1. 5/27/15 – AIM: POST TEST Do Now – Clear your desks and sharpen your pencils!!! HW: VOCAB UNIT TEST TOMORROW (10-12)!!!

2. 5/28/15 – AIM: VOCAB TEST Do Now – Clear your desks and sharpen your pencils!!! HW: VOCAB UNIT TEST TOMORROW (10-12)!!!

3. Synthesis ESSAY

4. Thursday 3/20/14 through Monday 3/24/14 Overview of Lesson Plan: In this lesson students will engage in close readings comparing historical and contemporary texts about school integration to better understand the Supreme Court’s recent ruling. Lesson can be found at http://www.nytimes.com/learning/teachers/lessons/20070702mon day.html http://www.nytimes.com/learning/teachers/lessons/20070702mon day.html

5. Teacher Note DO-NOW: Students respond to the following prompt (written on the board prior to class): “What do the words “colorblindness” and “diversity” mean to you? Give examples (real or hypothetical) of ways to promote each. What place do these words hold in your school’s relationship to race and ethnicity? As a school community, do teachers, administration and students try to be colorblind, try to celebrate and/or promote diversity, or do they do neither or both of these things? Give examples to support your answer.” Once students have completed writing, have them share their responses. – What is the difference between trying to be colorblind and trying to celebrate and/or promote diversity? – What are the benefits and drawbacks of these approaches when people of different races and ethnicities are brought together? – What role do you think colorblindness should have in your school’s relationship to race and ethnicity? – What role do you think celebrating and/or promoting diversity should have?

6. Teacher Notes: Split option Divide the class into two groups. Have one group read the 2007 article “Can a Law Change a Society?” (found online athttp://www.nytimes.com/learning/teachers/featured_articles/20070702 monday.html), and have the other group read the 1954 article “High Court Bans School Segregation; 9-0 Decision Grants Time to Comply” (found online athttp://www.nytimes.com/learning/general/onthisday/990517onthisday_b ig.html). Instruct students to read silently and independently, and to underline all phrases and words that they think are particularly important, meaningful or poignant.http://www.nytimes.com/learning/teachers/featured_articles/20070702 monday.htmlhttp://www.nytimes.com/learning/general/onthisday/990517onthisday_b ig.html Once students have completed writing, have them share their responses. – What is the difference between trying to be colorblind and trying to celebrate and/or promote diversity? – What are the benefits and drawbacks of these approaches when people of different races and ethnicities are brought together? – What role do you think colorblindness should have in your school’s relationship to race and ethnicity? – What role do you think celebrating and/or promoting diversity should have?

7. Do now: What do the words “colorblindness” and “diversity” mean to you? HW: 1. Prepare your articles with annotations and what you plan to write on Monday. 2. Final Drafts of your research paper. 3. Finish The Color Of Water, if you want. 5/29/15 Aim: Are we aiming to be a culture of diversity or color-blindness?

8. Answer the following questions in your notes: “What do the words “colorblindness” and “diversity” mean to you? – Give examples (real or hypothetical) of ways to promote each. What place do these words hold in your school’s relationship to race and ethnicity? As a school community, do teachers, administration and students try to be colorblind, try to celebrate and/or promote diversity, or do they do neither or both of these things? – For example?

9. Open Argument Task: What role do you think colorblindness should have in your school’s relationship to race and ethnicity?