Robert Slotnick

EDU6051: Culture, Equality, Power and Influence

Action Plan Assignment






Unit Plan: Differences and Conflict
A two weeklong 10
th
grade history exploration of Cultural oppression and privilege












Introduction to the Unit: Differences and conflict
Often in our society high school tends to be place of formulating identity, making bonds
and grouping oneself. However often our culture we will perpetuate oppressive social norms based
on race, religion and socio-economic background. Due to this I wanted to design a unit that will
expose students to the differences in the student body at high school and how they shouldnt be a
factor in determining anything about each other. Students in most High Schools tend to make
assumptions, use stereotypes and act on them. Students groups or clicks are often based on whom
they identify with and how they treat each other, which unfortunately is often based on race,
religion or socio-economic status
This Unit is part of a 10
th
grade World history class that covers the second half of human
history. The Unit is intended to get students to see the differences we have in society and how they
have been used as dividing forces in the past. The Unit will address the rise of Fascism in Europe,
the Holocaust, the cold war and several examples of modern day cultural oppression. Ultimately
the Unit will help students explore Identity and how it is based on many more factors than just
appearance and background. The will cover the time period spanning most of the twentieth
century and covering difficult topics of oppression and conflict such as the Holocaust, the
Yugoslavian war, The civil rights movement, The Apartheid regime and more. While the Unit
doesnt focus on a specific time period or era of human history it does center a theme that relates
today and fits in modern world history.
The Ultimate goal of this unit will be to get student to start thinking about their own
culture. The Unit will allow students to start challenging assumptions, realize differences and not
let cultural and societal norms be forces of estrangement. Ultimately we want student to think
about who they are, how they treat others and to hopefully start the process of breaking
assumptions and norms that cause privilege and oppression in our world. I want them to learn the
value of cultural diversity and start to become more culturally proficient with their thinking.
This Unit will involve extensive reflective writing from students in journals. It will involve
many video clips, picture, readings and notes to help frame the main ideas of the course. Students
will generate a report paper based on an interview with another member of their social culture
based around this idea of privilege and oppression. The assignment will require research into
current views on this topic as well as extensive interviewing.
The unit will be great shift from the usual history content-based units and frame central
ideas of human behavior as well as dominate forces in our own society and culture today as the
main focus. The unit is a wonderful way to approach the complicated topics of genocide, national
behavior, human identity and reasons we act the way we do. I believe this unit will be very
rewarding and exciting for both students and the teachers.

UNDERSTANDING by DESIGN (UbD)
Stage 1: Desired Results, 2.0 Version*
Unit Plan: Differences and conflict
Transfer
Identify victims, bystanders, rescuers and perpetrators and the overlap these roles can have
Understand how culture is created
Better understand ways in which humans identify themselves and others
Identify oppressions and privileges in society today


Meaning
Understandings
Students will understand that race and
religion plays a role in the privileges in
society
Students will understand that there are
several factors of human-nature that can
affect the way we act and behave
Students will understand the various
obligations we have to others in society
and how that affects our
actions/behaviors
Students will understand what Diversity
means
Students will understand that culture is
created

ESSENTIAL QUESTIONS
What factors do we use to build
identity?
Why do people feel the need to follow
group norms?
What is inequality?
What motivates people to challenge the
status quo?
How do we act differently around
different groups of people?
How do privilege and oppression in
society manifest themselves?







Acquisition
KNOWLEDGE
WHII.21
WHII.23
WHII.26
WHII.30
WHII.31
WHII.43
WHII.44
WHII.47

SKILLS
Academic
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or
more authors for how they treat the
same or similar topics, including which
details they include and emphasize in
their respective accounts
CCSS.ELA-Literacy.RH.9-10.7
Integrate quantitative or technical
analysis (e.g., charts, research data) with
qualitative analysis in print or digital
text.
CCSS.ELA-Literacy.RH.9-10.1 Cite
specific textual evidence to support
analysis of primary and secondary
sources, attending to such features as
the date and origin of the information.
Makes connection from the past to
modern day
CCSS.ELA-Literacy.RH.9-10.3 Analyze
in detail a series of events described in a
text; determine whether earlier events
caused later ones or simply preceded
them.
Learning
Students will learn how to use
presentation and public speaking skills-
(This will be part of a research and
cultural power project)
Be able to understand and describe the
meaning of a video, picture and how it
relates to the topic at hand
Cohesive research skills- (Students will
do research into an event as part of the
cultural power project)
Time management ability
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary of
how key events or ideas develop over
the course of the text.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the
same topic in several primary and
secondary sources.





