Diversity Integrated Thematic Unit |
social justice & equity
Anti-Bias Learning Plan
Educational environments that reflect the rich diversity of the community, nation and world assist in opening students' minds and actively engaging them in their learning. Research has shown that prejudice is countered when educational environments foster critical thinking, empathy development and positive self-esteem in students. See the downloadable checklist to the right for some criteria for creating positive, anti-bias environments where respect for diversity is taught, modeled, and experienced firsthand and celebrated.
#1: Identify Stereotyping and the Costs to Society
Domain: Diversity
Anchor Standard #DI.7 - Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Grade level: 9-12
Outcome: DI.9-12.7 - Students will have the language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Explanation of how you would implement the lesson in your class: In anatomy and physiology students will take their new knowledge about brain development, endocrine system (hormones), skeletal structures in different genders/ races, genetic variation and mutation, etc. to dispel stereotyping and celebrate diversity.
(This lesson will serve as a reflection of the ITU unit)
Anchor Standard #DI.7 - Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Grade level: 9-12
Outcome: DI.9-12.7 - Students will have the language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Explanation of how you would implement the lesson in your class: In anatomy and physiology students will take their new knowledge about brain development, endocrine system (hormones), skeletal structures in different genders/ races, genetic variation and mutation, etc. to dispel stereotyping and celebrate diversity.
(This lesson will serve as a reflection of the ITU unit)
#2: Form an Identity that Stays True to YOU!
Domain: Identity
Anchor standard: Identity #3 - Students will know that their group identities and the intersection of those identities create unique aspects of who they are and that is true for other people too.
Grade level: 9-12
Outcome: Students will understand the multiple facets of their identities, know where those traits come from, and feel comfortable being themselves in a diversity of settings. Being different is "like a part-time job" and that's okay!
Explanation of how you would implement the lesson in your class: We would implement this lesson at the beginning of the school year. It is a good way to get students going for the year and for us to get to know how they view themselves and others right off the bat. We could show the video about Sandra and how she talks to her peers about why she doesn't conform to societal gender norms. From there, we can have the students write from Sandra's perspective to really understand her thinking. Writing is such a powerful tool but we feel many students have a hard time writing about themselves. Giving them the chance to write about someone else's experiences and perceptions allows them to see where they connect with Sandra and where they feel a disconnection. This lesson will get our students thinking about themselves, how they have come to be who they are, and what shapes who we are. We think that this will also be a good way to begin a foundation for our classroom community.
(This lesson will serve as a precursor of the ITU unit)
Anchor standard: Identity #3 - Students will know that their group identities and the intersection of those identities create unique aspects of who they are and that is true for other people too.
Grade level: 9-12
Outcome: Students will understand the multiple facets of their identities, know where those traits come from, and feel comfortable being themselves in a diversity of settings. Being different is "like a part-time job" and that's okay!
Explanation of how you would implement the lesson in your class: We would implement this lesson at the beginning of the school year. It is a good way to get students going for the year and for us to get to know how they view themselves and others right off the bat. We could show the video about Sandra and how she talks to her peers about why she doesn't conform to societal gender norms. From there, we can have the students write from Sandra's perspective to really understand her thinking. Writing is such a powerful tool but we feel many students have a hard time writing about themselves. Giving them the chance to write about someone else's experiences and perceptions allows them to see where they connect with Sandra and where they feel a disconnection. This lesson will get our students thinking about themselves, how they have come to be who they are, and what shapes who we are. We think that this will also be a good way to begin a foundation for our classroom community.
(This lesson will serve as a precursor of the ITU unit)