Running Head: CURRICULUM DESIGN

Curriculum Design
Miriam Meza
Northern Illinois University
May 3, 2016
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1 WEEK 1 - INTRODUCTIONS, SAFE SPACE,

EXPECTATIONS AND IDENTITIES

Program Week 1: Introductions, Safe Space, Expectations and Identities

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Big Post it
Markers
Circles of My Multi Cultural Self Worksheet (# of Students)
Boundary Breaking Questions
Theoretical Chickering and Reissers Theory(Evans et. al, 2010)
Perspective
Goals Establish rules, expectations and understanding of the environment for
students
Help students develop an understanding of identities

Curriculum Outline
Time Frame Activity
15 Minutes Introductions
Have students say name, where they are from, something unique about
themselves and their pronouns
*Facilitator will need to explain pronouns
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30 minutes Establish Safe Space and Expectations

*Facilitator: NEED Big Post It paper and markers at this point to write
students answers
*Facilitator:
Has anyone heard of a safe space? If so, what is a safe space? If not, what
do you think it is?
Review how this environment is expected to be a safe space
*Facilitator:
I have this expectation to follow these Rules and have this be a safe
space, what are your expectations for our time together? For me? For
your classmates? For yourself?
45 Minutes
Boundary Breaking1:
*Facilitator:
Have the students sit in a circle on the floor, as all persons should be in
view of all group members. If a participant has a disability that prevents
them from sitting on the floor, have all students sit at that persons level.
(For privacy, close the classroom door)

Placing name cards in front of participants helps people learn names.

The leader must present a serious face in introducing and conducting
Boundary Breaking. Be especially careful of side conversations and
jokes. Dont be afraid to share information about yourself.
It is important that the leader encourage students to give honest answers,
to express sincere feelings, and to respect the thoughts and feelings of
others.
Do not explain the questions. Simply read the question again if asked for
an explanation. Ask students who speak softly to repeat answers so all
can hear.
Read these instructions to participants:

1 Modified: Boundary Breaking. (n.d.). Retrieved from

https://www.radford.edu/content/dam/departments/administrative/new-student-
programs/Univ100/lesson-ideas/BoundaryBreaking.pdf
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1. Each person is to answer all questions.

2. You may pass while you think, but we will always come back to you.
(Leader may wish to appoint a helper who keeps track of people who
pass).
3. No one is allowed not to answer.
4.

I dont know is not an answer.

5. We are here to listen.
6. We are not here to debate.
7. We are not here to disagree.
8. You may not comment on the answers of others or ask for explanations
until the end.
9. The key word is to listen.
10. I will read a question, and the person to my right will answer,
then the next person and the nextuntil everyone has answered the
question. I will then read another question and the second person to my
right will begin. Everyone will have the opportunity to answer first.
11. Dont repeat the answers of others unless it is truly what you
wished to say. (If students say same as him/her, ask them to state the
answer in their own words).
12. You may give any answer you wish, but answers must be honest
and truthful. I request your sincere thoughts and feelings.
Begin to Ask Boundary Breaking Questions following the rules.
Once concluded with questions lead to a reflection discussion:
1. What answer (yours or others) surprised
you most?
2. I want to know more about _____s answer.
3. This group(complete the sentence)
4. I promise this group(complete the
sentence)
5. How do you feel now?
Thank the group as an ending to this exercise.
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10 minutes BREAK

