Prejudice and Discrimination

Curriculum Unit Plan Challenge and Change in Society HSB 4M

Authors: Amy Dahl, Jodi Hayes, Simona Laiu For: Mark Melnyk Honours Specialist Contemporary Studies

Table of Contents 1. 2. 3. 4. 5. 6. 7. 8.

Unit Overview……………………………………………………………..3 Expectations….…………………………………………………………....4 SAP………………………………………………………………………...5 Instructional Organizer…………………………………………………….7 Summary of Teaching/Learning Strategies………………………………..8 Prior Knowledge Required………………………………………………...8 Accommodations…………………………………………………………..9 Written Summary of Activities……………………………………………10 a. Lesson One: What are Racism, Stereotyping, Prejudice and Discrimination?…………………………………….10 b. Lesson Two: Our Society’s Mirror………………………………..11 c. Lesson Three: Small Group Reading……………………………...12 d. Lesson Four: American History X Video Analysis……………………………………………………………13 e. Lesson Five: Protest Music: Singing Through the Hatred………………………………………………………….14 f. Lesson Six: Power and Privilege: What Can We Do?…………….15 9. Culminating Activity………………………………………………………18 10. Summary of Design Process……………………………………………….21 11. References…………………………………………………………………22 12. Summary of Required Resources………………………………………….22 13. Appendix/Student Handouts……………………………………………….23 I. SGR Rubric………………………………………………………23 II. American History X Rubric……………………………………...24 III. Strange Fruit Lyrics and Questions……………………………....25 IV. I’m Black and I’m Proud Lyrics and Questions………………….26 V. Protest Music: Singing Through the Hatred……………………...27 VI. Psychology of Race………………………………………………28 VII. Privilege Exercise………………………………………………...30 VIII. Collective Action…………………………………………………32 IX. Putting an End to Discrimination in Our School…………………34 X. Marking Scheme for Anti-Discrimination Presentations…………36

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Unit Overview This unit, “Social Challenges: Prejudice and Discrimination,” would fall toward the end of the course, after students have formed the necessary framework within which to study this topic. Students would begin the course with a brief study of the different disciplines of anthropology, psychology, and sociology. After that, students would explore the role of the social scientist, who he/she is and what he/she does. Specific people would be addressed. Next, after an introduction to the concept of social change, students might look at different cultural, social, and biological patterns in society, and how they evolve and change. Our unit would fit in here, and specifically deal with the social challenge of prejudice and discrimination. After reviewing the definitions of racism, stereotype, prejudice, and discrimination, students would look at how these concepts are reinforced in the society they live in. Next, the effects of this discrimination would be looked at more closely, in terms of how it happens, and how it is allowed to continue. Finally, the unit would end with a better idea of how our students can deal with this timely issue and put a stop to it. In light of recent events around the world, prejudice and discrimination is a reality faced by all of us. If this reality is addressed now, our students, the future of our society, will have the understanding they need to affect real change. The purpose of this unit is to further student understanding of what prejudice and discrimination are, how prejudice and discrimination are allowed to exist in our society, and how students themselves play a role in these concepts. Students will look at how prejudice and discrimination affect not only individuals, but also society as a whole. Finally, students will look how they can combat prejudice and discrimination in their own community.

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Expectations Overall Expectations A. Social Challenges SCV.01 · appraise the differences and similarities in the approaches taken by anthropology, psychology, and sociology to the study of social challenges pertaining to health, social injustice, and global concerns; SCV.02 · demonstrate an understanding of the social forces that shape such challenges; B. Research and Inquiry Skills ISV.04 · demonstrate an ability to select, organize, and interpret information gathered from a variety of print and electronic sources; ISV.05 · communicate the results of their inquiries effectively. Specific Expectations A. Social Challenges: Prejudice and Discrimination SC2.01 – explain the relationship between prejudice and discrimination, and assess the impact of both on ideas of self-worth; SC2.02 – assess the role of stereotyping as a barrier to full participation in society; SC2.03 – analyse patterns of hate crimes and differentiate ways in which social scientists (e.g., John Ogbu, Gordon Allport, George Dei, Beverly Tatum, Stuart Hall) would attempt to understand racism. B. Research and Inquiry Skills IS2.06 – use telecommunications tools appropriately in conducting and reporting on research; Communicating Results IS3.01 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, lab reports, written reports, essays, journal-style articles, videos); IS3.02 – explain conclusions made as a result of an inquiry, using appropriate structure, argument, and documentation;

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SUMMATIVE ASSESSMENT PLAN (SAP) Course Title: Challenge and Change in Society Course Code: HSB4M Grade Level: 12 University/College Preparation Unit Title: Social challenges - Prejudice and Discrimination ENDURING UNDERSTANDINGS

1. Students will understand how prejudice and discrimination are perpetuated in society and what role they play in their lives 2. Students will gain an understanding of the effects of prejudice and discrimination on individuals and society. 3. Students will learn how to identify and stop discrimination in their lives and communities.

SUMMATIVE ASSESSMENT TASKS Unit # & Title

Lesson 1: Introduction to the Key Concepts of the unit

Lesson 2: Our Society’s Mirror

Name/title of task

Brief description of task

.1. What does Racism, Discrimination, Prejudice, Stereotype look like, feel like, sound like? Think-Pair-Write-Share (formative assessment)

1. Students will individually identify what is their perception and experience with the main concepts of the unit. They will answer the questions of what racism, stereotyping, prejudice and discrimination mean, look, sound like.

2. By looking at the examples and concepts discussed today, organize the information into 3 categories: Individual Discrimination, Institutional Discrimination, Ideological Discrimination as well as to determine the connections between the categories. Concept/ Mind Map (formative assessment)

2. The students will work in small groups to build a mind/ concept map that identifies and visually organizes the concepts and examples brainstormed as a class into 3 categories: Individual, Institutional, and Ideological Discrimination

1. What does a national newspaper tell us about discrimination, stereotype and prejudice in our society? Does the newspaper mirror the reality? Jig Sawgroup work (formative assessment)

Students will work in groups with 4 different national newspapers. They will "lift" the messages and implications of discrimination that are transmitted through legal means, nation wide through images in the newspapers. They will explore the meaning and impact of such messages.

