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Lesson Title: Tracing Social Constructions Through InequalitiesContent: Social Studies and EnglishGrade: 11

Alignment to the Depth of the CCSS

Purpose: The purpose of this unit is for students to trace the phenomenon of social construction. Students will investigate inequalities that were perpetuated through media in the past and trace the continuation of it presently. Evidence of students’ understanding will be assessed throughout multiple modes such as pre-assessment, self-assessment, formative, and summative. The summative assessment will require students to write a comparative essay in which they will have to show a command of information concerning the journey of past and present inequalities, specifically through media. Students should have an understanding of media (mass communication) specifically what was considered media in the past (literature, short stories, speeches, etc.). This unit is based on eleventh grade standards, it is assumed that students have background knowledge and skills on the identification, analysis, and evaluation of claim and evidence. However, each lesson contains teacher notes to address gaps in learning specifically for ELL and struggling learners.

Please note this unit contains multiple levels and complexities of texts are aligned with the varied texts that would be expected at the college level. For your convenience, texts have been analyzed for you.

CCSS ELA and RHT Standards

CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (Lesson #4)CCSS.ELA-LITERACY.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (Lesson #2)CCSS.ELA-LITERACY.RH.11-12.5Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (Lesson #2)CCSS.ELA-LITERACY.RL.11-12.3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (Lesson #5)

Call to Action Target and Required Standards

Target CCSS.ELA-LITERACY.RI.11-12.10

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

LESSON 1 (1 to 2 class periods)

Text(s) Social Construction (duration 10:36)Handouts Social Construction: TDQs

Social Construction With Images (if needed for ELL and struggling learners)

Universal Ideas (if needed for extended learning)

Standard(s) CCSS.ELA-LITERACY.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Lesson Objective(s) I can acquire and use accurately the concept, social construction.

I can determine central ideas of a text and summarize those by paraphrasing.

I can use evidence from the text to support my analysis. Student Moves Teacher Notes

1. Opening prompt: Write an explanation of what is social construction and how it is perpetuated in the media.

2. Take 2 minutes per person and share your explanation with an elbow partner. Make revisions to your own explanation if necessary.

1. This move serves as a pre-assessment to ascertain what students already know about social construction. For ELL or struggling learners that do not have any background knowledge, ask them to define social and then construction. Engage students in a discussion about the meanings of these two words and then have them put them together to form meaning of social construction. It may help to engage these students into an understanding of social construction with images activity. See the document Social Construction With Images.

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3. Watch the video, Social Construction, for the first time and simply write down words associated with social construction.

4. Now string some of your words from the video and the Opening prompt to form a sentence of what is social construction.

5. Watch the video a second time. This time you will have the Social Construction: TDQs handout to complete as you watch.

6. Students will use the answers from their the Social Construction: TDQs handout to Sum It Up by following these steps:

Identify the title or heading Select a strong verb (do not use

is or was). Finish your thought with a big

idea. Now add your VIPs (Very

Important Points).

2. This step provides an opportunity for students to engage in talk with their peers and to self-assess. Through conversation, students can ascertain if they are thinking along the same lines as someone else, different lines, or further develop their own thinking after hearing someone else’s thinking.

3. The goal is to have them do a “close reading” of the video. This first “reading” is the beginning of scaffolding the phenomenon of social construction.

4. This step require students to attempt to use the concept accurately by paraphrasing central idea.

5. For ELL and struggling learners, you made need to stop the video at various intervals to make sure that knowledge has not been compromised because of the multi-steps students are required to do at this stage.

6. ELL and struggling readers may benefit from a transcript of the video to have the words right in front of them. In addition, extra steps such as modeling how to find the title and/or heading, strong verbs versus weak verbs and how to determine the VIPs. For an extension, students could be a universal idea that is related to social construction (See Universal Ideas handout). Next, they would write a commentary statement about how that universal idea is connected to social construction citing evidence from the video to support their analysis.

Please note: Steps 5 and 6 are formative assessments of learning. Based on student work evidence, the teacher will need to determine if instruction needs to be adjusted before moving forward.

LESSON 2 (1 to 2 class periods)

Text(s) Ain’t I A WomanHandouts/Other Resources Ain’t I A Woman Powerpoint (Mini-lesson)

Standard(s) CCSS.ELA-LITERACY.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-LITERACY.RH.11-12.5Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of

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the text contribute to the whole.

