Unit+3+Scheme+of+Work

- develop and defend opinions regarding issues related to prejudice and discrimination - analyze the effect of the media on stereotypes that we have of different minority groups
 * __UNIT 3 : Prejudice and Discrimination, 6 weeks __**
 * **Unit Objectives ** ||


 * A Class Divided Video **
 * 1) Conversation questions.
 * 2) Watch video.
 * 3) Answer questions about video and discuss as class.


 * Experiential Discrimination Activity **
 * 1) Brainstorm reasons why someone might be discriminated against for a job.
 * 2) Hand out cards in which students are put in position of a decision-maker in situations involving hiring discrimination (a deaf person, an old person, a person who wears a religious head scarf, etc.)
 * 3) Students discuss responses in groups.
 * 4) Extension—Do these things happen in Mexico?


 * Abercrombie and Fitch Discrimination Case **
 * 1) Show students pictures of Abercrombie and Fitch models. They brainstorm words that come to mind and write them on board. Repeat exercise of picture of woman with head scarf who brought a lawsuit against A and F for discrimination (don’t tell students yet who she is)
 * 2) Tell students who woman is. Explain outline of case. Ask for prediction of whether A and F won or lost case.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read article about case and answer questions.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review answers as a class. Discuss whether students were surprised by decision? Would it be the same in Mexico? Why or why not?


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“White Privilege” by Macklemore **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students do listen to song and do exercises.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss for message and what white privilege is.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss cultural appropriation. Does American cultural appropriation happen in Mexico or vice-versa?


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Unpacking the Invisible Knapsack by Peggy McIntosh **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read article excerpt from “Unpacking the Invisible Knapsack”.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Answer questions and discuss.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students make a list of privileges for men or another group that they think has privilege in general or in Mexico, in particular.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mexican Privilege survey **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students discuss whether privilege exists in Mexico.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">They create surveys asking questions about topic to other people.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">They create a poster showing results and then, in a mingle activity, talk with different people about their findings.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Oral Presentations **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groups prepare and present presentations on a discrimination topic: disability, race, religion, nationality, or sexuality.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Brochure (Homework) **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students write a brochure (one of IB writing forms) about one of the discrimination topics. Go over form and message of a brochure.