2. Collage and Presentation of collage (summative part 1)

Enduring Understanding Being Addressed

List Types of Formative Assessments or Scaffolding Required

Numbers 1 and 3

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brainstorm definitions of the key concepts

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sharing of examples of the key concepts

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group work mind/ concept mapping of categories

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Group work in jigsaw Manipulate information from external (not from school) sources Interpret “raw” information for their group and for the class during the collage presentation Put their findings

Numbers 2 and 3

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3. Letter to the Editor (summative part 2)

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into writing and take action based on their finding by writing to the editor of the newspaper.

Lesson 3: Small Group Reading

Lesson 4: Movie Analysis

Lesson 5: Protest Music: Singing Through the Hatred

Lesson 6: Power and Privilege: What Can We Do?

Culminating Activity

1. What does discrimination look like and how does it affect those who are discriminated against? Small group reading (formative assessment)

Students will work in groups over a period of 4 days, each taking a turn at leading their group in a close reading of a number of articles written by people who have experienced discrimination. Group facilitators will lead the group in a discussion of the issues raised in each article.

Numbers 1 and 2

1. What is racial discrimination, how does it start, why does it happen, how can it be prevented? Movie analysis (summative assessment)

Students will watch the movie American History X and complete a movie analysis based on guiding questions provided by the instructor.

Numbers 1, 2, and 3

1. This activity looks at how different groups have used music to highlight the prejudice and discrimination that they face, to affirm their identities, and how it can sometimes be used as a call to action for members of oppressed groups. Musical Reflection (formative assessment)

Students will listen to two songs, “Strange Fruit” by Billie Holiday and “I’m Black and I’m Proud” by James Brown, and answer a series of questions regarding each song. They will then be asked to compare the two songs in a written response.

Numbers 2 and 3

1. The purpose of this activity is to help students to identify where they have privilege and power in society, and what the dominant groups in society are. We often do not consider where we have advantages, apart from the obvious ones such as skin colour, sex, or race. Understanding how we fit into the dominant groups in society is key to being able to deciding a course of action to stop discrimination. Often students are surprised to see how much power they actually have. This activity also points out that society is not structured quite as fairly as we often assume, and asks students to consider the metaphorical question, “can you be the fastest runner and still lose the race?” Formative Assessment

Students will be asked to participate in an activity where they have to respond to questions that highlight the groups that have power and privilege in society, and see where they are in relation to these groups. They will then be asked to try to explain the theories of John Ogbu, Peggy McIntosh and Beverly Tatum. The final activity for the day will be to read through scenarios where groups or individuals have face oppression. They must, as a group, decide a course of action for the group in question.

Numbers 1, 2 and 3

Personal Responses Textbook Research Group Collaboration & Problem Solving

1. Ending Prejudice and Discrimination in Our School. Culminating Assessment

Students will analyze an issue of discrimination in their school and formulate a high impact presentation to address it that will be delivered to grade nine classes.

Numbers 1, 2 and 3

Group Research on a topic of discrimination Presentations to grade 9 classes Use of multimedia tools Use of engaging activities with grade nines – role plays, games, discussions, etc.

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Group work in jigsaw Discuss their findings

Review previous lesson Connect to movie

Think-Pair-Share Reflective Questions Written Response

June 2007 MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY 1

SATURDAY 2

SUNDAY 3

Lesson 1 – Introduction to the key concepts of the unit What do Racism, Discrimination, Prejudice, and Stereotype look like, feel like, and sound like? Think-Pair-Write-Share – Formative Assessment Concept / Mind Map – Formative Assessment

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7

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Small group reading #1 (formative feedback)

Small group reading #2 (formative feedback)

Small group reading #3 (formative feedback)

12 Discuss and relate small group reading Introduce video analysis

13 Video Day

14 Video Day

18 Protest Music Activity Formative Reflection

19 Privilege and Power Activities

20 C.A Intro. “Quotable Quotes”

21 Culminating Activity Research Period

25 Research Period/ Presentation Rehearsal

26 In-Class “Practice” Presentations Summative Assessment

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5 Lesson 2 – Our Society’s Mirror What does a national newspaper tell us about Racism, Discrimination, Prejudice, and Stereotype in our society? Jig-saw – Formative Assessment Collage presentation and Letter to the Editor – Summative Assessment

11 Small group reading #4 (formative feedback)

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10

15 Video Day (start write up for summative assessment)

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22 Research Period

23

24

Letter to the Editor Due

Video Analysis Due

27 In-Class “Practice” Presentations Summative Assessment

Protest Music Reflection Due

28 Grade Nine Class Presentations Summative Assessment

29 Overflow Day

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Summary of all Teaching/ Learning Strategies Used: - Direct Teaching - Socratic - Placemats - Cooperative Learning - Inquiry - Jigsaw - Concept Attainment - Think-Pair-Share - Round Robins - Time Lines - Mind Maps - Graphic Organizers - Role Play - Internet Research - Presentations Prior Knowledge Required The students will need to have knowledge of how to interpret statistical and research information. They must know and be comfortable with the theories and lenses of analyzing change and challenges in a society provided by anthropology, sociology and psychology. The students have the necessary knowledge of designing, conducting and interpreting sociological experiments. They also know how to conduct research at the library and the computer lab. The unit carries a 100% mark that is divided as follows: - Knowledge and Understanding, Thinking and Inquiry, Communication and Application will be demonstrated through discussions, role-play activities, opinion papers, and other in class activities will be assessed to a total of 70% - An end of term of unit culminating activity will be worth 30% of the final unit grade

Accommodations For the Students with various Learning Disabilities: - We’ll use many modalities of imparting and retrieving knowledge, e.g., oral presentations of the assignments, board notes, overheads, diagrams, class discussion, activity-based learning - organize the home assignment in such way that its are broken down step by step; - use a direct teaching method and teach in small, incremental steps, from simple to more difficult - use experiential, concrete activities to teach abstract concepts - We’re willing to negotiate the written assignment deadline. - Once their assignments will be marked, we will re-teach by example, the elements of a proper/acceptable written assignments. We’ll will keep good models/samples from the students for references For the Students with Language Problems: - Discuss word associations, categories, similarities and differences, synonyms and antonyms, attributes and multiple meanings.

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Discuss abstract vocabulary, e.g., feelings, values, time. Focus on listening skills. Focus on presentation skills - eye contact, body language, tone of voice, etc.

