Lesson Plan 1 PDF

C4 LESSON PLAN TITLE: COUNTERNARRATIVES
IN MIGRATION AND RESISTANCE (WEEK 2)

Guiding Question:
How does Empire, history, policy shape and impact Asian American identity, experience,
and power today?
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:
Definition and Rationale for choosing this word,

CRITICAL
VOCABULARY phrase, or concept
RACIAL
FORMATION
THEORY
CRITICAL RACE
THEORY
Idea for preteaching or frontloading the

concept.
Race is a socially constructed identity, where the

content and importance of racial categories are
determined by social, economic and political forces.
Race is something that is fluid, where "the racial
order is organized and enforced by the continuity
and reciprocity between micro-level and macro-level
of social relations. (Omi and Winant, 1994).
Framework to
understand the
formation of race as a
tool of power and
control by white
hegemony.
Critical Race Theory 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, 2012).
Framework to
understand
counternarratives,
intersectinality, and
essentialism.
Framework to
understand how
institutional racism
and power structures
based on white
privilege and white
supremacy.
EMPIRE
Empire is the context and framework through which we

understand imperialism, colonialism, and globalization.
Empire exists in two ways: a territorial empire of direct
conquest and control with force or (ii) as a coercive,
hegemonic empire of indirect conquest and control with
power,
Framework to
understand hegemony,
imperialism,
colonialism, and
globalization.
COUNTERNARRATIV
ES
The primary sources, personal narratives, and history/

herstories that resist hegemonic master-narratives of
Empire.
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 come to class having completed the My Narrative of

Migration worksheet.
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
When and why did you/your family migrate to the U.S.?
Outer circle shares on this question for 1 minute. Afterwards, switch so

inner circle shares.
Step 3
Inner circle moves to the left so every student is facing someone new.
How did the experience of being an immigrant impact your family?

Inner circle shares on this question for 3 minutes. Afterwards, switch so
outer circle shares.
Step 4
Outer circle moves to the left so every student is facing someone new.
When in your life have you experienced migration and/or displacement,

and how did it impact you personally?
Outer circle shares on this question for 3 minutes. Afterwards, switch so
inner circle shares.
Step 5
Return to seats and debrief highlights of dialogue.
10
PART 2: CRITICAL CONCEPTS (40 MIN)

How will you present the critical concepts to the students: Lecture and dialogue.
Title of Lecture or Keynote/PPT Presentation: Concepts to understand our lives and our
narratives.
STEP
DESCRIPTION
TIME
Slide/
Step 1
What is racial formation theory and how does it frame the narratives we
just shared?
Race as a means of distinguishing one group from another, but more

importantly as a means of power and control.
The dominant culture assigns identity to minority groups as a means of
separating them, diminishing their status, and maintaining control over
them. Through this mechanism of assigning identity, race becomes a
political weapon of white hegemony that has several limiting effects on
the oppressed group:
determines freedom of movement within the society
limits upward mobility from class to class
prohibits or minimizes economic gain
has a psychological impact on how the oppressed individual
perceives themselves and exists within the confines of the limiting
social expectations that have been imposed upon them.
Slide/
Step 2
What is empire?
Slide/
Step 3
Critical Race Theory
Slide/
Step 4
Applications of Critical Race Theory | Counternarratives and

Intersectionality
-Empire exists in two ways: a territorial empire of direct conquest and

control with force or (ii) as a coercive, hegemonic empire of indirect
conquest and control with power,-imperialism - system, policies, practices
of one nation to establish economic/political hegemony over other
countries; highest stage of capitalism white hegemony is a tool of the
U.S. empire
-imperialism - system, policies, practices of one nation to establish
economic/political hegemony over other countries; highest stage of
capitalism
-Framework to understand white hegemony/white supremacy, colonialism,
and certain traits of globalization as tools of empire
2
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
-storytelling/counternarratives - naming ones own reality - using

narrative to illuminate and explore experiences of racial oppression
-critique of liberalism and color blindness
-intersectionality - examination of race, gender identity, class, national
origin, sexual orientation, ability, religion, and age and how their
combination plays out in various settings.
Intersectionality holds that the classical conceptualizations of
oppression within society, such as racism, sexism, classism, ableism,
biphobia, homophobia, transphobia, and belief-based bigotry, do not
act independently of one another. Instead, these forms of oppression
interrelate, creating a system of oppression that reflects the
"intersection" of multiple forms of discrimination
Slide/
Step 5
Additional Applications of Critical Race Theory
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
Dialogue: What roles do counternarratives and intersectionality play in

resisting empire?
10
-essentialism
-nonwhite cultural nationalism/separatism
-understanding white privilege
-microaggression
PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

(85 MIN)
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
Groups get assigned a time period to research:
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
Students use art supplies to create their research on butcher paper.
10
Step 4
Students present their projects to the class.
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
PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE

Connection: How is this relevant to students? How is it relevant to the unit? How do
you bring back to the problem statement in the unit purpose?
This lesson is relevant to students because it requires them to bring their narratives,
identities, and experiences into the content. Students make connections between personal
story, history, and theory. It is relevant to the unit and to the course because it provides
theoretical framework to understand the lesson plans, activities, and assignments that will
come after this. Students also gain an experiential learning experience where they take
ownership in creating an artistic timeline that will be displayed in our classroom.
Assessment: How will the students be assessed?

Students will be assessed by their completion of their My Narrative of Migration
worksheet before class, as well as by their verbal and nonverbal engagement with the
cultural energizer and community production. Students will be assessed by their ability to
apply the concepts from the lecture to their narratives and to the community production.
Evaluation: How will the effectiveness of this lesson plan be evaluated?
This lesson plan is effective if students are engaged and participating in the projects, and
able to apply theoretical concepts to reality (their narratives and history).
_______________________________________________
RESOURCES AND NOTES
Resources
"What Is Critical Race Theory?". UCLA School of Public Affairs. Retrieved 11 March
2012.
Omi, Michael and Howard Winant. Racial Formation in the United States. New York:
Routledge, 1986.
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?

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C4 LESSON PLAN TITLE: COUNTERNARRATIVES

IN MIGRATION AND RESISTANCE (WEEK 2)

Definition and Rationale for choosing this word,

Idea for preteaching or frontloading the

Race is a socially constructed identity, where the

Critical Race Theory recognizes that racism is

Empire is the context and framework through which we

The primary sources, personal narratives, and history/

Students will come to class having completed the My Narrative of

When and why did you/your family migrate to the U.S.?

Outer circle shares on this question for 1 minute. Afterwards, switch so

How did the experience of being an immigrant impact your family?

When in your life have you experienced migration and/or displacement,

Return to seats and debrief highlights of dialogue.

PART 2: CRITICAL CONCEPTS (40 MIN)

Race as a means of distinguishing one group from another, but more

Critical Race Theory

Applications of Critical Race Theory | Counternarratives and

-Empire exists in two ways: a territorial empire of direct conquest and

-storytelling/counternarratives - naming ones own reality - using

Additional Applications of Critical Race Theory

Dialogue: What roles do counternarratives and intersectionality play in

PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

Groups get assigned a time period to research:

Students use art supplies to create their research on butcher paper.

Students present their projects to the class.

PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE

Assessment: How will the students be assessed?

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