Asian Americans Advancing Justice - LA

Building upon the legacy of the Asian Pacific American Legal Center

Unit Plan: ELA – Hate Crimes, Microaggressions

 
GRADE
11-12
SUBJECT
English Language Arts
NUMBER OF LESSONS
10 one-hour class periods
UNIT SUMMARY
This unit exposes students to a conversation around civil rights through the study of two hate crime incidents affecting Asian Americans: Vincent Chin and Joseph Ileto. Through this unit, students will also explore the treatment of Asian Americans and the fight for racial and cultural equality in the United States. They will also discuss discrimination and “microaggressions.” In this unit, students will engage academic vocabulary, critically read and analyze a variety of expository texts, and write an argumentative essay as a culminating task.
CALIFORNIA COMMON CORE STANDARDS ADDRESSED
RI (Reading Standards for Informational Texts grades 9-10)
W (Writing Standards)
SL (Speaking and Listening Standard)
RI 11-12.1 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.
RI 11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI 11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
RI 11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
c.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument presented.
W 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 11-12.5 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.
SL 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LEARNING OBJECTIVES
1. Students will understand and use academic vocabulary in context.
2. Students will use historical context to analyze an informational text’s meaning.
3. Students will synthesize multiple genres of text, for recurring themes, connections and differences.
4. Students will write a strong argumentative essay, backing up claims with specific textual evidence.
5. Students will write clearly, paying attention to organization, audience, format and purpose.
6. Students will use the writing process to develop and improve essays.
7. Students will present and discuss ideas with classmates, based upon an informational text, supporting opinions with textual detail.
ESSENTIAL LEARNING
1. Why have Asian Americans been targets of hate crimes and discrimination?
2. How has the Asian American community responded to these incidents?
3. How has the media portrayed Asian Americans? How have they responded to these incidents?
4. How do discrimination and microaggressions affect minority groups in society?
5. What can be done to prevent further discrimination and hate crimes in our society?
MATERIALS
1. “Academic Vocabulary Hate Crimes Microaggressions” handout (student and teacher versions)
2. “Asian American Hate Crimes: The Lives of Vincent Chin and Joseph Ileto” articles
3. “Essay Rubric Hate Crimes Microaggressions” handout
4. “Microaggressions Slides”
5. “RAFT Essay Prompt Hate Crimes Microaggressions” handout
6. “Reader’s Anticipation Guide Hate Crimes Microaggressions” handout
7. “Tree Map Hate Crimes Microaggressions” graphic organizer handout
8. “Unit Slide ELA Gr 11-12 Hate Crimes Microaggressions"
9. “Unit Plan ELA Gr 11-12 Hate Crimes Microaggressions"
   
Recommended Supplemental Texts:
1. “A Guide to Responding to Microaggressions” article
2. “Detroit News Columnist Trivializes Vincent Chin's Murder and Its Legacy” statement
3. “Ileto family remembers Joseph Ileto, slain 15 years ago” article
4. “Survivors mark 10th anniversary of Granada Hills shooting” article
5. “What we all assume we know about the Vincent Chin case probably isn't so” article
6. “Why Vincent Chin Matters” article
Curriculum Developer:
Anthony Nittle
Lesson Plan: Hate Crimes, Microaggressions >
Curriculum Editor:
Russell Leong
Untold Civil Rights Stories Main Page >

 

 

 

 

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