If we had a student with an IEP for Attention Deficit Disorder we will: - Make sure that the student is placed at the front of the classroom. - We will check for understanding with student while we circulate and during the presentations. - When assigned to groups, we will make sure that the student will be placed where possible in groups of students who will help and guide her/him. - In terms of the homework and home assignment, we will make sure that the student is organized with a three ring binder and that the student clearly understands the assignment and what is required to hand in. For the ESL students if any: - We will make sure that they understand the words used in class and will write on the board all the terminology - We will make sure that they have an English dictionary on their desk - We will allow the students from the same language background to sit in pairs (a stronger and a weaker one) to help each other with the translations when necessary

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Written Summary of Activities/ Strategies Lesson 1: What are Racism, Stereotyping, Prejudice and Discrimination? Time: 76 minutes (one period) Expectations: SC2.01, SC2, SC2.03, IS3.02 Lesson Overview: This lesson provides the critical vocabulary and critical tools necessary to dissect the social layers of stereotyping, prejudice and discrimination. Purpose: Students will be able to identify racist and discriminatory behaviours and ideas Students will understand the differences between stereotyping, prejudice and discrimination as well as between individual and systemic discrimination. Materials: • Teacher Computer and LCD projector for Power Point definitions and to organize students’ input Background Information: This being the first lesson of the unit, students will operate with previous units’ knowledge of the three disciplines covered by the course (anthropology, psychology and sociology) and of the different theories and schools of thought associated with change and challenge in our society. Main Activities/ Strategies: A. The class will complete a Think-Write-Pair-Share activity that will ask each student to complete each of the following statements: 1. I know that racism is happening when I see/ hear/ do…… 2. I know that stereotyping is happening when I hear/ think/ do/see…. 3. I know that prejudice is taking place when I hear/think/… In the Share part of the lesson I will write their responses in a word document. B. Information Input: mini PP lecture with definitions of the words used C. Students will be asked to get in groups of 3 and ask them to come create a mind/concept map that will visually organize the concepts and examples into 3 categories Individual Discrimination, Institutional Discrimination, Ideological Discrimination as well as to determine the connections between the categories. Description of Assessment: Students will hand in their mind/ concept maps for evaluation of attainment of knowledge, understanding and application of key concepts and well as for the quality of critical thinking. This is formative assessment.

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Lesson 2: Our Society’s Mirror Time: 150 minutes (two periods) Expectations: IS3.01, IS3.02, SC2.02, SC2.01 Lesson Overview: Students will work in groups with 4 different national newspapers. They will "lift" the messages and implications of discrimination that are transmitted through legal means, nation wide through images in the newspapers. They will explore the meaning and impact of such messages. Purpose: Students will be able to make outside classroom connections Students begin to understand how to challenge discrimination (individual, institutional, ideological) Materials: • Two sets of four different national newspapers (e.g. Globe and Mail, The Star, The Sun, National Post) • Chart paper, and a box of markers, tape, scissors, glue, staplers for each group Background Information: Students know from the previous lesson the correct meanings of the terminology involved in the activity. Main Activities/ Strategies: Students will be divided into groups and work in a jig-saw fashion to deconstruct knowledge, organize it and present it to the class. Each group will receive one newspaper and one materials box. Students will be instructed to cut out all images in the newspapers (cartoons, commercials, editorials, articles) and cut them whole (not just part of the image). They will then make categories that they see arise from the different images (e.g. men, women, black men, men and women, interracial relations). Once they have the categories they will interpret the categories: how much space was given in the newspaper to each category? What patterns arise from and for each category? Who is more likely to identify with that category and what would that pattern mean to them? Is there any sign of discrimination in the way the newspaper prescribes and portrays that category? If yes, is it individual, ideological or institutional? How accurately does the newspaper reflect the society and their community? They will use the chart papers to glue and staple categories and the markers to write them out in a collage that will mirror the society portrayed by the newspaper and interpreted by them. The students will then present to the class their collage. They will compare results with other newspapers and in their group they will write a Letter to the Editor of the newspaper informing her/him about their discoveries and outlining what areas must be improved and how. Description of Assessment: The collage and its presentation as well as the Letter to the Editor will be assessed as Thinking/ Inquiry, Communication, and Application.

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Lesson 3: Small Group Readings Time: 4 X 75 minutes (each Wednesday for a month) Expectations: SC2.01, SC2.02, SCV.01 Lesson Overview/Purpose: There is an old Chinese proverb that says, “I hear, and I forget. I see, and I remember. I do, and I understand.” For the next five weeks you will be part of a small group reading led by someone in the class. Every Wednesday, one person, in your group of five, will be facilitating a review and discussion of a compelling article based on the topic “understanding the effects of prejudice and discrimination.” It is your goal to really understand and get to the meaning of each article, and connect to it on a personal level. There will be a multiple choice test each Wednesday, before the small group reading, in order to ensure that everyone has read the article. These small groups are dependent on the involvement and participation of all the students in the class. Be sure to be prepared, and to involve all members of the group. Your instructor will provide only a 15-minute introduction and background to the article of that day. Main Activities/ Strategies: The facilitator must complete the following steps: 1. Present a one-page summary of the article to your teacher by the Monday before the day of the small group reading, to be read before the small group discussion starts. 2. Create a list of 10 provocative discussion questions to be used on the day of the small group reading. 3. Discuss and direct the small group for 30 minutes. 4. Leave 15 at the end of the small group discussion so we may join together as a class to share some final thoughts. 5. Provide to the teacher a two-page summary of your small group discussion by the Friday after the group reading. Resources: Here are your readings: Week 1: http://romove.radio.cz/en/clanek/18638 Week 2: http://archives.cbc.ca/IDD-1-69-96/life_society/africville/ (watch/listen to 1, 2, 3, 4, 9) Week 3: http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/397-1.pdf (read “discussion: three perspectives on making our schools safer”) Week 4: http://www.nativepeoples.com/article/articles/145/1/Chief-Offenders/Page1.html Week 5: http://www.mtv.com/thinkmtv/features/discrimination/muslim_american_students/ Description of Assessment: Each student will be assessed based on their written summaries, the ten discussion questions they have prepared and their ability to lead the group in discussion. This will be based on the “SGR Rubric” (appendix I).

