Grades 6 through 8

Life Issues curriculum can readily fit most middle grade classes.  These issues include immigration/immigrant rights and racial injustice.  Teachers can employ prevention content emphasizing the risks of alcohol, tobacco and other drugs, bullying and other problems.  They can use creative curriculum design and strategies including group projects, reports and discussions.

Christina McGrath, an 8th grade teacher working in the Uptown area of Chicago, designed curriculum that can be employed in a social studies or language arts class focusing on the the issue of stereotyping and racism


Class & Grade Level: 
English language arts 8th grade

Lesson topic/title: 
Identify/stereotypes

CONTEXT

Who are the learners in this classroom? 
8th grade general Ed

What describes them as a group and also makes them unique as individuals? 
They are a group of students who attend a school in Uptown. They each come from very distinct African or middle eastern backgrounds.

What life issue(s) will you incorporate into the class lesson(s)?  
Stereotypes/racism

Why have you selected this life issue(s)? 
I have selected this life issue because this is something that my students deal with on a daily basis.

What academic, personal, cultural, and/or community assets do students bring to this lesson? 
My students are passionate, young activists who experience racism on a daily basis. They live in Uptown, Chicago, where they experience so many different cultures, but do not take the time to learn about them.

RATIONALE

Why are you teaching this life issues lesson in this way, at this time, to this group of students? 
I have chosen this topic because, unfortunately, this is my students’ reality. They are faced with racism, stereotypes, and identity crisis daily. They are even guilty of making inappropriate comments towards students of different backgrounds. It is essential that they take the time to learn about identity, stereotypes and how to combat racism.

How does this lesson relate to the overall curriculum in this content area, at this grade level, and in this instructional unit? 
This lesson is directly related to our schools curriculum, which focuses on activism and when it is right to take a stand. Through their novel study of the story, “Does my Head Look Big in This?” Students will be able to complete this activity.

ACTIVITIES/STANDARDS/ASSESSMENT

How will activities and assignments related to the life issues curriculum of your class meet state common core standards?

Indicate each real life lesson activity/assignment, the CCSS or other standards met by each activity/assignment, and the assessment of each activity/assignment (indicate if the assessment is formative or summative). 

Standards: CCSS. ELA.8.8, 8.7, 8.9 You become the expert! Research activity-divide students into three groups. Assign one of the following research topic a to each group. Each group researches and becomes an expert on their topic. At the conclusion of activity, each group will take turns teaching the class about their topic. assessment- research presentation (formative) Standards: CCSS.ELA RL.8.10 CCSS.ELA.SL-8.1,8.3,8.4 Class Debate: this task involves the whole class through discussing and brainstorming ideas and concepts that have been raised in the book. In chapter 3 Amal makes a list of all the reasons why she should wear the hijab. Discuss with the class what they would have done if they had been in Amal’s position. Divide the class into 2 groups for a class debate. Choose two students to be adjudicators. Topic: should Amal wear the hijab to school? Assessment: (formative) imagine you are Amal and have gone to Chadstone shopping mall, as Amal does in chapter 3. Write a letter to the editor of your local newspaper, describing what it feels like to walk around. How do people react when they see you in the hijab? Standards: RL.8.2 Performance Task/ Essay Question (formative) Does my head look big in this discovers the true meaning of identity and tackles so many issues our modern world faces, such as stereotypes. In the essay discuss the importance of identity and how it shapes ones journey, referring to Amal’s journey give specific examples and explain how these examples shaped her identity.

EVIDENCE BASED PREVENTION STRATEGIES
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Indicate which of the five evidence based prevention strategies you will incorporate into the class and how the strategy(ies) will be incorporated into the lesson(s). Refer to the online module discussion of evidence based prevention strategies if needed.

AT THE COMMUNITY LEVEL: 1. Involving Students in Community Prevention 
Students will consider their community, and discuss how Amal’s story would occur where they live.

AT THE LEVEL OF SOCIAL INTERACTION: 2. Promoting pro-social norms 
Students will debate Amal’s decision to wear the hijab. They will discuss in small groups their research topics, which they will share whole class.

AT THE LEVEL OF SOCIAL INTERACTION: 3. Correcting misperceptions of norms 
Students will conduct a debate, deciding whether it is okay that Amal wears her hijab. Breaking the norm.

AT THE INDIVIDUAL LEVEL 4. Increasing perceptions of personal risk 
Students will write an essay in which they reflect on stereotypes and stigma. They will address their own identity.

AT THE INDIVIDUAL LEVEL 5. Developing or enhancing life skills 
Students will write an essay in which they reflect on stereotypes and stigma. They will address their own identity.

SERVICE LEARNING 

What community or school based service learning activities would reinforce student learning and growth (e.g. work with community groups, presentations on the life issue to younger students, in school assemblies, etc.)?

Students will present their ideas to younger classes. Providing younger students with an understanding of identity and standing up for your beliefs.

Materials needed

List here materials and technology needed for the lesson. 
Chrome books, novels

Procedures/Times

Give specific descriptions of who is doing what and for how long in each step of the lesson; use terminology such as introductory activity, pre-assessment, modeling, guided practice, checking for understanding, independent practice, closure). 

Introductory Activity: 35 min Modeling/Guided Practice:45 min Independent: 30


 Free 5 CPDU online workshop through Northeastern Illinois University’s College of Education
 
Integrate pressing life issues into classes across the curriculum to effectively engage students in learning and support social emotional growth
 
CLICK HERE to access the online workshop
 
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