Aspects of Culture and Language (Funds of Knowledge)



  1. Examining White privilege, Racial Attitudes, and/or Identities
  2. Uncovering Bias and/or Stereotypes
  3. Discovering Aspects of Culture and Language (Funds of Knowledge)
  4. Examining the History and/or Literature of Minoritized Groups in the U.S.
  5. Latinos
  6. African-Americans
  7. American-Indian/Alaska Natives
  8. Asian/Pacific-Islander Americans
  9. Arab and/or Muslim Americans
  10. LGTBQ Americans
  11. Other approved minoritzed group * ask Dr. V.



  1. Background (25 points)



Theme: (5)


Brief explanation of the unit and purpose of the unit (5)


Essential questions: (5)


Arizona State Standards (5)


Student outcomes (5) – What will students know, understand and be able to do by the end of the unit?)



  1. Lesson Plans (3) (45 points)

Each lesson should have:

** See example below

  1. Anticipatory Set
  2. Purpose

III. Modeling

  1. Guided Practice
  2. Check for understanding
  3. Independent practice.


Each component should be a description of about a paragraph long. DO NOT write pages of explanation. Keep it brief.


Lesson 1: (15)


Lesson 2: (15)


Lesson 3. (15)



  1. Padlet (20 points)

Come up with 10 resources for your unit plan. Ensure that there is a brief description of the resource in each resource post of the Padlet.


  1. Video description/presentation Vidgrid (10 points)

This should be a 2-3 minute explanation of your unit plan





































Unit Plan EXAMPLE: The Riots of 1964 (Social Awareness)

9th grade ELA in Rochester, NY

(By Quiana D. Beasley, 2016)



A.) Background (of Unit Plan) (25 points)

Theme: Uncovering Bias and Stereotypes


Explanation/Purpose: The unit focuses on the theme of “Stereotypes” and acknowledges and incorporates the lives and backgrounds of the inner-city students within the Greater Rochester region of New York State.  All forms of text or media used in this unit plan focus on the history of racial tension in the area, life stories of minority men who have grown up in the area, and originate from authors or situations that may mirror the students’ cultural experiences or personal lives in order to give students a sense of ownership and identity in their learning process. Students will look for opinion, evidence-based claim evidence, analyze text-to-self connections, and text-to-text connections. Students will examine questions in the unit such as: 1) Who am I? What’s my role in my family, school, community, and world? 2) What are stereotypes and how are we affected by them? 3) Who is my neighbor? What do I know about those I see daily? 4)What is fact and what is opinion? 5) How does the media shape our perception? 6) What were the Riots of 1964?? 7) How did events on a national scale effect what transpired locally? 8) What stereotypes did the media perpetuate then and now? 9) Can we change society’s perceptions?

Students will watch the documentary “July ‘64” and complete and discuss answers from discussion guide after completing the mini-unit.


Essential Questions:

  1. What were The Riots of 1964 and how did this event shape my community/our society into its current state?
  2. What stereotypes plague: a) The Riots of 1964? b) Our daily personal lives?



9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


Student outcomes: (What will students know, understand and be able to do by the end of the unit?)

1) Read, discuss, and analyze a variety of informational texts

2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3) Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

4) Create text-to-self and text-to-text connections

5) Decipher fact versus opinion


B.) Lesson examples (15 points)


Lesson 1 of 3: What are stereotypes and how are we affected by them? (50-60 min)

Materials Needed – Chart paper, markers (colored), student journals



  1. Anticipatory Set- (focus) Before students enter, have sheet of chart paper on the front board with the word “STEREOTYPES” written on the top and a space for the definition (to be written later) underneath the word. Have students take a marker and take turns writing one word or draw a small picture that represents what comes to mind when they here that word. Discuss what’s written on the board and then write the dictionary definition in the space provided underneath the word: “a widely held but fixed and oversimplified image or idea of a particular type of person or thing.” Open the floor for any questions about the dictionary definition. Identify perceptions and misconceptions on varying levels; individual, class-wide, school-wide, community-wide, and nation-wide Vocabulary words: STEREOTYPES Skills: brainstorming and group sharing Concepts: The purpose of a ‘class gallery’ as a means of a long term, accessible reference, and to map out thoughts and ideas; stereotypes can be positive or negative and can impact the way people view each other or situations.


  1. Modeling (demonstrate) – Before class, in various areas of the room, put up the other five pieces of chart paper labelled: INDIVIDUAL STEREOTYPES, CLASS-WIDE STEREOTYPES, SCHOOL-WIDE STEREOTYPES, COMMUNITY-WIDE STEREOTYPES, NATION-WIDE STEREOTYPES. Explain to students (as you model the task) that today you want them to write down one stereotype that comes to mind for each topic around the room. You can chart examples such as “thugs wear baggy clothes”, “teachers like smart kids better”, “_______ School is where all the dumb kids go”, “only white kids live in the ‘burbs”, and “Africa is poor”.


III. Guided Practice (follow me) – Explain to students that stereotypes are not always pretty and can be offensive, but that you want them to be respectfully honest when they write the stereotypes they’ve heard or believe no matter how they think the colleagues in their class may receive them. Let students know that stereotypes do not always have to be a negative thing and that they should also think about positive stereotypes to write as well. Allow students several minutes to fill in the charts. When they finish the activity, have students sit down and briefly discuss their thoughts and reactions to the stereotypes given.