CCSS.ELA-LITERACY.WHST.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Lesson Objective(s) I can determine the meaning of words and phrases and analyze how they are used over the course of the text.

I can analyze how a complex primary source is structured particularly how claims are used to contribute to the whole.

I can produce claims based on the appropriate task, purpose, and audience.

Student Moves Teacher Notes1. Students will be introduced to

Background on Ain’t I A Woman (Slide #3).

2. Students will listen for unfamiliar vocabulary words as teacher read Ain’t I A Woman aloud.

3. When teacher finishes reading, students will go back and read the speech silently to determine if they can figure out the meaning of unfamiliar vocabulary based on context.

4. Students will take Cornell Notes on types of claims.

5. Students will re-read Ain’t I A Woman and determine which claim(s) are in this speech. They must provide evidence from their Cornell Notes to prove that is the correct claim.

6. Students will craft one claim for each type of claim. Each claim must be based on the topic of inequality or social construction and each claim should be labeled with the type.

1. Teacher will introduce or remind students of the Background of Ain’t I A Woman.

2. Teacher will Read aloud, Talk aloud, and Think aloud referring back to the background of the speech.

3. For ELL and struggling learners, the video may be an additional scaffold for this step. There are not any words academic words that the average 11th grader would not know, however they made be dialectic unfamiliar with words such as “racket”, “kilter”, and “twist” that can be decipher from the context.

4. Teacher will explicitly teach on types of claims (Aint’t I A Woman Powerpoint – Starting on Slide #5).

5. This is an assessment to demonstrate if students are able to find key structures in a passage. Students will use Slide #18 to assess their own work.

6. This is an assessment to see if students are able to transfer new knowledge. This will be collected and graded by the teacher to inform instruction.

LESSON 3 (2 to 4 class periods)

Text(s) Blue Eye, Brown Eye Experiments - Video #1 – The Daring Lesson (duration 10:27) and Video #4 – Teaching It to Adults (duration 13:22)

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Handouts Blue Eye, Brown Eye Experiment – Video #1 Blue Eye, Brown Eye Experiment – Video #4 PDF from Bow Valley College Scoring Sheet for Compare and Contrast Paragraph

Standard(s) CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-LITERACY.WHST.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Lesson Objective(s) I can cite textual evidence to support analysis of what text says explicitly and implicitly, including determining matters left uncertain.

I can write a comparative analysis that are appropriate to task, purpose, and audience.

Student Moves Teacher Notes1. Students will label notes for

Video #1. They will create a graphic organizer with two columns. One column should be labeled “It Says” and another column that labeled “I Say”.

2. Students will watch video as they are watching, they will write anything that jumps out at them under the “It Says” column.

3. After watching the video, students will go back and complete the “I Say” column based on their feelings, opinions, or connections with the corresponding “It Says”.

4. Students will share graphic organizers in groups of three.

5. Re-watch video #1 and answer video questions on Blue Eye, Brown Eye Experiment – Video #1.

6. Repeat steps #1-5 with video #4.

7. Students will take notes on how

1. Students are going to take notes on a video and instead of always giving graphic organizers to them all the times, they should be directed to create graphic organizers and eventually they will have a repertoire of organizers to choose their own.

2. Play Video #1 for students. 3. This gives students an opportunity to develop further

understanding of the information that they have collected from the video and to add their own opinions, feelings or thoughts.

4. This gives students opportunity to write down things they missed or forgot.

5. Questions #1-6 are text-dependent, however Questions#7 requires them to synthesize information to create new learning in a different situation.

6. Repeat steps #1-5 with video#4. The purpose of this second video is to show that this phenomenon does not just occur with children, but also with adults.

7. Teacher will explicitly teach students how to write a compare and contrast paragraph. For possible resource see Bow Valley College.

8. This assessment will determine future instructional needs for paragraphing if necessary.

9. Teacher will assess students with the same scoring sheet that students are using.

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to write a Compare and Contrast paragraph.

8. Students will use information gathered from Video #1 and Video #4 to practice writing a compare and contrast paragraph.

