Revised Lesson

Social Justice Lesson Plan Template

Contextual information: How culture affects fashion

Grade level: 7th

Subject: FACS

Lesson time length: 49 Minutes

Characteristics of the class: (multi-age or grade level, developmental level, etc.)

Social Justice Standards (Teaching Tolerance): (Check all that apply)

Identity X 1. Students will develop positive social identities based on their membership in multiple groups in society. X 2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups. ___3. Students will recognize that people’s multiple identities interact and create unique and complex individuals. ___4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people. X 5. Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. Diversity X 6. Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. X 7. Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. X 8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. ___9. Students will respond to diversity by building empathy, respect, understanding and connection. X 10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Justice X 11. Students will recognize stereotypes and relate to people as individuals rather than representatives of groups. ___12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination). ___13. Students will analyze the harmful impact of bias and injustice on the world, historically and today. ___14. Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics. ___15. Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.   Action ___16. Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias. X 17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice. ___18. Students will speak up with courage and respect when they or someone else has been hurt or wronged by bias. ___19. Students will make principled decisions about when and how to take a stand against bias and injustice in their everyday lives and will do so despite negative peer or group pressure. ___20. Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.
X Empowered learner- Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.   Computational thinker-  Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
  Digital citizen-  Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.   Creative communicator-  Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
X Knowledge constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.     Global collaborator- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
  Innovative designer- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.    

 ISTE Standards for Students (click all that apply)

Purpose/Rationale: Students will be learning about how culture shapes the way we dress. This will be taken place during a clothes/fashion unit. The purpose of this lesson is that students will research and present information about different cultures, how geographic and cultures affect personal adornment, and how others in said cultures can have positive or negative stereotypes based on how they dress.

The classroom consists of 10-19 students that meet every other day. About 1-3 students in each class has an iep or 504 plan. Most accommodations consist of extra time for projects or test.

Materials and Technology Tools:

Instruction sheet posted on schoology

Chromebooks

Objectives:

Students will be able to collaborate as a group to research at least 10 key facts about a unique culture or subgroup.

Students will be able to present of research and images of corporal and external adornment of a specific culture

Students will be able to reflect on their own fashion choices and how it compares to others.

Instructional Procedures: (please remember to integrate technology tools)

Introductory Activity:

-Spend 3-5 minutes on bellringer: Describe your process when buying clothes in 3-4 sentences. Helpful prompts: Do you look at labels or brands? Do you consider function over fashion? Do you always go to the same stores or try different places? How much of an influence are your parents or friends on your decisions?

Class will have discussions on student answers. Have students get in groups of 2-4. Introduce the project.

Developing Activity:

Students will have up to 5 minutes picking a culture, country, subgroup, or time period to research.

They will be using Google slides to make a presentation about their culture. They are to research fashion originating from the country, both corporal and external. They will be researching what aspects affected the fashion (climate, culture, economics, etc.). They will research if there were negative stereotypes or bias based on the clothes.

Students may be able to present today, if not they will present next class.

Concluding Activity:

Exit Ticket:

How does your fashion choice differ from the group you researched? Explain the differences and the reason of these differences in 2-4 sentences.

Assessments:

Bellringer + Exit Ticket

Presentation Rubric

Observation

Fashion Around the World

Description:

You and your group are tasked with researching the fashion of a group of people. They can be from a specific country (ex. Africa), culture (ex. Hindi), subgroup (ex. “emos”), or time period (ex. 1920s). You will be working together to research and present through google slides. Read instructions and grades to ensure that you are working to the specifications of the project.

Example of research topics: You are not limited to these suggestions

Africa Thailand Japan Ireland Hawaii Western culture Indosphere Sinosphere Islamic culture Arab culture Tibetan culture Punk Emo Goth Prep Jock 1920s 1930s 1960s 1980s 2000s  

Required Reseach:

-Types of fashion that originated or is highly used from your group. List at least one external (temporary) adornment and one corporal (permanent)

-What factors influence their type of clothes (money, religion, climate, etc.)

-Negative or positive stereotypes that based on the group of people you researched (ex. Everyone in the Islamic culture are terrorist is a negative stereotype).

-How can people, as a whole, change negative stereotyping?

Grading:

Criteria 0 Point 1 Point 2 Points 3 points
Group completed assignment on time. Group did not use research tools or contained little to no information. Group answered some of required research but is missing sufficient detail.   Group answered most of required research but is missing minor details. Group is well-detailed and answers all required research.
  Presentation Group did not present information. One member presented. Most members presented information or did not present clearly. All members presented information in a clear and
  Group-Work (graded individually) Students did not work within group. Work was uneven divided. Student did not do much work Student did some work within group Student worked well with group.
  Time and effort. Students did not complete any of the assignment on time. Group did not complete most of the assignment or was turned in very late. Group completed assignment but was late. Group completed assignment on time.