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Lesson 4: American History X Movie Analysis Time: 150 minutes (2 periods) Expectations: SC2.01, SC2.02, SCV.01 Purpose: Atticus Finch said, “You never really understand a person until you consider things from his point of view… Until you climb inside of his skin and walk around in it.” For this assignment, you will critically assess the movie American History X in an attempt to further your understanding of the effects of prejudice and discrimination. Use the following questions as your guide, and create a well-written, insightful analysis of this movie. Lesson Overview: 1. Give a brief summary of the movie. 2. Explain who the main character is, what his beliefs are initially, why he has those beliefs, and what challenges he faces. 3. Describe the people around him. Are they typical of our society? 4. What kind of change does the main character experience, and what factors precipitate that change? 5. What is the message of this movie? 6. Is this a realistic movie? Explain. Description of Assessment: The class will be assesses orally based on their answers to the discussion questions. They will also be assessed based on the written reflection they submit according the “American History X Rubric” (appendix II).

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Lesson 5: Protest Music: Singing Through the Hatred Time: 76 minutes (one period) Expectations: SC2.01, IS3.01 Materials: • CD player • Recording of Billie Holiday’s “Strange Fruit” (or the version by Nina Simone) and James Brown’s “I’m Black and I’m Proud” • Any other songs that qualify as protest music, for example, artists like Rage Against the Machine, Ani DiFranco, Sinead O’Connor, MosDef, U2, Pearl Jam, Buffy Saint Marie, etc. • Copies of the handouts, “Strange Fruit Lyrics,” “I’m Black and I’m Proud Lyrics” and “Protest Music: Singing Through the Hatred” Purpose: This activity looks at how different groups have used music to highlight the prejudice and discrimination that they face, to affirm their identities, and how it can sometimes be used as a call to action for members of oppressed groups. It is also a good change of pace from visual lessons and may be more interesting for students who are successful auditory learners. Many people are interested in music, and it is a medium that draws out both emotional and intellectual responses in students. Background Information: Students will be expected to have had an introduction to the theories and terms in the unit “Prejudice and Discrimination.” The songs featured in the lesson, Billie Holiday’s “Strange Fruit” (or the version by Nina Simone), and James Brown’s “I’m Black and I’m Proud,” both use the American Civil Rights Movement as a backdrop for their messages, so students may need so background information on racism in the US during this period. Students will have also been asked to bring in a favourite song or album that they believe emphasizes protest and discrimination in some way. Lesson Overview: Begin the lesson by talking about how certain groups have dealt with discrimination throughout history and the role that music has played in their struggles. For example, African Americans, Native Canadians, Jewish Canadians, women, etc. Ask students to think of music in today’s popular culture that deals with some of the society problems we face and what the authors of those songs are trying to accomplish when writing and performing hem. Introduce the two songs that are going to be played, beginning with the Billie Holiday song, and hand out the corresponding handout with lyrics and questions (see Appendix III). After the song is finished playing, ask the class to think about the questions using the Think-Pair-Share format. After a couple of minutes, bring the class back together to share their responses to the questions. Some possible answers to question #3 (what is the significance of magnolias and crows) could include; • Magnolias are the state flower for Mississippi, where many lynchings took place • Magnolias are white, crows are black – this could represent good/evil, peace/war, life/death, white people/black people, etc. • The sweetness and beauty of the magnolias in the trees is in sharp contrast to the rank decay of the “fruit” hanging next to them. • Crows may be in reference to the Jim Crow laws (systemic discrimination) in the US. Follow the same pattern for the second song, “I’m Black and I’m Proud” (see Appendix IV). After students have heard the song and had a chance to consider the questions in a Think-Pair-Share format, ask them a few questions regarding the two songs. • How are the songs different and similar? • What emotions are appealed to in each? 14

• • •

How do the tempo, delivery and lyrical content of the songs alter the mood and message? What is the value of this type of music? Is it a good form of protest against discrimination? Does it still have a place today? What music inspires you? Why?

After discussing these questions, hand out the assignment “Protest Music: Singing Through the Hatred” (Appendix V). There will be time left to begin the responses in class and you may wish to allow students to share some of the music that they have brought to listen to while they are writing. As the songs play, you may wish to ask the students to offer a short explanation as to the message and meaning of the song.

Description of Assessment: The assessment will take the form of a written personal response to the music played in class. It will be assessing the student’s ability to listen to the music and critically think about the effect and purpose of the songs. It will also be assessing student’s ability to clearly and creatively communicate their knowledge and insights.

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Lesson 6: Power and Privilege: What Can We Do With It? Time: 76 minutes (one period) Expectations: SC2.02, SC2.03, SCV.02 Materials: • Classroom with desks that are movable • “The Psychology of Race” Handout • “Privilege Exercise” Handout • “Collective Action” Handout • Transitions in Society textbook, Bain and Colyer, 2001. Purpose: The purpose of this activity is to help students to identify where they have privilege and power in society, and what the dominant groups in society are. We often do not consider where we have advantages, apart from the obvious ones such as skin colour, sex, or race. Understanding how we fit into the dominant groups in society is key to being able to deciding a course of action to stop discrimination. Often students are surprised to see how much power they actually have. This activity also points out that society is not structured quite as fairly as we often assume, and asks students to consider the metaphorical question, “can you be the fastest runner and still lose the race?” Once students have identified the strengths of the social groups they belong to, they are asked to consider a scenario where they must decide on a course of collective action. Background Information: This lesson will occur towards the end of the unit, when students already have considerable knowledge of the terms and theories of prejudice and discrimination. They will have been asked to complete the handout “The Psychology of Race” (appendix VI) the previous day, so that they are prepared to discuss the theoretical approaches to race and privilege during the class, paying particular attention to the theorists Peggy McIntosh, Beverly Tatum and John Ogbu. Lesson Overview: Begin the class by asking students to move all the desks to the sides of the room so there is lots of space to move around. Read the students the following directions from the handout, “Privilege Exercise” (appendix VII); 1. Please form a line in the middle of the room and hold the hand of the person next to you. 2. I’m going to read a list of categories and you will either step forward or back depending on your response. 3. Keep holding hands until it is no longer possible. 4. If you feel uncomfortable with one of the questions, you do not have to step forward or back. This exercise involves trust and compassion. No one in the room will judge anyone else for their responses. Read the class the statements on the handout, making sure that they are comfortable and follow all directions. Finish with the following instructions and debriefing questions. 5. Say: “When I yell ‘GO,’ everyone run from wherever you are in the room to the wall at the front.” 6. Debriefing questions: a. What did the exercise teach you? b. What is the point of this activity? c. What does this have to do with prejudice? Privilege? Oppression? d. Do we all start off equal in life? e. What does holding hands, then becoming distant when you can’t hold hand anymore represent? f. Is it possible to be the fastest runner and still lose the race? g. Is social change usually instigated by those who are privileged or oppressed? Why? 16

