Collecting_and_analyzing_data_on_racial_slurs_and_labels -...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
COLLECTING AND ANALYZING DATA ON RACIAL SLURS AND LABELS Note: This activity was developed to be used in conjunction with Chapter 10 of the book How real is race? , by Mukhopadhyay, Henze, & Moses (2007, Rowman and Littlefield Education). However, it can also be used by itself. The activity was developed by Rosemary Henze. If you use this activity and have suggestions for how to improve it, please contact me at [email protected] . Student learning objectives: By the end of this activity students will be able to Distinguish between school rules about racial labels (prescriptive approach) and scientific study of labels to learn about social behavior (descriptive approach); Explain what we can learn by studying racial labeling in school (e.g., that the use of racial labels is one of the ways people signal group identity, power relations, and insider/outsider status, etc.) Give examples that illustrate how the meaning of words is context dependent. Articulate their own position on the use of “racial slurs” and other racial labels and what they plan to do to share what they have learned with others. Approach: Student inquiry with teacher facilitation and structure. This activity is basically constructivist, with students creating new knowledge based on what they already know, i.e., the familiar world of the school or college. It is inductive, inquiry based, and collaborative; students discover patterns and explanations by doing collaborative research. Appropriate for : High school students, community college students, possibly middle school students, in courses that focus on social sciences. Note that the lesson contains some linguistic terminology, but the teacher can choose to omit these parts and just do the activities minus these terms. Time Requirements : 3 class sessions of approx. 50 minutes, plus 2-3 days between sessions 1 and 2 to allow for data collection. Times for each step are rough estimates only. Materials: Drawings A and B of stick figures (sample included in plan) to be displayed on overhead transparency or board; Handouts 1 and 2 (teacher can construct these using the models included in this plan). Procedure: 1 st class session Step 1, Introduction : (2 minutes) The teacher (T) should tell students (Ss) that today they are going to begin studying a very controversial topic: the use of racial labels and racial slurs. What is a racial slur? Do you know? (students will probably be reluctant to say the words. T. can ask, do you know what I mean if I say “the N word?” If any students don’t know, the T. can say it’s a word that some people use to put African American people down. But there are other words that are used to put other groups
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
down. For almost every ethnic group, there is some kind of a “slur” or bad word. There are also slurs for women, gay people, people with disabilities, and other people who are not perceived as part of the dominant culture in this society. A racial slur is a word that is
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 09/08/2010 for the course LING 129 at San Jose State.

Page1 / 8

Collecting_and_analyzing_data_on_racial_slurs_and_labels -...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online