30 minutes Identities
*Facilitator:
Have students on their own, write down what does the word
identities/identity/social identities mean to them? What are some
examples of some identities?
In pairs come to a consensus and write a definition on the following
questions:
o What are social identities?
o What makes these social identities, identities?
o Name some identities
Have student pairs present to class, while facilitator writes key points on
board
45 minutes Circles of My Multi-Cultural Self2
Ask students to write their names in the center circle. They should then
fill each circle with an identity they hold that they consider to be among
the most important in defining themselves. Give them several examples
of dimensions that might fit into the satellite circles: female, athlete,
Jewish, brother, educator, Asian American, middle class, etc.
Within their pairs
Have students share two stories with each other. First, they should share
stories about when they felt especially proud to be associated with one of
the identities they selected. Next, they should share a story about a time it
was particularly painful to be associated with one of the identities they
chose.
Students are to share a stereotype they have heard about one of their
identity that fails to describe them or their identity.
Students are to complete the sentence at the bottom of the handout by
filling in the blanks: "I am (a/an) ____________ but I am NOT (a/an)
_____________." Provide your own example.
Ask whether anyone heard a story she, he,ze would like to share with the
group. (Make sure the person who originally told the story has granted
permission to share it with the entire group.)
Discussion
o How do the dimensions of your identity that you chose as important
2 Modified: Circles of My Multicultural Self. (n.d.). Retrieved from
http://www.oakland.edu/upload/docs/Instructor Handbook/Circles of My Multicultural Self.pdf
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differ from the dimensions other people use to make judgments about
you?
o Did anybody hear somebody challenge a stereotype that you once bought
into? If so, what?
o How did it feel to be able to stand up and challenge your stereotype?
o There is usually some laughter when somebody shares common
stereotype such as "I may be Arab, but I am not a terrorist" or "I may be a
teacher, but I do have a social life.") I heard several moments of laughter.
What was that about?
o Where do stereotypes come from?
o How can we eliminate them?
Facilitator Notes:
Collect sheets as they will be needed in Week 7
Homework Be aware about what identities you saw come to light during this week.
Also, any stereotypes they applied to people or were applied to them and
to make a conscious effort to think more deeply about them, eventually
eliminating them. Be prepared to share the place, how you felt, what
identity of your it was, etc.
SDT2 Notes:

Within week one, the dominant theoretical perspective was Chickering and Reissers Theory

(Evans, Forney, Guido-DiBrito, 2010). Students will be challenged on their first day of class and

one of the first courses within their new college experiences. The format of the lesson plan is

created in a manner to help students navigate the seven vectors. Vectors such as: Developing

Competence, Managing Emotion, Establish Identity and Developing Mature Interpersonal

Relationships are ones that are most apparent in week one.

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1.1 BOUNDARY BREAKING QUESTIONS

(May be presented in any order)
1. What is one item that can represent you at this point in life? Why?

2. What does your name mean? Why did you get named that way?

3. What is the greatest problem in the United States today?

4. If you could describe your parents/guardians in 3 words what would they be?

5. Who has most influenced your life?

6. What TV advertisement bothers you the most? Why?

7. What is your strongest fear about being a college student?

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1.2 CIRCLES OF MY MULTICULTURAL SELF

This activity highlights the multiple dimensions of our identities. It addresses the importance of
individuals self-defining their identities and challenging stereotypes.
Place your name in the center circle of the structure below. Write an important aspect of your
identity in each of the satellite circles -- an identifier or descriptor that you feel is important in
defining you. This can include anything: Asian American, female, mother, athlete, educator,
Taoist, scientist, or any descriptor with which you identify.

1) Share a story about a time you were especially proud to identify yourself with one of the
descriptors you used above.
2) Share a story about a time it was especially painful to be identified with one of your identifiers
or descriptors.
3) Name a stereotype associated with one of the groups with which you identify that is not
consistent with who you are. Fill in the following sentence:

I am (a/an) ___________________________ but I am NOT

(a/an)____________________________.
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2 WEEK 2 - MY OWN IDENTITIES AND HOW MY

NEIGHBORS LOOKS DIFFERENT

Program Week 2: My own identities and how my neighbors looks different

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Pre-cut (# of students)Strings
Color Pencils
Completed Circles of My Multi Cultural Self Worksheet
Elephant Worksheet (# of Students)
Theoretical Critical Race Theory (Jones & Abes, 2013).
Perspective Reconceptualized Model of Multiple Dimensions of Identity (Jones &
Abes, 2013).
Intersectionality (Jones & Abes, 2013).

Goals Identify Individuals Core, Identities, Influences and Context.

Help students identify intrapersonal and interpersonal development
Help students gain perspective of different identities and views within their
peers.

Curriculum Outline
Time Frame Activity
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20 minutes String Game3

Students are to select pre-cut lengths of string, for each wrap of the
string around the finger students must respond to one answer.
o Did anyone see any identities stand out more than other?
o Did any identities appear more than the one you thought?
o Were you more aware about others identities?