9. Students will self-assess using the Scoring Sheet for Compare and Contrast Paragraph.

LESSON 4 (2 to 4 class periods)

Text(s) One-Drop Rule by Stu HarleyWho is Black? One Nation’s Definition by F. James Davis

Handouts TP-CASTT GIST

Standard(s) CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Lesson Objective(s) I can evaluate a poem and determine the explanation for the action or events using textual evidence.

I can determine the central idea or conclusions of a text. Student Moves Teacher Notes

1. Students will write what they already know about the “One Drop Rule”.

2. Students will analyze the poem, One Drop Rule, using TP-CASTT. Several readings will be required to complete each component of TP-CASTT.

3. Write a one paragraph explanation of the One Drop Rule poem. Use textual evidence to support your claim.

4. Students will complete a

1. When students are finished or if it seems they are having any problems with coming up with any information, then the teacher will facilitate a discussion about blackness and who is considered to be an African-American.

2. For ELL or struggling learners, the teacher may need to explicitly instruct students on using TP-CASTT through Read Aloud, Think Aloud, and Talk Aloud.

3. After completing TP-CASTT, students should be able to explain the actions and events surrounding the one drop rule with textual evidence.

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Concept Check using the following words: mulatto, miscegenation, octoroon, quadroon, consternation, interlocutor, caucasoid, assimilation,

5. Students will complete a Synectic Comparison on each word that they indicate they do not know well. Students will share their comparison with a partner. After explaining to a partner, students will reconsider or revise their comparisons independently and then create graphics to go with their comparisons.

6. Students will listen as teacher read aloud, Who is Black? One Nation’s Definition.

7. In pairs, students will reread the article and this time stop and discuss vocabulary words and any additional unfamiliar vocabulary.

8. Students will reread the article and complete a GIST Summary on each paragraph.

9. Students will compare and contrast information obtained from the poem and the article using a graphic organizer of choice (Venn Diagram, H-Chart, etc.).

4. Concept check. Before reading a text take the opportunity to have students self-assess their knowledge of a topic by  listing key vocabulary, concepts, or ideas on a sheet of paper. Give each student a copy and have them mark it according to their knowledge. Have students reassess their knowledge after the reading. If students rate themselves as an expert, have them explain to a partner or the class. Below is the scale and a sample concept check:

+ I know a lot about this topic and can explain it to others.

√ I have heard of this word or concept before and know a little

0 I have never heard of this word or concept before

____ evaporation____

____ condensation____

____ precipitation____

____ collection____5. A Synectic Comparison is a strategy for comparing

content to an unrelated object. It allows students to consider vocabulary in creative ways (especially abstract words). It requires the comparison of two things that are usually not compared. The following are the steps.Steps:I. Identify vocabulary words or content terms.II. Provide students with two sets of cards. One set with the vocabulary words and the other set with words not related to the content. Students will use these words to create their comparisons. For example, if the science content term is comet, you might provide students with the following options:Toaster, Speed boat, Ice cream cone, StallionIII. Create an example to model the synectic.A comet is like a _______________ because ___________.A comet is like a toaster because it burns very hot.

IV. Share your example with a partner. Explain your logic or thinking for the comparison. V. Direct students to create a graphic illustration to accompany their synectics.

ELL and struggling learners may need additional time and scaffolding such as additional teacher modeling to complete this activity. In addition, their cards with the vocabulary words should also have a student-friendly definition.

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without stopping and without explanations.

7. Students can work in supportive pairs to encounter vocabulary words in context.

8. Being able to read complex text and summarize key points is essential to being able to utilize that information for the summative assessment.

9. Both the poem and article are on the same topic so this gives student an opportunity to discover how poems and article differ in this presentation.

LESSON 5 (2 to 4 class periods)

Text(s) Desiree’s Baby

HandoutsStandard(s) CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (Lesson #5)

Lesson Objective(s) I can analyze the impact of the author’s choices regarding character development.

Student Moves Teacher Notes1. Participate in a teacher-led

discussion

1. Lead a discussion with students about how literature such as this short story was used as media in the 1800s.

SUMMATIVE - After reading the unit texts and other researched texts, write an essay in which you compare how racism and sexism was utilized in the media in the 1800’s and how these inequalities are used in the media today.

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References

Chopin, K. (1893). Desiree’s baby. Retrieved from http://www.katechopin.org/pdfs/desirees-baby.pdf.