DAY 1
Unit: Differences and conflict
I. LEARNING OBJECTIVES & ASSESSMENT

II. ESSENTIAL QUESTIONS FOR THE DAY
What factors do we use to build identity?
Why do people feel the need to follow group norms?
How do we act differently around different groups of people?

III. POTENTIAL MISCONCEPTIONS
Students might believe that identity isnt influenced by anyone else
Students might not realize the power of social pressures
LEARNING OBJECTIVES ASSESSMENT
Overarching
Students will understand that there are
several factors of human-nature that can
affect the way we act and behave
Students will understand that culture is
created
Students will understand what Diversity
means



The students participation in the class
activity of identity
The opening prompt answers from the
pictures shown and the discussion that
follows
Teachers observations of the students
filling out their own identity chart
Student reflections of the video
The Exit ticket

Academic
Makes connection from the past to
modern day
Learning
Be able to understand and describe the
meaning of a video, picture and how it
relates to the topic at hand

The reflections about the video clip
Exit ticket
Group discussions
Students may not have realized how they identify themselves
Students may not realize that their opinions about identify are relevant to our discussions
and the unit
IV. PURPOSE OF LERANING
The purpose of this lesson is to give the students an introduction into the power of identity. The
lesson will refocus identity to how we are all shaped by others and ourselves. The lesson involves
students actively thinking about how they perceive others, including teachers and how this can
affect the way others identify themselves. The lesson involves writing, sharing/speaking gout loud,
video clips and deep reflection of the ideas for that class.
This lesson will serve as the introduction to the course which will center on the oppression and
privileges in our culture (High school) and why these norms exist.

V. LEARNING EXPERIENCES
Do Now:
Show a couple of pictures of basic students in high school form different social groups- 3
pictures
o Student will write their responses in their journals
o Ask the questions: How do you think these students identify themselves? How do
others see them? Do you think this is an accurate depiction of them? Do we tend
to let others influence how we see ourselves? -(10 min. discussion)

Mini-Lesson:
Handout out 2 identity charts for each student
Tell student they we will explore identity and that we will start with me (the teacher)
o Student will write my name in the middle then make lines and write 10 things that
they think I identify as (e.g. Teacher, man, brother, etc)
o I will do this for myself as they do it
o I will go around the room allowing each student to share 1 identifier they wrote
down - if I have the same one the class will get a point
Have students fill out the identity chart for themselves
Independent Work:
Have students watch video about identity:
https://www.youtube.com/watch?v=mt106ojXPyE
After the Clip have them write a reflection in there notebooks.
o Prompt: What can identity do to our actions?
o How can you see this video connecting to high school? Think of an event in history
how/can you see it connecting?
Closing:
Ticket to leave: Answer the question: Have you ever-acted in way that wasnt in line with how you
identify yourself? How did this make you feel?
Homework: watch video: https://www.youtube.com/watch?v=ikGVWEvUzNM
Write a reflection about how identity can be shaped in high school and the possible negative
consequences of that.

VI. MATERIALS
Prompt at the beginning of class
Students notebooks
Identity charts
Teacher notes
Videos
Homework prompt
VII Accommodations
Students who need the Video posted online to reference after will have it
The teach will walk around during the students time identifying themselves to give extra
support to those who need it
Student who wish to type their homework may do so

Day 2
Collect homework
Quick discussion about video and students reflections.

Handout Obligation charts
Discussion how we all have obligations to various groups in our live (Ourselves, Family,
friends, groups, community, nations, etc) and how these get less and less as we expand
outward, but that they are still going to vary from person to person

Have students fill out obligation chart starting with themselves in the middle and expanding
outward. Student will be put in groups of 4 to discuss what their obligation are and why.

Quick lesson (lecture on rise of nationalism in Germany, Japan and Italy) PPT slide
Imperialism

Exit ticket: how do obligations to a nation, an ideology or a group of people influence how
we act towards others? Why do these obligations often overshadow our humanity?

Homework: Pick a group you belong to (sports team, theater, group of friends, family,
etc.) how do you distinguish yourselves? Norms of the group? Write in journal

Day 3

Why do we group ourselves?
o 5 min. discussion on safety, social urges, reliability etc

Notes on the oppressed peoples of the 1900-1930: Jews, gypsys, communists, and other
oppressed groups in society during this time

In class essay: Pick one of the oppressed groups in the world during this time period. What
ways were they oppressed? (Use the notes from class) Does this type of oppression still
exist in our world today? How about in High school? Provided examples.