45 Minutes Part 2: Reflection- Context

*Facilitator:
Hand back the Completed Circles of My Multi Cultural Self
Challenge students by taking it to an intersectionality perspective, queer
perspective with challenging preconceived notions of their own identities
and seeing how did this identity become so apparent to them (i.e. family,
society, tv, etc.)
Discussion
Reflect on the question within Circles of my Multicultural Self that
challenges the stereotypes and preconceived notions of your identities.
Who, What, When, How and Why influenced these ideas?
10 Minutes BREAK

30 minutes Same vs Difference Pair Share

*Facilitator: Have class paired up with someone they are not familiar
with
Write down 5 things you have in common
Write down 5 things that are different
Write down 3 identities that are the same
Write down 3 identities that are different
Write down 1 similar experience that you had because of your identity
Write down 1 different experience you had because of your identity
5 minutes Rank Identities
*Facilitator:
Have students rank their top four identities from one through four. One
being the most dominant and four being the least dominant. Encourage

3 Modified: String Game Icebreaker. (2007). Retrieved April 20, 2016, from
http://www.icebreakers.ws/small-group/string-game.html
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students to use Circle of My Multi Cultural Self worksheet, other

identities that they are more aware of, etc.
15 minutes Elephant in the Room
Ask Students to color sheet based on their ranking of identities
15 minutes Pair Share
*Facilitator: Within the pairs ask students to discuss the following
questions:
- How does your elephant look different than your
partners?
- Discuss identities and why you ranked them in that
order
30 minutes Elephant in the Room Discussion
Discussion
- How many of you have the same identities you
picked (Regardless of order)?
- How many of you have the same exact looking
elephant?
- Is it shocking to see how one identity and the
importance we hold it make it look very different?
- Going back to the pair sharing, how difficult was it
to find common things? Different things?
- How was it hearing the importance of your pairs
identity experience and then comparing your elephant? Did this
challenge any preconceived notions?
- After hearing your partners identity, did it make
you rethink about how another identity might be intertwined with
one you had?
10 minutes Wrap Up
*Facilitator:
- Discuss how we should be aware of our identities
and comfortable to talk about this challenge the way we think
especially when it comes to preconceive notions and stereotypes
- Be mindful about how identities hold a different
level of importance to us individually and we should be sensitive
to that.
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Homework Listen to: podcast4 write notes on anything that stood out, what did you
like? What did you not like?

SDT2 Notes:

During week two students will be challenged to think about their identities and what it means to

them. The lesson plan will be exploring what students R-MMDI is at the moment while still

challenging students to think about the Intersectionality of their identities. Within identifying

their identities, the curriculum is setup to challenge their perspectives through a Critical Race

Theory lens and exploring the core tenants (Jones & Abes, 2013).

4 Is Migration a Basic Human Right? - Freakonomics. (n.d.). Retrieved April 30, 2016, from
http://freakonomics.com/podcast/is-migration-a-basic-human-right-a-new-freakonomics-radio-
podcast/
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2.1 ELEPHANT IN THE ROOM

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3 WEEK 3 - AN IDENTITY THAT IS NOT TALKED

ABOUT UNDOCUMENTED STATUS

Program Week 3: An identity that isnt talked a lot about Undocumented Status.
Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Computer/Projector/ https://www.youtube.com/watch?v=plaqunpTzvM
Markers
Campaign Example 1, Example 2
Theoretical Queer Theory (Jones & Abes, 2013)
Perspective
Goals Understand immigration status
Identify notions of immigration

Curriculum Outline
Time Frame Activity
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30 minutes Recap of last class and Homework/Podcast Recap

*Facilitator:
Recap last class:
o We talked about identities that we hold, stereotypes that challenge our
identities and we should challenge back, identities that others hold within
this classroom and develop an understanding of identities other than our
own. Now you were exposed to an identity that we didnt talk
about/Talked for a bit/did not think about.
Ball Toss5:
Have students stand up in a circle, toss a ball to a person and have them
tell what they thought was the most important thing, interesting thing
from the podcast. Items cannot be repeated. The ball is then tossed to
someone else until everyone has gone and everyone can only go once.
15 Minutes Word Tree
- Ask students to shout out words that stand out
when thinking about immigration.
*Facilitator:
Write all words on the board, clustering by theme if possible. Identify if
there are stereotypes and items that may be societal items.
30 Minutes Identify Notions of Immigration
*Facilitator: Write thoughts on board) (Will use these notions for lesson
plan #4) (Make sure that the notion that the first thing that comes to mind
when identifying immigrants are Mexicans is mentioned).
What are some stereotypes that come to mind when thinking about
immigration/immigrants?
*Facilitator:
Write on board Lerains quote from the podcast: Legrain said,
So, you can see that when migrants are working theyre accused
of stealing our jobs, and when theyre out of work, theyre
accused of sponging off welfare. When theyre rich, theyre
accused of driving prices up and when theyre poor, theyre
accused of driving standards down. 6

5 Catch the Ball Introductions Icebreaker - Icebreakers, Ice Breakers, Ice Breaker Games.
(2014). Retrieved April 10, 2016, from http://www.icebreakers.ws/small-group/catch-ball-
introductions-icebreaker.html
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What are your thoughts about this quote?

