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Lesson Plan 1 PDF
Lesson Plan 1 PDF
Purpose/Aim:
1. Students gain theoretical framework to understand the rest of the course.
2. Students make personal connections between theory, history, and narrative.
3. Students gain experiential learning experience through cultural energizer and
Human Migration and Resistance Timeline.
Materials:
Slides / Projector
Butcher Paper and art supplies
Laptops for in-class research
Main Concepts:
RACIAL
FORMATION
THEORY
CRITICAL RACE
THEORY
Framework to
understand the
formation of race as a
tool of power and
control by white
hegemony.
Framework to
understand
counternarratives,
intersectinality, and
essentialism.
Framework to
understand how
institutional racism
and power structures
based on white
privilege and white
supremacy.
EMPIRE
Framework to
understand hegemony,
imperialism,
colonialism, and
globalization.
COUNTERNARRATIV
ES
Framework to
understand resistance
against empire and
make personal
connections.
Pre-requisites: What are some of the skills and prior knowledge that students need to
have to fully participate in this lesson plan?
Students must have some foundation of critical race theory and racial formation theory.
Reading the assigned text by Omi and Winant is sufficient. Students must also have done
some investigation on their personal and/or family immigration story, unless there are
special circumstances which must be cleared by Professor beforehand. Finally, students
must have completed the My Narrative of Migration Worksheet (assigned during the
previous class).
Modifications: What types of modifications are necessary to insure that students with
varying learning needs can participate in this lesson plan and learn the main concepts and
skills?
Slides and content will be available online after the class time. The learning in this lesson
will be lecture, dialogue, and experiential to accommodate for different learning styles.
PART 1: CULTURAL ENERGIZER (30 MIN)
How will you engage the students? This energizer contributes to setting the culture of
the classroom while also connecting the main concepts of lesson plan to the students prior
experiences/knowledge/interests.
Title: Concentric Circles - My Narrative of Migration
STEP
DESCRIPTION
TIME
Step 1
Students will get this assignment out, number off 1 and 2, and form two
concentric circles. The inner circle faces the outside circle. Each student has
somebody they are facing.
Step 2
Step 3
Inner circle moves to the left so every student is facing someone new.
Step 4
Outer circle moves to the left so every student is facing someone new.
Step 5
10
STEP
DESCRIPTION
TIME
Slide/
Step 1
What is racial formation theory and how does it frame the narratives we
just shared?
Slide/
Step 2
What is empire?
Slide/
Step 3
Slide/
Step 4
CRT recognizes that racism is engrained in the fabric and system of the
American society. The individual racist need not exist to note that
institutional racism is pervasive in the dominant culture. This is the
analytical lens that CRT uses in examining existing power structures. CRT
identifies that these power structures are based on white privilege and
white supremacy, which perpetuates the marginalization of people of
color. (UCLA School of Public Affairs, 2011).
5
Slide/
Step 5
Slide/
Step 6
Dialogue: How can you apply the concepts of racial formation theory,
empire, and critical race theory to interpret and analyze the narratives you
shared at the beginning of class?
10
Slide/
Step 7
10
-essentialism
-nonwhite cultural nationalism/separatism
-understanding white privilege
-microaggression
How will the students learn the main concepts while also learning to create community in
their classroom and participate in cultural production? This may include interactive/
multimedia lectures, activities, group interaction, writing, performing, presenting,
project-based work, etc
Title: Human Migration and Resistance Timeline
STEP
DESCRIPTION
TIME
Step 1
Students are given initial instructions for Human Migration and Resistance 5
Timeline activity and are split up into 4 groups.
-Students will be in 4 groups.
-Each group will get a time period to research all relevant activity on
migration and resistance.
Step 2
20
-How was racial identity used as a form of power and control by white
hegemony?
-What exclusionary laws existed?
-What communities of color were targeted? How?
-How were communities of color depicted, through media, policy,
speeches, signage, etc.?
-What are the counter narratives of this time period? How did
communities resist through community organizing, protest, civil
disobedience, policy changes, direct action, etc.?
-What are stories of solidarity?
-How did intersectionality play a role in this time period?
Step 3
10
Step 4
15
Step 5
Students put the projects together into a timeline. Students insert their own
stories (from My Narrative of Migration) into the timeline.
15
Step 6
Students share and debrief. Put up timelines on the walls of the classroom
so it can be displayed in future weeks.
20
Notes
Include Hard or Digital Copies of Background Information, Project Instructions, Tests, Handouts,
Worksheets, and Images.
Worksheet: My Narrative of Migration
What do you know about you/your familys immigration story?
When did you migrate to the U.S.?
Why did you migrate to the U.S.?
When in your life have you experienced migration and/or displacement, and how did it impact you?