At this point, ask students to put the desks back where they belong and to take out their homework from the previous day (appendix VI). Discuss the theories of Beverly Tatum, Peggy McIntosh and John Ogbu and ask how their theories relate to the exercise they class just took part in. After a few minutes of discussion, break the class into six groups, and give each group one of the collective action scenarios (appendix VIII). Give each group 6-8 minutes to read the scenario and to come up with a plan of action. Visit each group as they are reading and remind them that this is a real situation that has occurred in Canada, and that they should be creative and thoughtful in their solutions. Ask them also to think about what kind of response they will get from the community as a result of their actions. When the time is up, ask each group to share their answers with the class. Once they have all shared their responses, brainstorm a list of common actions that were discussed in the groups. What kinds of actions get the public’s attention? What actions are effective for addressing discrimination? Are there other methods that we have missed that could have worked? Description of Assessment: The assessment for this activity will be most oral feedback. During the first activity, students will be asked to share how they felt and what they think the role of power and privilege is in society, and the teacher should be willing to discuss these issues with the class. During the second activity, the teacher will be addressing each small group as they are reading their scenarios and ensuring that they are on the right track and answer any questions.

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Culminating Activity Course: HSB 4MI Unit: Prejudice and Discrimination Time Required: 6-7 classes – 1 period introductory lesson, 2 work periods in computer lab or library, 1 period rehearsal (optional), 2 periods in class presentations, 15 – 20 minutes presentation time in grade nine classes Overall Expectations: • • •

Appraise the differences and similarities in the approaches taken by anthropology, psychology and sociology to study the social challenges pertaining to health, social injustice and global concerns. Demonstrate an understanding of the social forces that shape such challenges Demonstrate an ability to select, organize, and interpret information gathered from a variety of print and electronic sources

Specific Expectations: • • • •

Use telecommunications tools appropriately in conducting and reporting on research; Effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, lab reports, written reports, essays, journal-style articles, videos); Explain the relationship between prejudice and discrimination, and assess the impact of both on ideas of self-worth; Assess the role of stereotyping as a barrier to full participation in society.

Evaluation: Students will be evaluated in two separate parts according to the attached marking scheme. 50% of their mark will be assigned by the Society teacher, and will be based on their practice presentation to the HSB class. The other 50% of their mark will be based on the presentation to the grade 9 class, and be completed by the teacher of that class. This will be the summative mark for the unit. Introductory Lesson: “Quotable Quotes” This activity is a good way to bridge the gap between learning about something and taking action on the issue. For many people, it is important to hear what others have said about community involvement in order to start thinking about their own capacity to exact change in society. The quotes are not only inspiring, but force students to think critically about what their own philosophies about citizenship and activism are.

Step One: Divide your class into groups of four or five. Supply each group with one set of the quotes from the “Words into Action” worksheet, available at http://www.cultivatingpeace.ca/pdfs/CPTakingActionEN.pdf. There are many other quotes that apply to this assignment, for example, “You must be the change you want to see in the world,” Gandhi, or “Never doubt that a small groups of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has,” Margaret Mead. There are many others that can easily found on the 18

internet. Ask each group to first read each of the quotes carefully and discuss what they think each of the quotes means. Step Two: Have the students respond to the following instructions: a) Determine by consensus which of the quotes makes the most meaningful statements about community action and participation. b) Ask the students to rank the quotations in order from most meaningful to least meaningful. Arrange the quotes in a diamond shape on a desk. The most meaningful quote will be at the top and the least meaningful at the bottom.

MOST MEANINGFUL

LEAST MEANINGFUL

Step Three: Reporting and Recording On chart paper, have each group select a recorder to record the reasons why; a) they selected one quote as the most meaningful; b) they selected one quote as the least meaningful. Once completed, each group will share their responses with the rest of the class. Step Four: Class Discussion Provide time for class discussion and questions after each reporter has finished their presentations. Note: You may wish to supply each group with a dictionary. Some of the quotations may be difficult to understand. You may have to prompt students to use a dictionary and help them in their groups with questions that might arise. Step Five: Personal Reflection Ask the students to them tour the room and choose one or two quotes that they think most accurately sum up how they feel about community participation and activism. Ask them to write down this quote and think about how it has applied to the topics we have been discussing over the past two weeks. Ask them to also think about 19

how they want to incorporate the ideas of this quote into their own personal actions, especially the antidiscrimination presentations we will be starting. Step Six: Introduce the culminating activity, (see assignment worksheet and marking scheme below) stressing that this is their opportunity to induce the changes that they want to see in their school. They should be using the rest of the period to think about what topics they would like to focus on and deciding what groups they would like to work in. Research Periods (Two): Remind the students that in addition to researching and preparing their presentations, they should also be preparing a bibliography in proper APA format and a brief outline of the presentation to be handed in prior to the practice presentation (this helps immensely as a reminder when marking). This is also a time when they should be signing up for presentation times to present to the grade mine classes. They should be encouraged to be creative and to use a variety of teaching tools, including but not limited to print, video, audio, drama, power point, etc. They may also need to be reminded to cater their presentations to a grade nine learning level, and what this entails in terms of planning, structure, content and communication. Practice Presentations: Students should be organized in 15 - 20 minute time slots prior to class to that they know exactly when they need to be prepared to present. Designate one student from the class to be the timekeeper so that each group has the same amount of time and will know where they may need to cut back or beef up their presentations. Encourage each student to take notes on each group’s presentation so that they can provide them with constructive feedback when they are done. Remind them that this is an opportunity to think critically and reflectively on what we are doing and a chance to improve. They should also be careful to make comments that are helpful, and not personally attacks directed at anyone in the class. Grade Nine Presentations (15 – 20 minutes) The teacher from the grade nine class should be provided with enough information about the presentation format, content and marking scheme in advance so that they can adequately prepare their class and feel confident marking the grade 12 students. Some of the topics may be awkward for the grade nine students, so ensure that they teacher knows in advance what the topics are so their class can be mature and responsive during the presentations.

