Day One: Introduction into Implicit Bias
It’s important to know that and think about how it impacted those ancestors and their descendants. This lesson centers on various African and African American groups. We explore this to act in ways that end anti-Black violence, as a core part of ending all forms of dehumanization and discrimination.
What does my name mean, and how did it become my name? Does my name connect me to Africa and the African diaspora? If so, how? Does my name connect me to any other places or human groups? Vocabulary: Introduce the disciplinary vocabulary.
Other Instructional Materials or Notes:
- The modern era has seen an increase in global interdependence culturally, economically, and politically since 1920. The advent of technology has fueled the interconnectedness of the world. Civil rights and independence have been at the forefront of this era; however, tensions remain in how to achieve these goals.
- This indicator was designed to encourage inquiry into the primary physical and human characteristics of places within the African continent, such as landforms, water bodies, countries, and cities.
- This indicator was designed to encourage inquiry into the distribution and pattern of human populations within the North American continent, why they are located where they are, and how those patterns change over time through economic, environmental, and politically driven migration.
- This indicator was designed to promote inquiry into military and economic policies during World War II, to include the significance of military bases in South Carolina. This indicator was also developed to foster inquiry into postwar economic developments and demographic changes, to include the immigration of Jewish refugees following the Holocaust.
- I Inquiry-Based Literacy Standards
- I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
- I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.4 Synthesize integrated information to share learning and/or take action.
- Grade 1: Orally produce single-syllable words by blending sounds including consonant blends in spoken words.
- Grade 2: Make predictions before and during reading; confirm or modify thinking.
Lesson Created By: CollinPerryman, Shaquetta Moultrie, Antoinette Gibson, Julia Dawson