10 minutes BREAK
15 Minutes Discussion: Is it okay to Discriminate?
*Facilitator:
So now that you have seen ways in which discrimination occurs I will
read the following quote from the podcast and I want to hear your
opinions on the quote:
our moral intuitions and indeed our laws today are that you shouldnt
discriminate against someone because of their race, because of their
gender, their sexual preference or other issues. But for odd reasons, its
perfectly OK to discriminate against someone because they were born
somewhere else. You can, in fact, put up walls and machine guns and
prevent someone from moving simply for the reason that they were born
somewhere else. 7
Do you agree that its okay to discriminate against someone because they
were not born here?
Any examples of discrimination because of immigration status?
How would your perspective change if an undocumented status
individual were to become a citizen? Does the status still remain?
45 minutes Campaign
*Facilitator:
So now that you have a little more context about immigration, the way
immigrants are discriminated upon in every spaces that you and I attend.
As the quote we discussed right before going on break said, our moral
intuitions and indeed our laws today are that you shouldnt discriminate
against someone because of their race, because of their gender, their
sexual preference or other issues. 8 Weve seen the way campaigns have
been formed to support other identities such as these (examples of
Campaigns)

6 Is Migration a Basic Human Right? - Freakonomics. (n.d.). Retrieved April 30, 2016, from
http://freakonomics.com/podcast/is-migration-a-basic-human-right-a-new-freakonomics-radio-
podcast/

7 Is Migration a Basic Human Right? - Freakonomics. (n.d.). Retrieved April 30, 2016, from
http://freakonomics.com/podcast/is-migration-a-basic-human-right-a-new-freakonomics-radio-
podcast/
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*Facilitator: Assign groups

Now you are to make your own campaign in a group. This can be a
visual campaign or a commercial/skit.
30 Minutes Presentation of Campaigns

Homework Bracero Article

DACA Program
DREAM ACT

SDT2 Notes:

Week threes curriculum is formatted to revolve around Queer Theory (Jones & Abes, 2013).

Students will be challenged to think about the fluidity of identities and the understanding of

desire.

8 Is Migration a Basic Human Right? - Freakonomics. (n.d.). Retrieved April 30, 2016, from
http://freakonomics.com/podcast/is-migration-a-basic-human-right-a-new-freakonomics-radio-
podcast/
 CURRICULUM DESIGN

4 WEEK 4 - BACKGROUND ON UNDOCUMENTED

STATUS

Program Week 4: Background on Undocumented Status

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Post-It Paper
Markers
Computer/projector/
1. http://www.upworthy.com/if-immigrants-scare-you-then-heres-
3-simple-facts-to-calm-your-panicked-brain-111111117
2. https://www.youtube.com/watch?v=bJX5XHnONTI

Theoretical Critical Race Theory (Jones & Abes, 2013)

Perspective
Goals Gain a historical and political perspective on the bracero program, DACA
and DREAMer movement

Curriculum Outline
Time Frame Activity
45 minutes Reading and Sharing What has been done
*Facilitator:
Break into three set groups.
After students are in their groups assign groups to a reading.
-Group #1: Bracero Program
-Group #2: DACA
-Group #3: DREAMer movement
o Each group is responsible to summarize through a picture, on a large post
 CURRICULUM DESIGN

it, what the reading was about.

o Groups will present to the class what they understood from the readings

30 minutes Notions of Immigration Continue from Week #3

*Facilitator: Take out initial list used in Week #4. Make sure notions of
economic instability and drain of social resources are mentioned (Add
onto initial list)

Based on the readings we had and historical context that we have gained,
what would you say are other notions?
Discussion along the way: Where do these notions derive from? Parents?
Society?
Watch Video
10 minutes BREAK
60 Minutes (~20 What Should Be Done About Immigration
minutes prep
*Facilitator
time, 40 minutes
for presentation We have heard different perspectives and opinions about immigration
and debate) and what should be done about it, from the podcasts, to stereotypes,
videos challenging the stereotypes, etc.
In groups (from beginning of class), you are to complete a platform. Your
platform should assimilate if your group was the government and can
change the rules, what would your rules be regarding immigration? Make
sure to be a specific and things to back it up. Students presenting (the
government) will have up to 5 minutes to present their stand and engage
in a debate with students (the citizens or immigrants). Groups not
presenting at the time (citizens/immigrants) will be asking questions.
Presentation and debate.