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Summary of Design Process The design down process is something we as teachers of a modified curriculum know the value of. Starting with the expectations and what you want to get out of a unit, and then basing a culminating activity on these expectations seems only natural. This way, the unit can be put together with a plan for each day, that leads to its natural conclusion. It's only fair to the students that the daily tasks are pieces of the whole, and lead to the ultimate ending, the culminating activity. The students can see the logic of this process, and know where they are going. It just makes sense. (Jodi Hayes) The process of backwards design is an effective method of ensuring attention to ministry identified curriculum expectations. It is much easier for a teacher to consistently achieve the expected result when they are planning with the end in mind. As an added bonus, the backwards design process, when used properly, can take a lot of the daily stress of planning off of teachers, as the unit is planned at eh beginning of the month. It can also provide for a positive experience for students. They are told from the beginning of the unit what hey end goal is, and can more easily see the significance of each of the lessons as they work towards the culminating activity. We can also see the advantages of this type of planning in the types of culminating activities that are produced. When faced with teaching enduring understandings that are clear and meaningful, most teachers will put extra time and effort into ensuring that they produce a culminating activity that reflects that meaning and significance, rather than just as a method of collecting student marks. For example, the culminating activity that we produced is one that we believe students will remember long past their high school years. Their presentations will be created not just to cover content, but because they have a genuine passion for fighting discrimination and oppression in their school. They will also have the opportunity to develop leadership and critical thinking skills through presenting to grade nine classes that there is little space for in ordinary assignments. Having used this assignment in the past, I see tremendous value in it, and have heard this repeated by the students that have participated, from both the senior and junior level. These are the things that we want our students to remember long after they leave high school. The process of backwards design gives us the space and structure to be able to formulate assignments and units that will have meaning to our students and ourselves. (Amy Dahl) Backward Design is helping teachers to package knowledge with the end in mind, by having clear cut Enduring Understandings as guiding light. We identified the desired results by using backward design and established quickly the enduring understandings of our unit by thinking of the essential and most relevant information that students shall master and remember fifteen years after the course ends. By establishing the essential that way, we selected the overall and specific expectations of the unit with ease. Next we thought of ways for us to know how the students know that they have achieved the expectations? We thought of ways to determine what will constitute acceptable evidence of the students’ learning/ knowledge. We designed performance tasks that allowed for students’ creativity and knowledge to come through, we made use of the Multiple Intelligence theory to craft activities that appeal to all types of learners as well as we created assessment as learning, allowing the students to know that they are being successful. The planning elements that were most helpful to us were the Summative Assessment Plan (SAP) chart and the Instructional calendar. Both provided us with easy access to key at a glance. By having the expectations and enduring understandings all lined up we were set to plan the learning experiences and instruction parts of the unit and determine the sequenced steps to learning, the actual lessons with lessons input. Overall, the process was smooth and the deconstruction of the whole into parts worked well for the group, as we all knew what the expectations and understandings were and felt safe to work independently on the lessons. Putting it together was also easy for all parts fit really well. We look forward to the peer review. Thank you! (Simona Laiu) 21

References “Quotable Quotes” activity courtesy of Reg Hawes, OISE/UT “Words into Action” quotes found in Cultivating Peace: Taking Action. Classroom Connections. 2004, p. 17. www.cultivatingpeace.ca/pdfs/CPTakingActionEN.pdf

Summary of Required Resources: Books: the class textbook: Transitions in Society, The Challenge of Change by Bain and Colyer, 2001 Newspapers: The Globe and Mail, National Post, The Star, The Sun "Strange Fruit," Written by Abel Meeropol, performed by Billie Holiday, The Best of Billie Holiday, Verve Records, 1972. "I'm Black and I'm Proud," Written and performed by James Brown, 1968, The Essential James Brown, Emcd, 1998. "Quotable Quotes" activity courtesy of Reg Hawes, OISE/UT. "Words Into Action" quotes found in Cultivating Peace: Taking Action. Classroom Connections, 2004, p17. http://www.cultivatingpeace.ca/pdfs/CPTakingActionEN.pdf. Video: American History X Chart paper Computer labs Websites for the small group readings: http://romove.radio.cz/en/clanek/18638 http://archives.cbc.ca/IDD-1-69-96/life_society/africville/ http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/397-1.pdf http://www.nativepeoples.com/article/articles/145/1/Chief-Offenders/Page1.html http://www.mtv.com/thinkmtv/features/discrimination/muslim_american_students/

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Appendix/Student Handouts Appendix I SGR Rubric Categories Knowledge

Level 1 Demonstrates limited knowledge of facts and terms in the article Thinking Assesses information from small group discussion with limited effectiveness Communication Manages group discussion with limited effectiveness Application Creates effective discussion questions with limited effectiveness

Level 2 Demonstrates some knowledge of facts and terms in the article Assesses information from small group discussion with moderate effectiveness Manages group discussion with some effectiveness Creates effective discussion questions with some effectiveness

Level 3 Demonstrates considerable knowledge of facts and terms in the article Assesses information from small group discussion with considerable effectiveness Manages group discussion with considerable effectiveness Creates effective discussion questions with considerable effectiveness

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Level 4 Demonstrates thorough knowledge of facts and terms in the article Assesses information from small group discussion with a high degree of effectiveness Manages group discussion with a high degree of effectiveness Creates effective discussion questions with a high degree of effectiveness

Appendix II American History X Rubric Categories Knowledge

Level 1 Demonstrates limited understanding of the relationship between how our society around us shapes our beliefs

Level 2 Demonstrates some understanding of the relationship between how our society around us shapes our beliefs

Level 3 Demonstrates considerable understanding of the relationship between how our society around us shapes our beliefs

Reflects upon the film with limited effectiveness Communication Communicates ideas with limited clarity

Reflects upon the film with some effectiveness Communicates ideas with some clarity

Reflects upon the film with considerable effectiveness Communicated ideas with considerable clarity

Application

Makes connections between movie and reality with moderate effectiveness

Makes connections between movie and reality with considerable effectiveness

Thinking

Makes connections between movie and reality with limited effectiveness

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Level 4 Demonstrates thorough and insightful understanding of the relationship between how our society around us shapes our beliefs Reflects upon the film with a high degree of effectiveness Communicates ideas with a high degree of clarity and confidence Makes connections between movie and reality with a high degree of effectiveness

Appendix III Strange Fruit Lyrics Written by Abel Meeropol, performed by Billie Holiday, The Best of Billie Holiday, Verve Records, 1972. Southern trees bear strange fruit, Blood on the leaves, blood at the root. Black bodies swinging in the southern breeze, Strange fruit hanging from the poplar trees. Pastoral scene from the gallant south, The bulging eyes and the twisted mouth. Scent of magnolias, sweet and fresh, Then the sudden smell of burning flesh. Here is a fruit for the crows to pluck, For the rain to gather, for the wind to suck. For the sun to rot, for the leaves to drop, Here is a strange and bitter crop. 1. What is the song describing?