Feedback from peers:

Peer Review Sheet

EDUC 577

Dr. Waid

Name of Reviewer: Miranda VanDonsel

Name of Person submitting lesson plan: Andee Bartholomew

Categories to review:

               Category                                          Target                                 Feedback

Contextual information       Included all the required contextual information for the lesson. This lesson was well organized, but was missing the classroom characterization. This information is crucial for others to gain a better understanding of the developmental level of the classroom.
Standards       Lesson was well-aligned with the Social Justice/ISTE Standards The social justice standards and ISTE Standards were clearly identified and met within the lesson.
Instructional strategies         Instructional strategies were well- aligned with the objectives of the lesson. Made good use of technology The lesson followed and met each of the stated objectives. Technology was present and used effectively through the use of Google Docs. Each objective was met
Assessments         The assessments were well-aligned with the objectives of the lesson Assessment supported lesson objectives
Reflection- N/A ( each student will include this in the final submission (on the lesson plan template itself) on WordPress The reflection richly addressed the strengths and weaknesses of the lesson N/A

Additional comments:

Great Job! Your lesson was clearly put together and aligned perfectly with your objectives and standards!

 Reflection:

Address the following:

  1. What did you do to insure that you had met your objectives in this lesson?

I looked at each objective and made sure that everything was addressed in at least one part of my lesson. All of my assessments gauge if students meet each objective.

  • What were some of the strengths in the lesson?

It has students learning about different cultures and beliefs of the world around them. It may introduce the thought that people around the world are different then where they grew up.

  • What are some things that could be improved in this lesson?

I would spend more time on this lesson than just one day. Make the exit ticket more of an essay than a paragraph late on in the unit.

Social Justice Lesson Plan Rubric

  Ineffective Developing Effective
Contextual information Included minimal of no contextual information for the lesson Included most of the required contextual information for the lesson Included all the required contextual information for the lesson
Standards Lesson had minimal or no alignment to the Social Justice Standards Lesson had evidence of alignment to the Social Justice Standards Lesson was well-aligned with the Social Justice Standards
Instructional strategies Instructional strategies had minimal alignment with the objectives of this lesson. Used no technology Instructional strategies were mostly aligned with the objectives of the lesson. Used some technology Instructional strategies were well- aligned with the objectives of the lesson. Made good use of technology
Assessments The assessments had minimal alignment to the objectives of the lesson The assessments were mostly aligned with the objectives of the lesson The assessments were well-aligned with the objectives of the lesson
Reflection The reflection minimally addressed the strengths and weaknesses of the lesson The reflection mostly addressed the strengths and weaknesses of the lesson The reflection richly addressed the strengths and weaknesses of the lesson

Stereotype Threats

A stereotype threat is when individuals feel under pressure to underperform in an attempt to step away from a negative stereotype. This is explained thoroughly by Seele, “People… are in a situation for which a negative stereotype about their group is relevant, they can feel stereotype threat; they can feel under pressure not to confirm the stereotype for fear that they will be judged or treated in terms of it” (2010, p.89). Some examples of this phenomenon are that Asians naturally excel in math or that or that girls are not as good in math as boys. People that become aware of these stereotypes might feel that they are working to the height of their abilities, even when they have room to grow. A person is negatively affected by this attempt of resisting unfair stereotypes.

This can greatly affect the classroom environment. Students may feel the sensation that they are trapped in negative influences. Emotional and stress leads to underperforming, which leads them to feel that they are part of the negative stereotype. This becomes a vicious cycle that can lead to affect both their college life and careers. A person’s identity can lead to how they perform in and out of the classroom.

There are some ways for teachers to combat a stereotype threat in the classroom. One thing that teachers can do is to promote growth mindset in the classroom. Students might feel that they are not smart or not capable, and that limits their potential on how well they can do. By promoting growth phrases like “I don’t know this yet” or “I need to practice this more” can lead to students performing better.

Another strategy a teacher can utilize is to value a student’s individuality. Finding projects and assignments that reflect on student’s own life, values, and beliefs can promote positive images of themselves and identities. Promoting student’s own individuality help them feel proud of who they are. There are many techniques that teachers can use to resist stereotype threats.

Steele, Claude. M. (2010). Whistling Vivaldi: How Stereotypes Affect us and What we can do. W.W. Norton, New York.

https://www.easel.ly/browserEasel/9088149

Digital Responsibility

Teaching digital responsibility in the current time, can be a daunting yet necessary aspect of any teacher that incorporates technology into the classroom. Teaching students about their responsibility as both a consumer and producer of online creations, it is important to teach the benefits and drawbacks of using technology. The “issues with digital citizenship” was a good visual representation of how the core issues of technology can branch out into even more and more issues. One important aspect that we teachers need to focus on is that many online tools market products to children. As a Family and Consumer Sciences teacher, I often go over how foods and other markets advertise to younger demographics. It is also important to know that cookies and algorithms are used to base advertisements on the websites that kids are looking at. Students have greater opportunities to buy digital content for games or social media by just clicking on a few buttons. Therefore, it is important to teach students to be financially responsible online.

The article “On Instagram, 11,696 Examples of How Hate Thrives on Social Media” shows the powerful effects of how violence, authenticity, religion can be misused on social media (Sheera Frenkel, Mike Isaac and Kate Conger, 2018). Students often feel as though they want to be a part of something bigger than themselves, even if it brings someone else down in the process. Following the hashtag “jewsdid911” being followed and continue shows how misinformation and hate is spread throughout the world. Most students are now familiar with the concept of “fake news”, but many don’t connect that to fake post or clickbait as well. It is our role as educators to teach critical thinking skills and how they relate to information they see online.  Also teaching them how anonymity is no excuse for hostility. Keeping these lessons online is important for teachers to consider when educating students on the problems in the online world.