surrounding
race in our
classroom help
us?
Having a bias is NOT a bad thing! We ALL have them and theyCANNOT be avoided!
What is bad:
1. pretending like you have no bias; 2. not acknowledging the effect
your bias might have on the way your read and internalize information; 3. not acknowledging the way
your bias might affect how you choose to interact with others; 4. not actively seeking out
ways to better inform your bias or
78 1. As you read, do so with a sense of
openness. You may agree or disagree with the themes, but don't worry about that initially. Instead, think about what is happening to you as you engage with the text. 2. Answer the following questions about
each text:
a. What do I notice, appreciate, and/or wonder about the reading? What about my history/background draws me to these parts of the reading? b. What definitions, principles, or theories
do I hold that are shaping my understandings of these ideas, questions, or issues? c. What do I think is the bias of this reading? d. How do my implicit biases affect
how I internalize the information presented in
the reading?
e. Did you learn or realize anything new while studying this poem? Poetry Analysis
In your group, read and analyze one of the two
provided poems.
Rodney Gomez
79 Week 1, Day 2: Framing Continued [75 minute class period]
Broad Topic:
Framing and Rules for Discussion and Engagement
Questions to Consider:
1. How can I participate in discussions about race and identity in a respectful, productive way?
2. What is the appropriate terminology for various racial groups?
3. How well can I analyze a piece of poetry to identify racial themes?
Objectives (SWBAT):
★ ...articulate ground rules that help establish our classroom as a brave space where discussions about race and identity can take place in a respectful, productive way; ★ ...develop an understanding of
appropriate terminology for various racial groups;
★ ...participate in a pre-assessment that evaluates their ability to identify racial themes in a work of poetry.
Materials Needed:
1. Poetry Unit Pre-Assessment (prints for each student)
2. White Board and Markers
3. Brave Space Discussion Questions PowerPoint
4. Terminology Handout (prints for each student)
5. Digital copy of The Kid Next To Me At The 7pm Showing Of The Avengers Has A Toy Gun By Ashley M. Jones (post for end of class discussion)
GETTING STARTED:
Pre-Assessment - 30 minutes
● Administer the Poetry Unit Pre-Assessment.7 Students complete the assessment to the
best of their ability within the allotted time frame.
○ Emphasize that this is a pre-test meant to help the instructor gain a firm
understanding of where students sit with regards to identifying racial themes in a work of poetry.
○ The assessment is graded for completion only, but students should devote their best efforts.
DISCUSSION: Review - 10 minutes
● Invite students to share final thoughts about the previous day’s discussion on implicit bias and the poems.
● Ask:
7 “The goal of the pre-assessment is to learn about what themes students see in the poem. Perhaps they don’t
recognize the racial implications or feel like discussion issues of race in their initial responses, that is okay. Students will be assessed on their ability to provide evidence for their findings by using the poem to support their opinions” (58).
80 ○ Why are we using poetry to help us discuss race and identity?
○ In what ways can poetry help us learn more about other races and ethnicities? Rules for Discussion and Engagement - 20 minutes
● Remind students that Race Talk can be difficult and help them understand why8.
○ Race as a Taboo topic;
○ Media portrayals of racial groups; ○ Implicit Bias;
○ Fears.
● Tell students that the classroom should be a “Brave Space”9 where students feel that
they can share their ideas and thoughts in a generous environment. ● Small Groups:
○ Put students in groups of 3 - 5 and have students discuss the following questions:
■ How can our classroom be a Brave Space? ■ What does the term Brave Space mean to you? ■ What is a generous environment?
■ How can the instructor and students in our classroom be generous with each other?
○ Groups then come up with a list of ground rules for establishing the classroom as a Brave Space where thoughts and ideas can be shared in a generous
environment
● Come back together as a full class and have groups share what they discussed ○ Give each group the opportunity to share
○ Write student answers on the board
○ Work together with the students to establish 5 or so ground rules for discussion in the classroom.
○ Give students opportunities to vote and discuss the rules.
○ After class, print the ground rules on a poster that can be posted in the classroom for the duration of the unit.
LECTURE:
Terminology - 5 minutes
● Briefly discuss the terms students will hear in the class;
● Provide the appropriate terminology for students when discussing various races and racial issues.
○ Write terms on board and discuss them as a class; ○ Allow students to provide and discuss terms as well.
● Give each student a copy of the Terminology Handout after talking to students about
8
“Honest race talk is one of the most powerful means to dispel stereotypes and biases, to increase racial literacy and critical consciousness about race issues, to decrease fear of differences, to broaden one’s horizons, to increase compassion and empathy, to increase appreciation of all colors and cultures, and to enhance a greater sense of belonging and connectedness” (Race Talk, x ).
9
Brave spaces “foster respectful but challenging dialogue in the classroom” where “students are willing to ‘risk honesty’ so that an authentic exchange of ideas becomes possible (Ali 6). When teachers choose to acknowledge cultural diversity or engage students in race talk, the idea of the classroom as a safe, harmonious place is challenged. It is difficult for teachers and students to “fully grasp the idea that recognition of differenced might also require of us a willingness to see the classroom change, to allow for shifts in relations between students” (Transgress 30).
81 the terms.
● Students can reference the Terminology Handout 10throughout the unit to help gain a
better understanding of concepts being discussed in class
IF TIME:
Pre-Assessment Poem Discussion - 5 minutes
● Look at the poem used in the pre-assessment. Have students articulate their initial thoughts about the poem. Invite students to Rhetorically Listen to each other as they express their ideas and thoughts about the poem.
○ Post the Poem for all students to look at
■ The Kid Next To Me At The 7pm Showing Of The Avengers Has A Toy Gun By Ashley M. Jones
NEXT CLASS:
Homework, Reflective Writing:
● What is my role in creating a Brave Space where thoughts and ideas can be shared in a generous environment?
● What is the difference between a Brave Space and a Safe Space? In-Class Topics:
● Introduce Poetry Portfolio; ● Identity;
● Environment; ● Stereotypes
10Students will be able to use the Terminology Handout throughout the unit to help them better understand the themes discussed during the
82