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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Racism and Discrimination

    • Grade 10
    • Language Arts
    Kinkora Regional High School
    Kinkora, PE, C0B 1N0
    Telephone: 887-2424
    Fax: 887-7381
    Website:

    Teachers:
    Jacqueline Reeves, English Teacher
    Pam Shaw, Teacher-Librarian (shawp@kinkora.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Racism Learning Stations

    Introduction
    (Curriculum Context - Background Information)

    This activity was designed to assess student knowledge about racism and discrimination. Because students engage in quite a lot of class discussion and activities in grade 9, both in Social Studies as well as English Language Arts, a certain amount of prior knowledge (about racism and discrimination) was assumed. The teachers were not disappointed. The choice of the novel, "To Kill A Mockingbird," presupposes that students have a clear understanding of the concept of racism. Therefore, students completed the resource-based learning activities before actually reading the novel. Following the reading of the novel (in class) the students were expected to complete a project based on some aspect of the novel (see project outline for suggested topics).

    Since Prince Edward Island is quite a homogeneous society (with few "visible minorities") it is important to find strategies to connect with their own personal, local experiences. The novel is set in another place and time and the teachers have to recognize the students' need to "connect" with the topic of racism and discrimination at a more personal level. In 1999 three examples have occurred at the local, regional and national levels. All of these examples have led to discussion about racism and discrimination in a place (the province, the region and the country) that usually prides itself in welcoming diversity and promoting tolerance. It is suggested that teachers should use these and other examples to encourage their students to think critically and to become more aware of racism and discrimination in our midst.


    General Goals
    (Why are we doing this?)

    To have students reflect on their own knowledge and personal beliefs about discrimination and racism.

    To expand student awareness of discrimination and racism by building on their prior knowledge.

    To have students' actions reflect their changing attitudes and beliefs.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 10
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)
  • Gathering Information Stage

    GRADE LEVEL: 10
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating (3)

  • GRADE LEVEL: 10
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • research, in systematic ways, specific information from a variety of sources
    -- select appropriate information to meet the requirements of a learning task
    -- analyse and evaluate the chosen information (1)

  • GRADE LEVEL: 10
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond to the texts they are reading and viewing by questioning, connecting, evaluating, and extending (2)
  • Interacting With Information Stage

    GRADE LEVEL: 10
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • present a personal viewpoint to a group of listeners, interpret their responses, and take others' ideas into account when explaining their positions (3)
  • listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas (4)
  • Creating New Information Stage

    GRADE LEVEL: 10
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)

  • GRADE LEVEL: 10
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • experiment with the use of technology in communicating for a range of purposes (3)
  • demonstrate commitment to crafting pieces of writing and other representations (4)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 10
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Racism and Discrimination

    • Chicken Soup for the Teenage Soul (Volume One), Canfield, J.,
    • The Flood, Ascher, Carol,
    • The Chinese in Canada, Tan, Jin and P.E. Roy,
    • Students Against Racism, The National Milton Acorn Festival Anti-Racism Competition,

    Print - Articles About Racism and Discrimination

    • "Trials and Triumphs: The Story of African Canadians," Hill, Lawrence, MacLeans Magazine (July 13, 1998),
    • "A Hateful Cause," The Guardian, October 9, 1999,

    Audio/Visual

    • Justice Denied: The Law Versus Donald Marshall, (Videocassette)
    • We Shall Be Free (Sound recording by Garth Brooks & Stephanie Davis), (Audio cassette)

    Electronic - Websites

    Show Me The Implementation Plan

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