2. How would you describe the mood of the song?

3. Two words are important in this song, magnolias and crows, why?

4. How do you think that this song would have made African Americans feel?

5. Would this song motivate people against racial discrimination?

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Appendix IV I’m Black and I’m Proud Lyrics Written and performed by James Brown, 1968, The Essential James Brown, Emcd, 1998. Now we demand a chance to do things for ourselves We’re tired of beating our head against the wall And workin for someone else We’re people, we’re just like the birds and the bees We’d rather die on our feet than live on our knees Say it loud – I’m black and I’m proud Na na na na na na na (partial lyrics only)

1.

What is the song describing?

2. How would you describe the mood of the song?

3. How do you think that this song would have made African Americans feel?

4. Would this song motivate people against racial discrimination?

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Appendix V Protest Music: Singing Through the Hatred Today in class you heard the lyrics for both “Strange Fruit” and “I’m Black and I’m Proud” and have copies of the lyrics for both. These are both songs that aimed to end racial discrimination, but went about doing so in very different ways. Your job is to write a one to two page response to the songs, based on the following guiding questions. • • • • • •

Compare the two songs. How are they different and similar? What kinds of emotions are the artists appealing to? Take into account the tempo, delivery of the songs, and lyrics. Do you think that the songs were effective? Did they achieve their goals? Which one was a more effective motivator for you personally? Why? What is the value of this type of music? Is it a good form of protest against discrimination? Does it still have a place today? What music inspires you? Why?

This response will be due at the beginning of class tomorrow, and will be based on the following criteria: Level 4 Uses critical Critical and and creative creative thinking skills thinking skills with a high degree of effectiveness. Communication Communicates information and ideas with a high degree of clarity and confidence. Additional Comments

Level 3 Uses critical and creative thinking skills with considerable effectiveness. Communicates information and ideas with considerable clarity and confidence.

Level 2 Uses critical and creative thinking skills with moderate effectiveness.

Level 1 Uses critical and creative thinking skills with limited effectiveness.

Communicates information and ideas with some clarity and confidence.

Communicates information and ideas with limited clarity and confidence.

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Appendix VI

The Psychology of Race

The idea of race is one that is often at the centre of issues around prejudice and discrimination. It is a vague concept that is usually associated with physical characteristics: hair colour, skin colour, facial features, etc. In the past, people have identified 5 broad racial groups: white, yellow, red, brown and black; more formally, Caucasian, Oriental, Native Indian, Indo-Pakistani, and Negroid. Today, many people are realizing that race is merely a learned human construct developed from historical and cultural differences, and that it has no biological or genetic basis. Many theorists have developed ideas about how people learn concepts of race and prejudice, and how people use this to defend or dispel discriminatory behaviour. Read pp. 297 – 304 and identify how the following theorists and organizations understand and explain race, prejudice and discrimination. Theorist

Theories about race, prejudice and discrimination

Gordon W. Allport

Theodor Adorno

American Anthropological Association

Frances Aboud

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Beverly Tatum/Peggy McIntosh

John Ogbu

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Appendix VII Privilege Exercise HSB 4MI This exercise needs a large space where the class can stand in a line with space in front of them and space behind. Instructions: 7. 8. 9. 10.

Please form a line in the middle of the room and hold the hand of the person next to you. I’m going to read a list of categories and you will either step forward or back depending on your response. Keep holding hands until it is no longer possible. If you feel uncomfortable with one of the questions, you do not have to step forward or back. This exercise involves trust and compassion. No one in the room will judge anyone else for their responses.

All those whose parent or parents have completed college or university, take one step forward. All those whose parent or parents have not completed high school, take one step back. All those who have ever gone to a private school, take one step forward. If you are able bodied, take one step forward. If you were ever rejected by family or friends for who you chose to love, take one step back. If you are Jewish, take one step back. If people have ever called you by the wrong gender pronoun, take one step back. If you are Muslim take one step back. If you are under 21 (or over 60), take one step back. If you or members of your family have ever been on welfare, take one step back. All those who live in a community where the majority of police, government worker and politicians are not of your ethnic or racial group, take one step back. All those who commonly see people of their race or ethnic groups as heroes or heroines on TV programs or in movies, take one step forward. All those who commonly see people of their race or ethnic groups on TV or in movies on roles you consider degrading, take one step back. If you never question which washroom to use, take one step forward. All those who come from racial or ethnic groups who have ever been considered by scientists as “inferior”, take on step back. If you ever feared as a teenager that your family may abandon you, medicate or hospitalize you if they ever found out your gender identity, take one step back. All those who have been harassed by police on the basis of their race or ethnicity, take one step back.

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All those whose ancestors were slaves in the Caribbean, North America or throughout the African Diaspora, take one step back. All those who have ancestors who, because of their race or ethnicity, were denied voting rights, citizenship, had to drink from separate water fountains, ride at the back of the bus use separate entrances to buildings, could not buy property, were denied access to jobs, clubs, etc., take one step back. All those who can walk into a store without having clerks assume you are going to steal something based on your appearance, take one step forward. All those whose parents speak English as a first language, take one step forward. If you have ever been to a building where you cannot access the building or parts of it because of mobility issues, take one step back. All those who have never been told that someone hated them because of their race, religion or gender identity, take one step forward. If you have ever had to skip a meal because there was not enough food or money for food, take one step back. If your family has ever employed cleaners, gardeners or any kind of service workers or servants, take one step forward. If you have ever been sexually harassed, take one step back. All those who have read about their ancestors in history books provided to you in school, take one step forward. All those who have never been denied a job because of their race, gender identity or religion, take one step forward. All those who were raised in homes with libraries of children’s books and adult books, take one step forward. All those who have been taken to art galleries or museums by their parents, take one step forward. All those who have an immediate family member who is a doctor, lawyer, or other professional, take one step forward. Al those who have gone to, or currently attend, a school where the majority of teachers are of the same race or ethnic group as you, take one step forward. All those who have ever feared for your safety because of your race, religion or gender, take one step back. All those who grew up, or have an immediate family member who grew up on a reservation, take one step back. 11. Say: “When I yell ‘GO,’ everyone run from wherever you are in the room to the wall at the front.” 12. Debriefing questions: h. What did the exercise teach you? i. What is the point of this activity? j. What does this have to do with prejudice? Privilege? Oppression? k. Do we all start off equal in life? l. What does holding hands, then becoming distant when you can’t hold hand anymore represent? m. Is it possible to be the fastest runner and still lose the race? n. Is social change usually instigated by those who are privileged or oppressed? Why?

