in The Diary of Anne Frank. You will create a report in which you will investigate the history of prejudice in the United States and discuss the negative impact of prejudice on our society. You will also suggest ways in which prejudice can be eliminated. Remember that any discussion of ethnic or racial prejudice will relate to the changing face of our country due to new waves of immigrants.

TASK:

Using the six-step PPA Analyst, each student will skim the hyperlinked articles and select an article of special interest. From your article you will produce a report that:

l. Includes a short summary of the article. Be sure to identify the way in which this article deals with prejudice.

2. Includes 6 completed worksheets that are hyperlinked below.

3. This will include the causes of prejudice. You will also develop three possible solutions to this problem.

4. Present your findings in a written report.

PROCESS:

You will work in groups of three. Each member of the group will present a one page summary of the article of his/her choice. Group members will discuss their articles with one another and discuss the possible causes of prejudice. By brainstorming each group will develop three possible solutions to the problem of prejudice. Each group member will be responsible for presenting their findings in a written report.

WORKSHEETS:

www.maxwell.syr.edu/tips/

RESOURCES:

GENERAL SEARCH ENGINES:

WEBSITES:

Racism against the Japanese: http://usinfo.stategov/usa/infousa/facts/democr/65.htm (Korematsu v. United States, 1994)

Anti-Catholicism: http://www.americapress.org/articles/martinanticatholicism.htm

Prejudice and Discrimination: http://home.att.net/~rwfreebird_and_discrimination.htm

Asians face prejudice in the housing market: http://www.examiner.com/news/default.jsp?story=n.discrimination.0702w

Prejudice & Bigotry- Alive and well, southern plague returns; Black chuches targeted anew

http://personalwebs.myriad.net/steveb/prejudice.html

Nader of race relations- Jim Crow http://iberia.vaser.edu/1896/prejudice.html

EVALUATION:

RUBRIC:

CONTENT: UNITY
A. Develops a main idea and accurately addresses all six steps of Public Policy Analyst	1 2 3 4	x 4=___
B. Contains necessary and relevant ideas about the social problem of prejudice.	1 2 3 4	x 4=___
ORGANIZATION:
C. Is organized on a logical and sensible manner	1 2 3 4	x 4=___
D. Uses transitions effectively to connect ideas.	1 2 3 4	x 4=___
LANGUAGE:
E. Uses language appropriate to the audience and occasion.	1 2 3 4	x 4=___
F. Uses vivid, precise, nouns and verbs, and modifiers.	1 2 3 4	x 4=___
CONVENTIONS:
G. Avoids spelling errors.	1 2 3 4	x 4=___
H. Avoids grammar errors.	1 2 3 4	x 4=___
I. Avoids usage errors.	1 2 3 4	x 4=___
J. Avoids punctuation and capitalization errors	1 2 3 4	x 4=___
K. Avoids errors in manuscript form.	1 2 3 4	x 4=___
1=needs substantial improvement 2=needs improvement 3=good 4=outstanding

CONCLUSION:

You have discussed the issue of racism and prejudice as both a universal theme and the way in which it affects American society. You have used the public policy analyst to identify a particular case of racism in our society and identified its causes and worked in groups to develop solutions to this problem.

NY STATE STANDARDS USED:

ENGLISH LANGUAGE ARTS

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write 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 that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

SOCIAL STUDIES

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.