Case Study #1
Restorative Circle and Definitions Gr. 4
DAY
1
What to Expect: Today’s Lesson
Warm Up
Questions
Vocabulary
Exit Ticket
Key definitions, learning target, check-in
Questions to get you thinking about identity
Putting our key definitions into context
Wrap-up
We can identify and discuss examples of racism, segregation, and antiracism to help us better understand history, recognize unfairness, and learn how people can work together to make their communities more safe, kind, and fair.
SECTION ONE: WARM UP
Learning Target
4.4e Citizens of the State of New York have responsibilities that help their nation, their state, and their local communities function.
S.S. Practice: Civic Participation -- Demonstrate respect for the rights of others in discussions and classroom debates regardless of whether one agrees with the other viewpoint. NYS Culturally Responsive Framework Reflect, honor, value, and center various identity perspectives as assets in policies and practices |
Check-In
SECTION ONE: WARM UP
Show the class with your fingers which number ‘duck’ represents how you’re feeling today?
Questions
SECTION ONE: WARM UP
Group Norms
Our Community is SAFE, KIND, and FAIR
“Not everything that is faced can be changed. But nothing can be changed until it is faced.” –James Baldwin
What do you know or wonder about racism?
Round One:
Circle Agreements
SECTION TWO: QUESTIONS
What do you know or wonder about segregation?
Round Two:
Circle Agreements
Circle Agreements
SECTION TWO: QUESTIONS
Vocabulary
Key Definitions to Consider
Antiracist (adj.)
Racist Policy (noun)
Racist (adj.)
Acting and believing that racial groups are equals; actively resisting racism.
Any rule or law that creates or keeps inequity between racial groups.
i.e. Segregation is a racist policy that separates people based on appearance
Supporting ideas, rules, practices, and laws that believe one racial group is superior through actions or inaction
SECTION ONE: WARM UP
Antiracist (adj.)
Use your own words to define:
Howard Coles demonstrated this action from the 1930s to the 1990s when he fought against segregation in Rochester by writing articles in his newspaper, protesting, and advocating for laws and policies that would allow black people to buy houses just like white people were allowed to.
Mrs. Harper Sibley demonstrated this action when she fought housing discrimination with Howard Coles at the NAACP and allied with Coles to start his newspaper.
EXAMPLE:
SECTION THREE: VOCABULARY TO CONSIDER
Sibley
Coles
Racist (adj.)
Use your own words to define:
Grafton Johnson was a wealthy real estate developer in Rochester. He demonstrated this action in his business when in the 1920s and 1930s he helped build thousands of homes in Rochester’s suburbs that had a rule in their deed that they could not be sold to Black people. Researchers have found that every town in Monroe County has houses with these whites only rules still on their deeds. This map shows where they are in Monroe County, NY.
EXAMPLE:
SECTION THREE: VOCABULARY TO CONSIDER
Racist Policy (noun)
Use your own words to define:
This picture is an example of a racist policy. Laws existed in the United States which prevented many Black and other people of color from gaining employment.
EXAMPLE:
SECTION THREE: VOCABULARY TO CONSIDER
Exit Ticket
Antiracist (adj.)
Racist (adj.)
Racist �Policy
SECTION FOUR: EXIT TICKET
Image Bank
Word Bank
Matching
Match one image from the bank to one of the words in the word bank.
Next, ask yourself the questions in the ‘questions’ column to put today’s lesson into perspective.
Law that created separate water fountains for white and black people
Kids protesting
Parents protesting against black and white students attending the same schools in Rochester
What does this quote from the President Obama mean to you?
What zone are you in?
SEL: OPTIMISTIC CLOSURE
Zones of Regulation What zone are you in? | |||
Blue Zone | Green Zone | Yellow Zone | Red Zone |
Bored | Happy | Excited | Upset |
Tired | Positive | Worried | Angry |
Sad | Thankful | Nervous | Aggressive |
Depressed | Proud | Confused | Mad |
Shy | Calm | Embarrassed | Terrified |
“Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.” —President Barack Obama
We can identify and discuss examples of racism, segregation, and antiracism to help us better understand history, recognize unfairness, and learn how people can work together to make their communities more safe, kind, and fair.
SECTION ONE: WARM UP
Learning Target
4.4e Citizens of the State of New York have responsibilities that help their nation, their state, and their local communities function.
S.S. Practice: Civic Participation -- Demonstrate respect for the rights of others in discussions and classroom debates regardless of whether one agrees with the other viewpoint. NYS Culturally Responsive Framework Reflect, honor, value, and center various identity perspectives as assets in policies and practices |
Let’s visualize the ongoing cycle of racism as a moving walkway at the airport.
VOCABULARY TO CONSIDER: Extension