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Appendix VIII Collective Action HSB 4MI Scenarios: Situation requiring your collective action: 1. You and your group are members of the community of Salt Spring Island in British Columbia where forestry companies, via lucrative contracts with the BC government, are clear cut logging throughout your small island and the rest of the province. You believe that clear cutting is harmful to the long-term health of the ecosystem. Many prominent scientists and ecologists have gathered evidence to support your claims that this form of forestry is ecologically short sighted. What will you do to stop the clear cutting?

Situation requiring your collective action: 2. You and your group are members of the Lubicon Cree First Nation in Northern Alberta. Historically, you nation did not sign a treaty with the Canadian state when other nations in the area signed treaties in the late 1800’s. In the 1940’s the federal government promised the Lubicon a reserve, but it never came to be. You have lived off of the land peacefully with little involvement from the “outside” world. Recently, the Alberta government discovered that the Lubicon land was oil rich and began programs of oil extraction without consulting you. The government began to log the dense forest for highways – right through the prime hunting and trapping land the Lubicon rely on for their livelihood. What will you do to assert your land rights? Situation requiring your collective action: 3. You live in a South American country where the government has just privatized water and sold the majority of the water rights to a foreign corporation. This means that you will have to buy access to water to drink, grow food, bathe, do laundry, etc. The vast majority of the population of your country cannot afford the price of water, which is set by the foreign corporate owners. What will you do in order to resolve this problem for yourself? Your community? Your country?

Situation requiring your collective action: 4. Two lesbians you know were crossing a street when a car full of young men drove up to them. The men jumped out of the car, yelling homophobic names, and beat the two women up, leaving them unconscious on the sidewalk. Both of them are hospitalized – one of them is in critical condition. The police say there are no leads and do not seem eager to pursue the case. What will you do to stop this kind of violence?

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Situation requiring your collective action: 5. You are all students in a class at a local university where the white professor regularly makes disparaging racial comments about people of colour. Members of the class have challenged these statements when they occur, but within two weeks, most of the people of colour have dropped out of the class. What will you do? Situation requiring your collective action: 6. You and your group members are a part of a community where there have been a series of sexual assaults. Women victims have made police reports describing being physically and sexually attacked in their own homes. These women have been shocked to discover through their Rape Crisis Centre that there are more than ten reported assaults in their neighbourhood already with the same description, and the police seem to have no leads. What will you do?

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Appendix IX Putting an End to Discrimination in Our School HSB 4MI: Challenge and Change in Society Prejudice and Discrimination Culminating Activity Having spent the past few weeks learning about prejudice and discrimination in class, you have now become experts on the topic. This assignment is designed to let you, our school’s leaders, make a difference in the community, beginning by giving you the opportunity to promote greater understanding and acceptance between students of all backgrounds in grade nine. In groups of no more than four, your job is to create and lead a 15 – 20 minute presentation on one of the anti-discrimination topics we have discussed in class, or one of your own choosing, which you will then deliver to a grade nine class. Some of the topics you may want to consider are; • • • • • • •

Homophobia Sexism Racism Classism Discrimination against Native Canadians Ableism Ageism

Your presentation should be geared towards a grade nine learning level and should include a variety of creative strategies to inform, entertain, educate and inspire the students. Some examples of activities may include; • • • • • •

Role playing Quizzes Games Brief video clips Discussion questions Journal entries

You will be given two periods in the computer lab to research and think of lesson ideas. You should also be using this time to develop and practice your presentation Before you deliver your presentation to the grade nine classes, you will have the opportunity to practice your finished product in front of your own classmates. This practice will give you time to rehearse and fine tune your presentation, but should be as close to the real thing as possible, including all materials and activities that you will use. Remember, this is your chance to share something you care about with younger students, and hopefully influence them to also try and make our school and community a better place. Choose a topic you feel is important and relevant to our school and show everyone that we won’t put up with prejudice and discrimination in our lives anymore! Evaluation: 50% - your teachers’ evaluation based on your practice presentation 50% - evaluation from the teacher of the grade nine class you present to. 34

Group Members:

Topic: Due Date for Practice Presentation: Due Date for Presentation to the Grade Nine Class:

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Appendix X Marking Scheme for Anti- Discrimination Presentations Criteria Assessment Notes/Comments Clear focus on the group’s 0 1 2 3 4 5 6 7 8 9 10 anti-discrimination topic Content was clearly 0 1 2 3 4 5 6 7 8 9 10 explained Detailed and relevant 0 1 2 3 4 5 6 7 8 9 10 information shared, material organized logically Effective interaction with 0 1 2 3 4 5 6 7 8 9 10 grade 9 students (including answering questions asked) Shows creativity and 0 1 2 3 4 5 6 7 8 9 10 originality that engages class Delivers presentation 0 1 2 3 4 5 6 7 8 9 10 smoothly, presenters appear relaxed and at ease Uses appropriate language 0 1 2 3 4 5 6 7 8 9 10 and tone Presenters share equally in the delivery of content and quality of info shared Presenter #1 0 1 2 3 4 5 6 7 8 9 10 Presenter #2 0 1 2 3 4 5 6 7 8 9 10 Presenter #3 0 1 2 3 4 5 6 7 8 9 10 Presenter #4 0 1 2 3 4 5 6 7 8 9 10 Presenter #5 0 1 2 3 4 5 6 7 8 9 10 Presenters speak clearly and audibly Presenter #1 0 1 2 3 4 5 6 7 8 9 10 Presenter #2 0 1 2 3 4 5 6 7 8 9 10 Presenter #3 0 1 2 3 4 5 6 7 8 9 10 Presenter #4 0 1 2 3 4 5 6 7 8 9 10 Presenter #5 0 1 2 3 4 5 6 7 8 9 10 Presenters use appropriate body language and eye contact Presenter #1 0 1 2 3 4 5 6 7 8 9 10 Presenter #2 0 1 2 3 4 5 6 7 8 9 10 Presenter #3 0 1 2 3 4 5 6 7 8 9 10 Presenter #4 0 1 2 3 4 5 6 7 8 9 10 Presenter #5 0 1 2 3 4 5 6 7 8 9 10 Total Mark:

/100 /100

/100 /100

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/100