Gabrielle Medina
EDU 280
November 2020
MULTICULTURAL LESSON PLAN
Student: Gabrielle Medina
Subjects/Concepts: Social Justice Consciousness and Action Lesson Grade Level: 10
“Social Justice Through Photographs”
1. Standards:
○ Analyze the complex relationship between dominant cultures and minority groups
throughout world history including but not limited to: causes (race, ethnicity,
gender, nationality, class and/or religion, etc.), reactions, and long-term, effects of
oppression.
i. Observable objective: Students will define the concepts of racism,
injustice, and discrimination, and pinpoint historical and contemporary
examples through photographs provided. (Baruth, Lee, Manning, 2017,
pg. 229)
○ Examine the impact of individuals and reform movements in the fight for greater
civil rights and liberties across the world.
i. Observable objective: Students will use their research to create a 2-3
minute Google Slides presentation to advocate an interest group/civil
rights movement of their choosing.
○ MULTICULTURAL GOAL: Promote positive gender, racial, cultural, class, and
individual identities.
i. Observable objective: Students will describe the role of racial identity in
their lives.
○ Auditory-Visual-Kinesthetic learning styles (AVK)
i. Auditory: Auditory learners use oral discussion and group study to
remember class material. In my lesson plan I include serveral instances
where students can discuss their ideas with one another and myself.
ii. Visual: Visual learners need visual images to enhance their learning. This
can include films, picture, demonstration, and modeling. In my lesson
plan, I include images that depict discrimination amongst various cultural
groups and a short video to capture these students attention.
Gabrielle Medina
EDU 280
November 2020
iii. Kinesthetic: Kinesthetic learners like physical rewards and use writing to
impress information into their memory. During the mini-lesson,
kinesthetic learners have the opportunity to take notes to accommodate
their learning style.
○ Gardner’s Intelligence
i. Linguistic Intelligence: This type of intelligence has everything to do with
language, speech, reading, and writing. People who use linguistics
intelligence are best at writing, speaking, and listening. My lesson plan
includes each of these aspects to accomodate to this type of intelligence.
2. Materials
○ Google Slides Presentation following lecture
○ Google Slides presentation instructions and rubric
3.
Gabrielle Medina
EDU 280
November 2020
4. Instruction-learning Process
○ Do-first: [5 min.] Students are presented with the question: “What is prejudice?”
and with a raise of hand must define the term in their own words without using
the internet or other references. The question introduces one of the main concepts
of the lesson and encourages students to discuss with their peers to warm-up for
the rest of the lecture.
○ Mini-lesson: [25 min] Students will start off with watching “A Dream Deferred:
Part 2” to get an introduction to what prejudice looks like. Students are presented
with 5 images depicting prejudice against various cultural/ethnic groups. In small
groups of 2 or 3, students must describe what they see in the
photographs/drawings and the context behind them. Students must also identify
the photographer/artist’s point of view and what time period they believe the
photograph/drawing was taken in, as well as who they think is being depicted in
the photographs. As a class, we will discuss each of these questions between each
image.
○ Guided practice: [15 min] Students will now answer the question: “Why do we
experience prejudice?” They will answer this question using their own
knowledge, evidence from the discussion about the images, the images
themselves, or any other credible sources. This discussion will introduce ideas for
their Google slides presentation.
○ Independent Practice: [40 min] Using their knowledge from the mini-lesson and
guided practice, students will now use their research to create a 2-3 minute
Google Slides presentation with their peers. The presentation will be advocating
for an interest group of civil rights movement of their choice, using examples
from history to demonstrate their understanding of prejudice, stereotypes, bias,
and racism. They will present their Google slides next class and I will pass out
paper instructions for requirements of their presentation and the rubric.
○ Exit Slip: [5 min] Students must confirm with me which group they will be
presenting on before the end of class to get the “OK” and ensure they are going in
the right direction.
5.
Gabrielle Medina
EDU 280
November 2020
6. Resources
Alexander Street, a ProQuest Company. (2020). [Link]; Alexander Street. [Link]
[Link]/watch/a-dream-deferred-part-2
Gale eBooks - Document - Delano Grape Strike and the United Farm Workers Movement, 1965-
1970. (2015). [Link]. [Link]
resultListType=RELATED_DOCUMENT&userGroupName=las55353&inPS=true&cont
entSegment=9781440837630&prodId=GVRL&docId=GALE|
CX7460700049&isIllustration=true#9781440837630_00037.jpg
Gale eBooks - Document - Discrimination Against Asian Americans. (2016). [Link]. [Link]
[Link]/ps/[Link]?
resultListType=RELATED_DOCUMENT&userGroupName=las55353&inPS=true&cont
entSegment=9781440829215&prodId=GVRL&docId=GALE|
CX6495400073&isIllustration=true#9781440829215_00044.jpg
Getting Out of the Box. (2020). [Link].
[Link]
Glass, A. (2018, March 7). Civil Rights march ends as ‘Bloody Sunday,’’ March 7, 1965.’
POLITICO. [Link]
1965-437394
Nevada Academic Content Standards for Social Studies. (n.d.).
[Link]
upport/Nevada_Academic_Standards/Social_Studies/[Link]
The trail of tears. (2016). In Y. W. Dennis, A. Hirschfelder, & S. R. Flynn, Native American
almanac: more than 50,000 years of the cultures and histories of indigenous peoples.
Visible Ink Press. Credo Reference: [Link]
Gabrielle Medina
EDU 280
November 2020
url=[Link]
institutionId=2120
Using Photographs to Teach Social Justice. (2011). Teaching Tolerance.
[Link]
teach-social-justice
When Arab-American Detroit Auto Workers Struck for Palestinian Liberation. (2020).
[Link]. [Link]
7.
Gabrielle Medina
EDU 280
November 2020
8. Reflections:
○ What specific subject concepts, skills, applications etc does the student achieve
for the identified subject content and grade level? Students understand the
definitions and denotations of the terms: prejudice, stereotypes, bias, and racism.
Students will also recognize how historical moments and the social context shape
experience. Students will develop empathy for people whose experience differ
from their own and apply it in their life.
○ What specific multicultural knowledge, skills, etc has the student achieved? The
students gain knowledge about the history of various cultural groups and through
this can gain higher levels of acceptance and respect for all people.
○ Assess the level of student engagement and active learning for the lesson
strategies selected for the “instruction-learning” process. Students are able to
engage in several ways that accommodate to all three of the AVK learning styles.
For example, there are several moments where students can discuss their ideas
with one another such as in between the photographs/drawings and after the short
video.
○ What are the strengths and weaknesses of the lesson plan? The greatest strength
of this lesson plan is that it accommodates to all learning styles for students to
engage in. The lesson plan also has a steady flow of from moving on to
introduction, mini-lesson, guided lesson, and independent practice which ensures
the 90 minutes class time is being used as efficiently as possible. One of the
weaknesses of this lesson plan is that it doesn’t accommodate for presenting time
after the independent practice. I plan on having students create a 2-3 minute
Google Slides presentation but there is not enough time in the 90 minute class
period to have all students create the slides and also present.
