Our group focused on a small town, middle to lower class, rural setting. The students would be of average intelligence and physical ability. We based our presentation on the small town, because there are little ethnic variations within school districts. This can present a problem, because children don’t know how to respond to different ethnic groups, therefore, causing unintentional discrimination/segregation.
Our teaching strategy of student centered role playing will be used during a 4th grade social studies lesson, in which we are discussing discrimination and segregation. The children are at the tender age of 9 and 10, and they can relate this activity to things that are ...view middle of the document...
They have also had limited exposure to people with physical and emotional disabilities. Because the fourth graders haven’t had opportunities to develop an understanding of the limitations that other ethnicities face or have faced, they have a limited macro system. Since these students are on track physically, their motor skills are becoming more fine-tuned. Their improved fine motor skills allow them to have better control of their handwriting. They can now write in cursive, so our students practice these skills on a daily basis. In regards to the social/emotional domain, students’ limited exposure to minorities create a narrow sense of understanding for diversity. They are surrounded by familiarity, which keeps them sheltered and unaware of the bigger world around them.
Our students are developing self-understanding and perspective taking. Many of the students have formed unintentional judgments against minorities. Since children are trying to find their niche at this age, it is good for them to understand how minorities felt while dealing with self-discovery and discrimination. According to Kohlberg’s theory, 4th graders adopt the moral standards of their parents, which are students have done. Our students are learning to develop an inner voice, or a voice of morality, that is true to them. In regards to the cognitive aspects within our scenario, the students are able to think critically and more conceptually. They can process and communicate information more effectively than in early childhood. The cognitive advances they experience help them sit for longer periods of time and improve their reasoning.
Brief Description of Activity
Students will be participating in an experiment to understand the effect that discrimination has on a minority population. Unknowingly to them, the class will be divided into two groups, the minority and majority. The majority group will be given more privileges and opportunities. Students will be reminded this is only acting. Students will be able to experience what it is like being part of the both groups. Following the experiments, the class will discuss their feelings about the experience, allowing for different perspectives to be heard. They will then be completing a personal reflection in their journals about the experience.
Before we begin the activity, a letter will be sent home in order to get the parent’s permission to have their child participate in the activity. It will have to be signed and returned a couple of days before the activity. We came up with an idea in which we formulated a system, where half of the children wore white and the other half wore blue for one day. For the first half of the day, the children wearing white will be the majority, and blue will be the minority. Then they switch, and white is the minority, and blue is the majority. Some privileges that the majority would experience would be: a longer recess, easier work, studying together, treats, and an all-around...