Show students The Race Card Project website. Discuss the various ways people connect to identity.
2 Direct Instruction
Go over the instructions with students and give them staggered due dates for each component.
3 Guided Practice
Give students the discussion questions and have them go over them at their tables.
Identity Group Discussion
What defines identity? Most people agree it includes one or more of the following: a shared heritage, a common belief system and a set of similar physical characteristics. What other things do you think it includes?
Is identity something we're born with, something we invent for ourselves, something we're given by others, or a combination of these things?
Should people be allowed to discriminate against others based on their ethnic/religious/ sexual/etc. identities, or should there be laws to prevent it? If so, in what cases?
The United States has been called a "melting pot." What does this mean?
What are the benefits of living with people with different identities?
What are the difficulties?
Throughout history, millions have been abused or killed based on their unique identities. If we could somehow all be the same, would things be easier?
What are some instances in which people have been discriminated against in the past? What lessons can we learn from these instances?
Are people being discriminated against today? Who? By whom? How is this situation similar to situations in the past?
4 Independent Practice
Give students time to work on their journal prompts, Race Card Project entries, and visual components. Help them create their Google Sites and compile the pieces of their projects on their web pages.
Key Standards Supported
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.