Homework Read Chapter in text about the Holocaust

Day 4
Mini quiz on Holocaust chapter
Watch Milligram Experiment reenactment video:
http://www.youtube.com/watch?v=4b7YFtiE5EA
o Why do you think the majority of people went all the way with the experiment?
Discussion about diffusion of responsibility, reassurance and pressures from authority
Break students into groups of 5. Pass out readings that list Nazi party laws then put up
prompts. Each group will pick a law and fill out worksheet with these questions:

Comprehension questions
o 1. Name of the law you are presenting:
o 2. What is the meaning of this law? Explain the law in your own words.
Interpretive questions
o 3. Who did you think might have benefited from this law?
o 4. Who suffered as a result of this law?
o 5. How might this law have influenced the attitudes and actions of the German
people? How might their lives and beliefs have changed as a result of this law?
o 6. Why do you think the Nazis created this law?
Universal questions
o 7. Do you think this law is fair? Why or why not?
o 8. What are the qualities of a fair or just law?

Homework: Journal reflection: How can pressure from authority and regulated norms/laws
affect the way people view themselves and others?

Day 5
What inequalities can you see at our school today? Why do think these exist?
o 5 min. discussion
Watch video about stereotypes and how they are
used http://www.youtube.com/watch?v=ASDzcvyatgw
Jigsaw activity- split class in half: Each group will discuss a particular question then
summarize their idea to the class
o Group 1: Can stereotypes affect the way we see ourselves?
o Group 2: How do you think stereotypes are created?
List out German laws and political cartoons from the 1930s and 1940s depicting Jews and
other groups.
Homework: 1 page response: How do stereotypes help create culture? Why are these
norms just accepted? Can you think of any stereotypes in our culture that are
misconceptions?

Day 6
Collect homework assignment and discuss
o 5 min.
What is dominant culture? How is it formed?
o 10 min discussion
Watch video: what ways is the man disadvantaged in British society? How did he combat
this? https://www.youtube.com/watch?v=FPhHHtn8On8In
o Reflect in journals-5 min.
Lesson on the introduction of the cold war: Give a quick Mini-Lesson on Post WWII
shape of the world- PPT with notes
Hand out Truman Doctrine excerpts 1947 and George Kennan, The Sources of Soviet
Conduct (1947)
o Have class work in pairs to answer questions on both Documents
o Go over document worksheet as a class
o 5 Min. Discussion about the role of ideology and its use as justification and global
policy maker
Homework question: 1 page: How would a political communist living in the United States
or a democratic capitalist living in the USSR be culturally oppressed just by norms of their
nation?
Day 7
Collect Homework
Introduce Mini-assignment:
o In this unit we have looked at various cultures in modern history where there has
been both overt and covert oppression of specific groups by the norms of society.
o In our school today we have many races/ethnicities, religions, people of various
backgrounds cultures sexual identities and practices. Yet we all live in a culture of
this school that is going to be unintentionally oppressive to some of these groups.
o Your assignment is to write a 5 page (Double spaced) report on how a
particular group is oppressed in our school system today. You will do some
online research to find current opinions and ideas, and use at least 2 Primary
sources from credible authors/professors in your report. You MUST include an
interview with a person (preferably a student at this school) who represents your
chosen group (You may not be this person). You should create 5 questions that
dig deep into the way he/she is oppressed just by the simple norms of society (e.g.
is it hard to be taught about black history by white teachers? Does the language of
the classroom ever feel geared towards one gender? Ect) Include these
questions and the answers in your report. Due: End of next week

Go to computer lab to start research in class and have student start to brainstorm
ideas for their project.


Day 8
Unit: Differences and conflict
I. LEARNING OBJECTIVES & ASSESSMENT
LEARNING OBJECTIVES ASSESSMENT
Overarching
Students will understand that race and
religion plays a role in the privileges in
society
Students will understand that there are
several factors of human-nature that can
affect the way we act and behave
Students will understand the various
obligations we have to others in society and
how that affects our actions/behaviors
Students will understand that culture is
created

The Discussion at the beginning of class
after the prompt
Students SOAPS worksheets
Teacher Observations during class
Class discussion and student
participation
Presentations

Academic
CCSS.ELA-Literacy.RH.9-10.1 Cite
specific textual evidence to support
analysis of primary and secondary
sources, attending to such features as the
date and origin of the information.
The SOAPS worksheet about the
primary sources
Presentations
Teacher observations

II. ESSENTIAL QUESTIONS FOR THE DAY
Why do people feel the need to follow group norms?
What is inequality?
What motivates people to challenge the status quo?
How do privilege and oppression in society manifest themselves?