  1. Checking For Understanding (CFU) – Journal Reflection


  1. Independent Practice –. Have students take out their journals and write down the Journal Reflection question: What is a stereotype that you personally battle and do you think that you’ve earned that label? Why or why not? Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their responses.


Lesson 2 of 3:  What were the Riots of ’64? (50-60 min)


Materials Needed – Chart Paper, Newspaper article, “A firsthand account of the riots: ‘An eerie, scary feeling’” <>, journals


  1. Anticipatory Set (focus) – Share your journal reflection from the previous lesson. Ask students if any of them would like to share as well and let them know in return they will receive extra participation points for the day. Have students briefly discuss the positive things their neighborhoods and school have going on that the mainstream media does not cover. Once that discussion closes, have students turn their attention to the K-W-L chart at the front of the room titled, “Riots of ‘64” have students fill out what they know and what they want to know about the event. Remind them that we will fill out the 3rd column as we learn new things. If students have very little knowledge of the event, explain to them that this event happened in Rochester, NY over a weekend in July of 1964 and that it started in the Joseph Avenue area and write that in the “K” column. Raise social awareness and analyze a 1st person account from a historical perspective. 1st Person ELA Skills: group-sharing, read-aloud, active reading. Concepts: the critical lens used in a recounting can change the perception of an issue/situation


  1. Modeling (demonstrate) – ‘Before you begin to read the article, explain what it means to be an active reader.’ Tell students that you want them to mark up the margins with questions they may have about what they read and responses to what they read. Tell them to also circle any words that seem unfamiliar to them. Remind them that, as the “experts” they are in this classroom, this will not just be reading to read, but reading to know, understand, and question.


III. Guided Practice (follow me) – Since this will be their first time actively reading in class, read the article in its entirety to the class and make frequent stops to give actual examples of how you interact with the text.


  1. Checking for Understanding (CFU) – Discuss with students what information they have received from hearing this story through a 1st person (a person who is actually in the action and explains what they see) critical lens. Fill that information into the “L” column on the chart. Allow students to also ask any clarifying questions


  1. Independent Practice –. Have students take out their journals and write down the Journal Reflection question: Based off of what you read in the article of the day and what you know about the time period, what could’ve been the starting point of an event that changed the face of our city? Was the riot necessary? Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their response.


Lesson 3 of 3: – How can we change society’s perception of a situation? (50-60 min)


Materials Needed – current day photojournalistic photos, Handouts of pictures from Riots of ’64, journals


  1. Anticipatory Set (focus) – Start the lesson with this quote: “A picture can tell a thousand words, but a few words can change its story.” ― Sebastyne Young. Ask the students to discuss their thoughts on the quote. “What does it mean to you?” “Do you agree/disagree and why?” “Can a picture be read?” Purpose (objective) – Raise social awareness and determine the effects of photojournalism. ANALYZE Skills: group-sharing, read-aloud, active reading Concepts: pictures can tell a story; captions can skew the story


  1. Modeling (demonstrate) – Show the students the three pictures from photojournalistic moments. Ask the students to openly discuss what they see and what they believe is going on in the pictures. Probe further asking them what story these pictures seem to be telling: what races seems to be represented and in which light, which age groups they see etc. After the conversation about the pictures ask the students if they feel like they have now “read” these pictures and why or why not? (quick check for understanding)


III. Guided Practice (follow me) – Explain to students that while a picture is powerful, the use of a simple caption can completely change the original intent of the work. Use the picture of the Muslim women and say, “For instance, while this picture seems to show us a very somber or sad moment, one could very well say ‘Muslim women mourning the government decision to allow for more women’s rights; say it’s too much too soon.’ Does that seem logical? Probably not, but with nothing more than a picture we’re led to trust the caption.” This leads us to today’s activity.


  1. Checking For Understanding (CFU) – Hand out picture packet of photos from the Riots of ’64 and have students create captions based off of their knowledge of the event and targeted toward the African American population. Collect them as a ticket out the door.


  1. Independent Practice – Have students take out their journals and write down the Journal Reflection question: Based off of what you read thus far and the photos you’ve viewed currently which form of media do you think is most honest and why? Support your answer with specifics from what we’ve viewed thus far. Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their response





Helpful Websites to help with assignment.


1) AZ State Standards:

This will give you standards and competencies for each grade in each subject area.

2) Learning for Justice (Formerly Teaching for Tolerance)

This is an awesome resource for teachers. Please use it for ideas and examples only.  Perhaps looking at some lesson plans here will spark ideas for you!

3) Edutopia

This is sort of a “general” source on education.  There are some nice videos, plans, and articles that speak to addressing racism, bias and stereotypes in the classroom.  There are also articles centered on celebrating cultural diversity in the classroom.

4) Teaching for Change

This website give you all sorts of resources as an educator working to eliminate bias and prejudice. It has comprehensive book lists for kids. It also contains articles and publications on teaching about US holidays and history months. This website emphasizes literature quite heavily.

5) Colorin Colorado

Even though this website is mainly for ELL educators, it can be used for all kinds of lessons and as a general teaching resource. As the name infers, its primary focus is related to students and cultures of Hispanic heritage. However, the website also includes other cultures/ethnic groups.

6) PBS Learning Media

Here’s a great resource from PBS full of videos that will show you what teachers are doing in their classrooms and videos that you might want to use to show your students in your own lesson.


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