Date: May 16, 2000

Grade Level(s): 5, 6, 7, 8

Subject(s):

• Social Studies/Sociology

Description: The number of minorities in the U.S. increases each year; some Americans distrust those who appear to be different. This is often due to limited shared experiences. Schools and families can educate children about race relations.

Goals: Students will:

1. describe the relationships between Americans of different racial and ethnic groups.
2. analyze the significance of excerpts from writings associated with major life events from 1945 to the present.

Objectives: In this activity, students will:

1. Identify similarities and differences between people of different racial and ethnic groups.
2. Challenge commonly held stereotypes related to racial and ethnic groups.

Materials:

• dolls, photographs, illustrated books, magazines, catalogs, or other advertisements representing people of different racial and ethnic groups (black, white, Hispanic, Asian, Native American),
• brief quotations from famous civil rights advocates such as Dr. Martin Luther King, Jr., Ralph David Abernathy, Andrew Young, Jesse Jackson
• 7-item "What I Think About Race" worksheet.

1. A teen that is (black, white, Hispanic, Asian or Pacific Islander, or Native American) finds it easy to do...
2. A teen that is (black, white, Hispanic, Asian or Pacific Islander, Native American) finds it difficult to do...
3. Society expects teens that are (black, white, Hispanic, Asian or Pacific Islander, Native American) to act like...
4. What is the most important thing for others to understand about you?
5. How is a teen that is (black, white, Hispanic, Asian or Pacific Islander, Native American) most similar to you?
6. How is a teen that is (black, white, Hispanic, Asian or Pacific Islander, Native American) most unlike you?
7. What can you do to get along with others who seem different from you?

• Display the dolls, illustrated books, photos, magazines, catalogs, and advertisements to the class.
• Select students to read aloud brief quotations from civil rights advocates, e.g., excerpts from "I Have a Dream" speech, or "Letter from a Birmingham Jail" written by Dr. Martin Luther King, Jr.
• Discuss the strengths of our country which is composed of many different types of people with diverse knowledge and skills. Many appear to be different from you.
• Invite students to consider similarities and differences between people.

Divide students into small groups of 4-5. Distribute the 7-item "What I Think About Race" worksheets. Each group should consider only one race when answering these questions.

Circulate around the classroom and encourage small-group discussions. Allow 20-30 minutes for students to answer all questions. As time permits, students can share their responses with other groups.

Assessment:

1. Participation in small group discussions and completion of "What I Think About Race" worksheet.
2. Students can demonstrate critical thinking by completing a brief narrative, poetry, illustrated storyboard, or videotape using one of three themes:

a) "What I am Most Proud of About My Race",
b) "How Life Would be Different if I was (black, white, Hispanic, Asian or Pacific Islander, or Native American)", or
c) "What I Can Do to Reduce Prejudice and Discrimination in My Community."

Challenge students not to portray stereotypes, but to read, discuss, and learn more about another culture to complete this assignment.

Useful Internet Resources:

The U.S. Bureau of the Census
http://www.census.gov/

Population projections for the year 2000 estimate that Black Americans will represent 12.9% of the population; Hispanic Americans will represent 11.4% of the population; Asian and Pacific Islanders will represent 4.1% of the population; American Indians, Eskimos, and Aleuts will represent 0.9% of the population.

Dr. Martin Luther King, Jr.'s "I Have a Dream" speech delivered in Washington, D.C. on 8/28/63
http://www.usconstitution.net/dream.html