III. POTENTIAL MISCONCEPTIONS
Students might believe that the Soviet Union didnt use puppet leaders
Students might not realize that culture can have oppressive forced embedded in them
Students might not understand how life under the USSR can relate to them
Students might believe that their was no internal conflict in the USSR
Students might not understand the different between Primary and Secondary sources
Students might not understand the role of Primary source or their value

IV. PURPOSE OF LERANING
CCSS.ELA-Literacy.RH.9-10.3 Analyze
in detail a series of events described in a
text; determine whether earlier events
caused later ones or simply preceded
them.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or
more authors for how they treat the
same or similar topics, including which
details they include and emphasize in
their respective accounts
Learning
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a
primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.


Content Standards
WHII.30 Summarize the factors that
contributed to the Cold War, including
Soviet expansion in Eastern Europe and the
differences between democracy and
communism. (H, C)

The Class participation
Teacher Observation of note taking
The Presentations: putting sources in
context

This Lesson is intended to allow student to work closely with Primary sources of Historical events. The
source will let students do analytical thinking into multiple perspectives and their framing based on position,
social class and nationality.
The Lesson gives content into the Conflicts under the USSR territories and the reasons for those conflicts.
The Lesson also gives a template for learning how to break down sources, which will be useful in the future.
The Lesson will build on the ideas of oppressive culture for various groups in society. (Many groups under
the Communism of the USSR)
The Lesson provides opportunity for student to work together and break down a source to discover its
meaning and why it is useful. The Lesson also allows for students to present their source to the class and
teach each other. Both Peer Collaboration and Peer Tutoring are present.

V. LEARNING EXPERIENCES
Do Now:
Watch video clip: Up is Down https://www.youtube.com/watch?v=eyS29Y0mXmw
Write the question: What motivates people change others? How do people try to challenge
the Status Quo?
o Students will write for 3 min. This will be followed by a class discussion -5 min.
discussion

Mini-Lesson:
Show a quick clip of the Hungarian revolt of 1956:
https://www.youtube.com/watch?v=LVdQ9PK9Q5o

Give a quick Mini-lesson with PPT of Cold War revolts and conflicts under Soviet Control
Independent Work:
Break class into 5 groups and give each group a separate Primary source
Have each group work with their source to fill out a SOAPS worksheet
o From this sheet they will create a poster to present to the class
Students will present their primary source to class and why it is important/ what it revels in relation
to cultural oppression and privileges during the cold war?
Closing:
Leave 10-15 Min. at end of class to Class discussion: the role of Primary sources why they are
strong, and how to use them- 10 min.
Homework:
Give an example of a time when you or someone you know challenged the norms of society, a
group or an event for a specific reason. Why sis your/they do this?
VI. MATERIALS
Students notebook/piece of paper
Teacher PPT and notes on USSR internal conflict
Teacher prompts for homework and discussions
Video: Up is down: https://www.youtube.com/watch?v=eyS29Y0mXmw
Source 1-4
http://www.fordham.edu/Halsall/mod/1956hungary.asp
http://www.fordham.edu/Halsall/mod/1956trybuna1.asp
http://www.fordham.edu/Halsall/mod/1956soviet-coop1.asp
http://www.fordham.edu/Halsall/mod/1956hungary-16points.asp

Source 5
Hungary: Extracts from a Foreign Office report on the state of Hungary 1959
NO HOPE FOR THE HUNGARIANS
Few political conferences can ever have held out less hope for the future than the Hungarian Party
Congress the Kadar regime has given notice that, despite the complete disenchantment and
apathy of the people, the Communization of the country is to proceed without any relaxation of
police State methods.
Soviet troops are to remain in the country and with this promise of continued backing from
Moscow the harsh measures to suppress dissidence and enforce conformity are to continue -
particularly amongst the young and the intelligentsia where unorthodoxy is most prevalent - and the
protests of the free world will be defied as before.
Further improvements in the country's economic situation and the people's standard of living may
be expected - but always in conformity with, and subordinate to, the requirements of Soviet bloc
plans, which may not always coincide with the welfare of the Hungarian people. In particular, the
resumption of the collectivisation drive will cause hardships
The Congress has probably confirmed most Hungarians in their feeling that the endurance contest
which they are waging against the re-imposition of Soviet Communism will be very long and very
hard.
No Soviet Withdrawal For several months prior, it was strongly rumored that there would be an
announcement at the Congress of the withdrawal of the Soviet troops who have remained in
Hungary since they crushed the October 1956, Uprising. But such hopes were dashed by Kadar in
in his opening speech Soviet Troops ill remain in Hungary so long as the international situation
makes it necessary.

