1. Parts highlighted in yellow are the ones that I made and presented.
Chapters 8 & 9

2. Warm-Up
Individually write down your own definition and examples and then discuss and compare with those at your table
What do you define as an in-group?
What do you define as an out-group?
What are a few examples of each?

3. In-Group a small group of people who share a particular interest or activity and who do not allow other people to join their group Out-Group a group that is distinct from one's own and so usually an object of hostility or dislike
“In-group” &“Out-group” Merriam-Webster. Merriam-Webster, Web. 26 Oct

4. Generalization- a general statement : a statement about a group of people or things that is based on only a few people or things in that group
Examples: School is fun and easy
All cats hate dogs
“Generalization” Merriam-Webster. Merriam-Webster, Web. 26 Oct

5. Discussion Questions (ch8)
Is there gang violence where you went to high school?
If so, how did that effect your life at school, and your life outside of school?
How (as a teacher) can you try to help students steer away from becoming involved in gangs?

6. In what ways can you educate students on gangs & gang violence?
How can you help students’ voices be heard about concerns in their community?
How do you deal with gang violence in school?

7. Chapter 9 Marginalization
to put or keep (someone) in a powerless or unimportant position within a society or group.
Common types:
Race
Gender
Class
Education
Sexual Orientation
 "Marginalize." Merriam-Webster. Merriam-Webster, Web. 26 Oct

8. Reggie said, “They say if a Black man was ever elected President, he’d be killed, ‘cause they don’t want a Black man with too much power.” (Michie 172) Do you think that our judicial system has changed since the first African American was elected into office?

9. Marginalization occurs in everyday life
Have you ever been/felt marginalized?
Have you seen someone else be/feel marginalized?
Did you have any teachers help bridge the gap between you or the other person you know that has been marginalized?

10. Discussion Questions (ch9)
How do we help with students in a classroom who are being/ feeling marginalized?
How do you react to the others students who may be marginalizing a particular student?
How do you help students who display low self-esteem?

11. Works Cited
"Communization and the Abolition of Gender." Libcom.org. Libcom.org, 9 Feb Web. 26 Oct Okundaye, Jason. "Harboring a Perspective of British Racists." Shout Out UK RSS. N.p., n.d. Web. 26 Oct "Student Life." Intercultural Ally Program. Lake Forest College, n.d. Web. 27 Oct

12. Doane Teachers Education Standard 3
Lesson Plan
Chapters 8 and 9
Standards:
Doane Teachers Education Standard 3
The developing professional recognizes and provides for individual differences and diversity.
Doane Teachers Education Standard 4:
The developing professional uses a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem solving.
Doane Teachers Education Standard 6
The developing professional applies knowledge of effective communication techniques.
Instructional Objectives:
Understands that it is important not to generalize others based on affiliation and understand the meaning of marginalization and how it is used in the text.
Understands what it means to generalize
Understands what it means to marginalize
Understand how this affects both communities and the classroom
Materials & Resources:
Computer connected projector to display prepared PowerPoint for class discussion. Also, have white board and white board markers handy if needed . Students are expected to come prepared with paper if they want to write down the discussion.
Anticipatory Set:
What do you define as an in-group?
What do you define as an out-group?
What are a few examples of each?
Individually write down your opinion then discuss and compare your definition to others definitions in your table
Students will write down their answers and then we will ask them to compare to those at their table and see what they come up with then discuss further.

13. Purpose:
“It is important to understand the meaning of generalization and marginalization, and how it may affect the classroom atmosphere.
Input:
Students know what it means to be in an in-group and in an out-group, as well as they know what it means to generalize (essentially stereotype) and many know the meaning of marginalization. We will ask students to give their own definition of each and ask them how it applies to the classroom atmosphere.
Model:
We will demonstrate skills through a PowerPoint in which we have the both the definition of generalization and marginalization.
Check for Understanding:
Ask students questions and continue discussing what in and out-groups are and what they meanings of generalization and marginalization are.
Guided Practice:
Students, in their table groups, will discuss questions given to them off the PowerPoint to better understand how each concept can be used in a classroom setting.
Closure:
We will ask students, “What are the main ideas that we discussed pertaining to generalization and marginalization?” have a few students answer. Then ask, “Do you think generalization and marginalization will ever cease to exist? Why or why not?” Have a few students answer.
Closing Statement, “Generalization is something to be aware of with many students, just because kids are a part of a certain group or in the books case, a gang, it does not mean that they all are going to be a certain way, for they are all human.” And “Students may marginalize one another based on race, gender, or other ways and we as educators need to be understanding on an individual basis and make sure that we do not marginalize students ourselves.”