Project Overview: In this multi-day project, the class first works together to examine different graphs, which relate to climate change. In particular, one of these graphs (see below) illustrates the intersection of environmental health and race. After this initial classwork with graphs, students then use this document to help them choose a climate change topic of particular interest to them. One choice is to research specific example(s) of environmental racism, and the relationship between climate change and race, class, gender or socioeconomic class. Each group ultimately prepares and shares a Google Slides presentation.
Lesson Overview: Using news articles (see below), students will analyze the sampling methods and potential sources of bias in real world studies .
Here are the 3 (abridged) news articles:
Lesson Overview: Students read the blog post, “I Fit the Description” by Steve Locke about his experience being stopped and questioned about a crime he did not commit. Working on their own and in small groups, students discuss Locke’s experience and identify examples of implicit bias.
Assignment Overview: Students read various essays from the book American Like Me: Reflections on Life Between Cultures edited by America Ferrara. Using the book's essays as models, students then write their own narrative essay that reflects on their own experience being between cultures (American or living in America).
Lesson Overview: Students will read this Scientific American article, to consider the following questions:
Student Reflection, in response to prompt #3 (above):
Eric Anderson writes, “[In humans] the categories of gay and straight are socially constructed.” “I found this quote interesting because it ties in with the idea that humans like to put a label on everything. “Gay” and “straight” are absolutes, but some people might not fit entirely with these labels. People like to categorize things and other people in order to make it easier to think about, but these categories can be restricting and might not match that person’s identity completely, because humans are very complex.” Lesson Overview: Using this activity, students first investigate the complexity of one's biological sex, and then learn more about how athletic categories of male and female have been determined over the recent decades. Then, on day 2, students use these questions to take a broader look at the definitions of sex, gender, and sexuality.
Lesson Overview: After reading an article and watching a few videos, students will debrief in small groups, speaking in Spanish as they share and respond to quotes/passages from the article and videos. Lesson Resources:
Lesson Overview: These slides contain short profiles of young and diverse Biologists doing biological research involving genetics. A teacher could integrate these slides into a broader lesson regarding genetics, current research, etc.
Activity: How the human species evolve to have such a wide and beautiful array of skin tones? Is skin tone an inherited trait? Is racial identity an inherited trait? After reading this article and/or watching this video and this animation, students will consider a range of different questions. Finally, a class could use this activity, article, and/or other materials to discuss the relationship (if any) between genetics, skin tone, and race.
Student Reflection:
“I enjoyed it because it was a subtle way of doing it. We didn't solely discuss racial identity, because this is a biology course. But it was integrated with the science in a way that while fulfilling the scientific purpose of the course, we also learned about racial identity. I liked reading the article the most because I found the basis of why skin tones emerged very interesting, and something I never really knew before.” |
AuthorsThe content showcased here is very much the work of a large, diverse group of BHS teachers. Categories
All
Archives
March 2020
|