SOAPS Worksheet

Primary Source Analysis worksheet

Name_________________________ Per ( ) Date_________________


Source: Who wrote the document? Where is it from?
Occasion/Form: Letter, Diary Speech, etc.?
Audience: Whom was it meant for? Who is it trying to convince?
Purpose: Why was it written?
Summery: Write a 4-8 sentence summery of the document.
VII Accommodations
Students who Need notes provide online will have it done
Students who fear presenting may take a smaller role in the group
Students who need extra time to turn in worksheet assignment may have it
Students who cant answer the homework question can answer this one instead: How do you think
everyday people fight cultural oppression? Come up with 3 ways/examples.

Day 9
Collect Homework
o 5 min. class discussion on fighting cultural oppression and how it can manifest itself
Notes and lecture on the Yugoslavian war crisis
o Watch video clip on the Bosnian genocide-
Activity: Work in groups of 4 to fill out worksheet on Yugoslavian crisis of the 1990s
Homework: 2 pages: How did the identity, obligations and norms of the society (Including
pressures from authority) for the Serbian people and the Bosnia people contribute to the
war? What was the force keeping them together before the crisis? How do you think
culture is able to shift so quickly?

Day 10
Project these two quotes on the board:
o Readings for Diversity and Social Justice, Collective exercises of power that
relentlessly channel rewards, resources, and opportunities from one group to
another will not appear racist from this perspective, because they rarely announce
their intention to discriminate against individuals. Yet they nonetheless give racial
identities their sinister social meaning by giving people from different races vastly
different life choice. (P. 86)
o For me white privilege has turned out to be an elusive and fugitive subject. The
pressure to avoid it is great, for in facing it I must give up the myth of meritocracy.
If these things are true, this is not such a free country; ones life is not what one
makes it; many doors open for certain people through no virtues of their own. (P.
3) White Privilege: Unpacking the Invisible Backpack,
o Have students pick one of the quotes, then write down what they think it means
and how it affects them
o 10 min. discussion
Collect Homework
Notes on the Apartheid regime in south Africa- Background, troubles, result
o Mandela
Watch video: https://www.youtube.com/watch?v=eRDBWoV_hA0
o Write in journal: How does Desmond Tut find truth and reconciliation? Do you
think that you would be able to forgive and reconcile with these types of events?
Teacher will collect journals
Homework: Prepare interview and work on final report paper

Day 11
Teacher will pass back journals with comments on many of the reflections
Class will go to computer lab to work on the research part of the project
If students are able to at this time go an have their interview with another student, faculty or
someone in the school who they have chose to focus on, then they may.
The rest of class will be devoted to working on the final report: Students may ask questions,
receive feedback and write their essays.

Day 12
What is equality?
Think of ways in which you think are useful to recognizing and promoting cultural
differences in our school
o Student will write and then we will discuss as a class
Should our differences be ignored or addressed? How and why?
o Students will reflect in their journals, which will be collected at the end of class
Start notes on rise and funding of Islamic fundamentalism in the last half of the 20
th
century and
identify the major events and forces in the Middle East over the last several decades.
o From the 1950s-today
Homework: 1 page: What did todays notes show you about the dangers in the other?
How can differences be framed, what powerful forces can be used to spread cultural
norms? Can you think of any less extreme norms of different people that we hold in our
society today?
Day 13
Collect homework
o 5 min. discussion about the classes responses
Finish notes on the rise and funding of Islamic fundamentalism in the last half of the 20
th

century.
Activity: jigsaw- break the class into 3 groups and give each group a particular sub-topic
o Group 1: the Iranian Revolution of 1978-1979
o Group 2: The defeat of the Soviet Union by the Mujahedeen in Afghanistan
o Group 3: The origins of the Persian Gulf War and the post-war actions of Saddam
Hussein
o Each group will use their notes and textbook to create a poster presentation of the topic
with a focus on this prompt: How does this event/topic reflect a form of cultural
oppression or global identity crisis?
o Groups will present
In class writing prompt (This should be completed for homework if not finished in class)
o Given all of the tragic events of the 20
th
century based in them vs. us context, how
can we learn from the past to prevent future tragedy? Are there any suggestions or
ideas that you think could work? Globally, nationally, on the community level, in
class? (2 pages)


Day 14
Collect homework
Ask students to list some lessons of history as they relate to this unit (things we have
learned in class)
o Open discussion for 10 minutes.
Activity: student will be put in pairs. They will share their papers main ideas in a summery
and talk about the impact in our school.
o Some groups will be asked to share their conversation with the class
Teacher will collect final papers
Watch film about culture: https://www.youtube.com/watch?v=FaOJ71czAGQ
o Wrap up discussion/ take-away from unit