Racism & White Privilege/Supremacy

Essential Question

What is the White representation of Race?
How does Ethnocentrism play a role in White Privilege/White Supremacy?
What is White Privilege?
How has privilege shaped my perspective & identity?
How do I live my privilege?
What does it mean to be anti-racist?
What privileges are available for certain groups of people but not for others?

Texts

What Is White Privilege, Really?

Recognizing white privilege begins with truly understanding the term itself.

Issue 60, Fall 2018

Informational

White Privilege: Unpacking the Invisible Knapsack

McIntosh's article details the ways in which white people—male and female—are given unacknowledged advantages. She focuses on situations in which skin-color is the dominant priveleging factor (over class, religion, ethnic status, or geographic location) but acknowledges that many of these attributes are interconnected.

Peggy McIntosh

Grade Level

9-12

Subject

Civics

Economics

Topic

Class Rights & Activism

July 5, 2014

Beyond the Privilege Walk

What good is a privilege walk activity if participants aren’t engaging in perspective shifting?

June 20, 2017

Visual

Average Household Income

This graphic from Mother Jones depicts income inequality in the United States.

Dave Gilson and Carolyn Perot

Grade Level

6-8 9-12

Subject

Economics

Topic

Class

July 24, 2014

Imagining a World Without White Supremacy

Meet two innovative educators who help students face their communities’ painful histories and envision brighter futures.

Issue 60, Fall 2018

Destigmatizing Privilege

Privilege can be a sticky subject, but this teacher introduces it to her fourth-graders as a tool they can use to elevate others.

March 8, 2018

Multimedia

Small Truths: The Immigration Experience Through the Eyes of Children

This film documents English language learners as they write and tell personal stories from their past.

Sarah Yuster

Grade Level

K-2 3-5

Subject

Civics

Economics

Geography

Topic

Immigration

February 6, 2017

Confronting White Privilege

Many affluent students are oblivious to issues of race and class. Here are two teaching strategies designed to open their eyes.

Issue 42, Fall 2012

Informational

I Am the Blood of the Conqueror; I Am the Blood of the Conquered

In this blog post, the author details the internal struggle she feels when coming to terms with the bloody heritage she shares with conquistadors like Christopher Columbus and the pride she takes in remembering, embracing and living out her cultural history.

Christina Torres

Grade Level

6-8

Subject

History

Geography

August 22, 2016

Teaching Strategies

Close and Critical Reading

Text-Dependent Questions

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.

Grade Level

6-8 9-12

CCSS

RL.6-12.1, RL.6-12.2, RL.6-12.4, RL.6-12.5, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.4, RI.6-12.6

July 19, 2014

Student Tasks

Write to the Source

Are You Convinced?

Are You Convinced? asks students to demonstrate their argumentative and evaluative writing skills.

Grade Level

6-8 9-12

CCSS

W.6-12.1, W.6-12.4, W.6-12.9

July 19, 2014

Plan Built By

Ms.Manson

Racism & White Privilege/Supremacy

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