S T U D E N T G U I D E

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How Images Change Our Race Bias

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Does the author make a convincing case that attitudes about race can be relearned?

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Table of Contents

Vocabulary Building

• Map a Word

Direct Instruction Guide

• Cornell Notes: Central Ideas

STEP 1: Connect

• Finding Your Purpose for Learning
• Think-Pair-Share

STEP 2: Read

• Pause and Reflect
• Test Prep Strategy: Context Clues (Optional)

STEP 3: Engage with the Text

• Highlight and Annotate

STEP 4: Summarize

• Write a Summary

STEP 5: Build an Argument

• Collaborate: Share your argument builder

STEP 6: Create your CERCA

• Peer Editing Activity
• Writing Reflection

Throughout the guide, look for the laptop icon to find steps to complete online!

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Optional Extensions

• Inquiry to Research: Asking Questions of the Texts
• Inquiry to Research: “Black Panther”
• Socratic Discussion: Listening and Speaking in a Socratic Discussion
• Socratic Discussion: Calling Peers and Members of the Community Into Discussion

SYNONYM (SIMILAR OR LIKE WORD)

ANTONYM (OPPOSITE WORD)

PICTURE OF�VOCABULARY WORD

SENTENCE USING VOCABULARY WORD

VOCABULARY WORD

PART OF SPEECH

V O C A B U L A R Y B U I L D I N G

Map a Word

Choose a word from the vocabulary list that is linked in the lesson. Write the word in the box below. Then fill in the other boxes on this page.

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Completing this process will help the word "stick" in your memory!

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Making Arguments About Central Ideas

Take notes on the lesson using the organizer below:

Watch the Direct Instruction lesson at learn.thinkcerca.com

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D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Making Arguments About Central Ideas (continued)

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

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Record your summary here:

S T E P 1 : C O N N E C T

Finding Your Purpose for Learning

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When you've finished reading the overview, answer the following questions in the space below:

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What more would you like to learn about racial bias, the power of media, and how popular culture shapes our viewpoints and perspectives?

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Read the Topic Overview provided at learn.thinkcerca.com

S T E P 1 : C O N N E C T

Think-Pair-Share

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1. Think: On your own, think about your experiences related to the topic.

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• Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.

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• Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

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Complete the writing activity in Step 1: Connect at learn.thinkcerca.com

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S T E P 2 : R E A D

Pause and Reflect

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When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.

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Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

Read the text for this lesson at learn.thinkcerca.com

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S T E P 2 : R E A D

Test Prep Strategy: Context Clues

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Sometimes, the meaning of a word in a passage isn’t immediately clear. When this is the case, you can examine phrases surrounding the unknown word to put the new or unfamiliar word in context and determine its meaning.

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Practice this strategy. Review the highlighted vocabulary in the passage and predict what you think each term means based on context. Then, use the dictionary tool to confirm your understanding, by clicking to review its definition.

Refer to the reading and vocabulary for this lesson at learn.thinkcerca.com.

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S T E P 3 : E N G A G E W I T H T H E T E X T

Highlight and Annotate

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In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

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1. Read the text again, highlighting and annotating important details. Follow the prompts provided.

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The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning you may include in your final draft.

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Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.

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S T E P 4 : S U M M A R I Z E

Write a Summary

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Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

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Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

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1. ��Use the sentence stems provided to summarize the text.

Your summary should:

• Be brief
• Include the main idea and key details
• Represent these ideas fairly and accurately �
• If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Step 4: Summarize.

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S T E P 5 : B U I L D A N A R G U M E N T

Collaborate: Share your Argument Builder

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When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.

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Complete Step 5 to begin building your argument at learn.thinkcerca.com

S T E P 6 : C R E A T E Y O U R C E R C A

Peer Editing Activity

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1. Do a self-assessment of your CERCA. Use the online Rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
2. Next, collaborate with a peer or peers to read each other’s drafts. Again, use the Rubric to evaluate each other’s work.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete Step 6 to create your CERCA at learn.thinkcerca.com

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S T E P 6 : C R E A T E Y O U R C E R C A

Writing Reflection

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Optional Extensions

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The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts (continued)

Use the table below to record questions about the text you read.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Research: “Black Panther”

Background:

As the article indicates, the 2018 film Black Panther was acclaimed by many as creating, “a bountiful realm of invigorating messages and restorative images.” Revisit the movie, and embark on an analysis of the language of film reviews and reception surrounding it.