Davis, F.J. (n.d.). Who is black? One nation’s definition. Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/ mixed/onedrop.html.

Harley, S (n.d.). The one drop rule. Hello Poetry. Retrieved from http://hellopoetry.com/poem/1068918/the-one-drop-rule/.

Peters, W. (1985). A class divided. Frontline. Videos retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc /credits.html.

Sharp, G., & Wade, L. (2008). Social construction..and why it matters. Sociological Images. Video retrieved from https://www.youtube.com/watch?v=GVVWmZAStn8.

Stanton, E.C. (1848 July). Declaration of sentiments. Retrieved from http://www.womensrightsfriends.org/pdfs/1848_declaration_of_ sentiments.pdf.

Taylor, S. (2012). Why men oppress women: The psychology of male dominance. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/out-the-darkness/201208/why- men-oppress-women.

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Truth, S. (1851). Ain’t I A Woman. Retrieved from http://www.saylor.org/site/wp-content/uploads/2011/11/SAYLOR- ENGL405-1.1.2-SOJOURNER.pdf.

West, C. M. (2008). Mammy, Jezebel, Sapphire, and their homegirls: Developing an "oppositional gaze" toward the images of Black women. In J. Chrisler, C. Golden, & P. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 286-299). New York: McGraw Hill. Retrieved from http://www.drcarolynwest.com/media/sites/162/files/ article_mammy-jezebel-sapphire-homegirls.pdf.

Graphic Organizers

Universal Ideas – Retrieved from https://mrwatsonsohs.wikispaces.com/file/view/Thesis+Packet+10th.pdf

Bow Valley College – Writing A Compare and Contrast Paragraph – Retrieved from http://bowvalleycollege.ca/Documents/Learning%20Resource%20Services/Library%20Learning%20Commons/E-Resources/Study%20guides/writing%20para_comp.pdf

Scoring for Compare and Contrast Paragraph – Retrieved from http://www.beaconlearningcenter.com/documents/1165_01.pdf

TP-CASTT – Retrieved from http://mseffie.com/assignments/poem-a-day/TPCASTT.pdf

GIST – Retrieved from http://south.hinsdale86.org/sites/EN-Moore_Stephen-Acdmc_Rdg_Eng_I/AR%20Documents/GIST.pdf

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Appendix A Handouts

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SOCIAL-CONSTRUCTION: TDQs

1. According to the video, what is social construction?

2. Describe three examples of social constructions used in the video.

3. What inference can you make about bodily gestures across cultures?

4. What information would you use to support the view that “…the color of a person’s skin is consequential in our society whether we personally acknowledge it or not”?

5. Describe some social constructions that you have. How can you renegotiate the meanings tied to those structures?

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Name:______________________ Date:__________________

Social Constructions with Images

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1. 2.

These are all doctors.

Socially constructed or not

Explain your answer:

He has to help her with math.

Socially constructed or not

Explain your answer:

3. 4.

This food can be eaten any time of the day.

Socially constructed or not

Explain your answer:

He is poor.

Socially constructed or not

Explain your answer:

5. 6.

He is smart.

Socially constructed or not

Explain your answer:

They are being raised by their grandmother.

Socially constructed or not

Explain your answer:

Blue Eye, Brown Eye Experiment – Video #1TDQs

1. What happened in the video?

2. What theme was being celebrated at the time?

3. What did the third graders reveal about the groups that were being treated differently in society?

4. How did the teacher socially construct differences between blue-eyed and brown-eyed students?

5. Explain how the brown-eyed people reacted? How do you know?

6. Explain how the blue-eyed people reacted? How do you know?

7. If this environment was created within minutes, then what is the effect of hundreds of years compounded by media?

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Blue Eye, Brown Eye Experiment – Video #4TDQs

1. What happened in the video?

2. What conclusions and/or connections did the prisoners make about the experiment with the third graders? What can we conclude about these observations?

3. What did the third graders reveal about the groups that were being treated differently in society?

4. How did Jane Elliott socially construct differences between blue-eyed and brown-eyed people?

5. Explain how the brown-eyed people reacted? How do you know?

6. Explain how the blue-eyed people reacted? How do you know?

7. If this environment was created within minutes, then what is the effect of hundreds of years compounded by media?

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