Work Sample
Multiple Perspectives Lesson Plan: "White Privilege"

I.                   Standards Addressed:

The following lesson plan addresses the NCSS/Minnesota Board of Teaching Standard:

X.                  “Civic Ideals and Practices,” with the performance expectations (b), to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities; (c), to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues – identifying, describing, and evaluating multiple points of view; and (d), to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

II.                Results/Expected Learning Outcome:

The student will be able to:

1.      Access and analyze select Supreme Court briefs, decisions, and dissents on the topic of affirmative action.

2.      Identify how core democratic values are perceived by citizens who support and oppose Affirmative Action issues.

3.      Evaluate arguments supporting and opposing Affirmative Action.

4.      Synthesize civic discussion and participation consistent with the ideals of citizens in a democratic republic concerning the topic of Affirmative Action

III.             Evaluation:

Students will be evaluated based on the following:

1.      Participation in all class and small group discussion

2.      Personal contribution to their group’s preparation for and participation in a mock trial.

IV.              Curriculum:

This lesson in Affirmative Action should be taught in conjunction with course units on civil liberties and the judicial branch in a civics or political science class.

V.                 Instruction:

Day 1:

I.                    Begin class by reflecting on what has previously been covered concerning civil liberties and the judicial branch.  Reiterate how Plessey v. Ferguson legalized segregation following the Civil War and the creation of the 13^th and 14^th Amendments.  58 years later, Brown v. Board of Education overturned Plessey.

II.                 Follow the above reflection with brief lecture on how, historically, educational discrimination was not the only disadvantage experienced by minorities including women.  Inform the students that over the next two days they will be researching and preparing for a debate over Affirmative Action.

·        Historical dates concerning Affirmative Action:  http://www.infoplease.com/spot/affirmativetimeline1.html

III.               To wrap up class, take time to read the following Supreme Court cases in class aloud: 

·        United Steelworkers Union v. Weber  http://www.answers.com/topic/united-steelworkers-of-america-v-weber

·         Wygant v. Jackson Board of Education  http://www.answers.com/topic/wygant-v-jackson-board-of-education

IV.              Take time to ensure throughout the reading that students understand the Court’s rulings.  Ask students to continue to reflect on whether Affirmative Action is a legitimate remedy for the effects of past discrimination or if it is unwarranted reverse discrimination for tomorrow’s class.

Day 2:

I.                    Recap on yesterday’s readings.  Briefly discuss the two main arguments supporting and opposing Affirmative Action (remedy for the effects of generations of discrimination vs. reverse discrimination).

II.                 Inform the class that both those that support and those that oppose Affirmative Action believe they reflect core democratic values.  Identify what core democratic values are (the class should already be familiar with these values from a previous lesson).

·        Outline of Core Democratic Values:  http://www.classroomhelp.com/lessons/cdv/cdv_definition.html

III.               Tell the class that they will be divided up into small groups (of more than two) and be given a position on Affirmative Action to defend in a Mock Trial.  Judges will also come from these groups, as all judges have bias.  Hand out articles that affirm each group’s position and allow them time to use school resources (library and computers) to research their position.

·        Washington Post Special Report:  Provides numerous articles and opinion columns for both positions http://www.washingtonpost.com/wp-srv/politics/special/affirm/affirm.html   

·        President Clinton’s 1995 speech on Affirmative Action:  http://www.washingtonpost.com/wp-srv/politics/special/affirm/docs/clintonspeech.htm

·        More Articles: http://www.nationalcenter.org/AA.html

Day III

I.                    Day III can either be a work day or mock trial day depending on where the class is sitting on their projects.

II.                 The mock trial will either be run on day III or IV.  Small groups with the same positions will be brought together to form the two opposing sides.  The two groups will be given ten to fifteen minutes to organize their arguments.

III.               Each group will have five minutes to present their opening arguments (a coin toss will determine who begins).  Following opening arguments, the first team will have 5 minutes to rebuff, followed by the second team.  This process can continue over several rounds if so long as new information continues to be brought up.  At the end of the debate, judges will have time to ask questions from each group before taking the time to deliberate.  Judges may return with their opinion(s) the following day before the beginning of a new lesson.

IV.              Process the results of the mock trial and conclusions of each group.

VI.       Questions:

1.      (knowledge)  What is Affirmative Action?

2.      (Comprehension)  What do people support A.A.?  Oppose?

3.      (Application)  What are some examples of how A.A. helped remedy centuries of discrimination?  What are some examples of how it has “promoted” reverse discrimination?

4.      (Synthesis)  Are some methods of Affirmative Action more effective in promoting equality than others?

5.      (Evaluation)  What is your position on A.A. and why?