Research

Locate two movie reviews of Black Panther from the time of its release in 2018. Read the reviews, and note the following:

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• Where and when was the review published?
• Who wrote the review?
• What does the reviewer say about the film? How would you describe their opinion of it?
• Does the reviewer mention racial representation? If so, in what terms?
• Does the reviewer note the implications of Black Panther on the film industry at large? If so, what do they say?

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Compare and contrast the two reviews. What common features of the film do they celebrate? What’s unique to each? Share and compare your findings with that of a peer.

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O P T I O N A L E X T E N S I O N : S O C R A T I C D I S C U S S I O N

Listening and Speaking in a Socratic Discussion

If possible, first review the Socratic Discussion lesson at learn.thinkcerca.com.

1. Arrange the group (in-person or virtual) so that all people can see one another.
2. Choose a person to lead the discussion. The discussion leader will ask a central question about the reading, like, “How are people’s experiences affected by others’ perceptions of their culture?” or “What are the main reasons why people immigrate?”
3. Develop your response to this big question by asking more questions. Ask questions about common beliefs about the topic. Use the discussion as an opportunity to clarify and better understand the big question.
• You can also rephrase or tell back the information you have heard from others. This way, you can confirm your understanding and participate in the discussion, even if you don’t have a specific question.

Other questions you can ask your peers include:

• Can you say more about that?
• What part of the text connects with that idea?
• What do you think of [ ]’s point?
• I agree with you because [ ].
• I disagree with the part where you said [ ] because [ ].
• Listen and take notes throughout the discussion. This will allow you to agree, disagree, clarify, and build on ideas!
• Remember: this is a discussion, not a debate! Listen, collaborate, and learn with your peers.

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O P T I O N A L E X T E N S I O N : S O C R A T I C D I S C U S S I O N

Calling Peers and Members of the Community Into Discussion

You might wonder what to do when a participant’s comments have a negative impact on others. Here are some strategies for how you can use your words to have a positive impact in these situations.

How to call people in, instead of calling them out:

• Start with helping people you know understand how their own expressions and the media they consume might impact others.
• Think of calling in as helping the other person grow. By pointing out a blind spot, the other person can revisit their perspective in a new and productive way.
• Sometimes the skills we have in expressing our thoughts lag behind the expectations peers have of what we need to engage effectively with others. This method allows us all to enter dialogue with the mindset that everyone can grow.

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O P T I O N A L E X T E N S I O N : S O C R A T I C D I S C U S S I O N

Calling Peers and Members of the Community Into Discussion (Continued)

Try these sentence starters for cooling a dialogue down instead of heating it up.

• I am going to ask everyone to take a pause for a moment, because I want to give people time to process what just happened.
• I am going to ask everyone to pause to give everyone a chance to consider how this dialogue might go in a better direction.
• When you posted/said/liked that..., I reacted. It made me feel uncomfortable because ...and I don’t think you intended that... Tell me more about the concern you expressed.
• I want to understand it so we can get to a better place. You may not be the only person feeling that concern, but others may not understand it fully.
• The way you phrased that, whether you intended it or not sounds a little heated. Is there a way we could cool those words off a little to make it easier to talk about those same concerns?
• You pointed out two ways for this to go. Can you help me think of at least a third possible way that could potentially be better for everyone involved? Where everyone’s concerns are addressed? Something mutually agreeable and doable?

If you are concerned that participants need help facilitating a particularly challenging discussion, let a trusted advocate, such as a teacher, a parent, or another adult know your concerns.

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O P T I O N A L E X T E N S I O N : S O C R A T I C D I S C U S S I O N

Socratic Discussion (continued)

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