SDT2 Notes:

Week four is designed to challenge their way of thinking about undocumented status, challenge

their preconceived notions and explore their perspectives through a Critical Race Theory lens

(Jones & Abes, 2013). Also, they will challenge their preconceived notions by exploring the

intersection of their notions and the tenants.

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5 WEEK 5 - UNDOCUMENTED STUDENT STATUS

Program Week 5: Undocumented Student Status

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Treasure Box Handout (# of Students)
Life Game
Game Layout
Documented Student Handout (2)
Computer/projector/
1. https://www.youtube.com/watch?v=YZhlScTZ-8Y

Theoretical Critical Race Theory and Tenants (Jones & Abes, 2013)
Perspective
Goals Gain a perspective of undocumented student status
Gain an understanding on the privilege they may hold with citizenship
status

Curriculum Outline
Time Frame Activity
30 minutes Whats in your Treasure Box?9
*Facilitator
Now that you are aware about historical and political perspectives on
immigration, were going to bring it in a step further
Take 15 minutes to write down everything you have in life that you find
resourceful as a student. Students are to write down as to pretend that
when they are done, only things they wrote are theirs for life. Anything
they forget, they will never have. For example, if they dont put they
have good health they will not have it in their lives.
Pair up with whomever you would like. Decide who will be A and who
will be B. Share your lists, you will have an additional five minutes to
add only TWO things you might have missed. This partner will help in
keeping accountability for the next activity.

9 Modified: U. (n.d.). Grading and Assignments. Unpublished manuscript, Instructor Resource

Manual 2014, Northern Illinois University.
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Have students share their treasure box out loud

30 minutes Undocumented Student Status

Watch Video
Discussion:
o What are some resources you think undocumented students dont have
access to?
o What are some resources you have access to that undocumented students
do not have? (Add on to Documented student handout)
Pick student pair volunteer. This student will be documented student.
Title shall not be disclosed.
10 minutes BREAK (Will need to set game stops at each corner of the classroom
based on the layout)
50 Minutes LIFE Game
*Facilitator
We discussed barriers that undocumented students face, as well as
immigrants, face on the day to day basis.
Group A will go first. I will read a scenario that students, like yourselves
face, Group B will be responsible for letting their pair A if they can move
forward or not based on pair As Treasure Box. Make sure pair A within
the Documented student pair participates in the game and moves along
the game.
o After the scenario is read, ask students to look back and see how far they
got from the start, who was left behind, how far are they from the end
Group B will now go. I will read a scenario that students, like yourselves
face, Group A will be responsible for letting their pair B if they can move
forward or not based on pair Bs Treasure Box.
o After the scenario is read, ask students to look back and see how far they
got from the start, who was left behind, how far are they from the end
Discussion:
o How did it make you feel when hearing the scenario and you could not
move forward?
o How did it feel while playing the game to realize you did not have
something on your list that you probably have in real life and it did not
cross your mind? student has?
o How did it feel to see your peers move forward but you did not?
Specifically, the volunteer? Disclose this pair was the Documented
student.
o Is there any thing that stood out/resource/privilege that you are more
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thankful about as a documented student?

30 minutes Immigration poem
Watch video
*Facilitator
Now that you have gained a perspective on where we stand and why we
are where we are in immigration, write a poem about your thoughts on
immigration and/or undocumented students.
Share poems
Homework Research what is being done already in taking action to advocate for
Immigrants and undocumented students. Search for things being done on
campus. Within the LIFE Game pair students are to put together a small
presentation to present to the class.
SDT2 Notes:

Week five is designed to continue to challenge the way of thinking about undocumented student

status, challenge students preconceived notions around students with this identity and explore

their perspectives on this identity. Also, they will challenge their preconceived notions by

exploring the intersection of their notions and the tenants (Jones & Abes, 2013).

5.1 TREASURE BOX

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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11.
12.
13.
14.
15.

5.2 DOCUMENTED STUDENT HANDOUT

Treasure Box
1. Have Drivers license
2. Have a social security number
3. Have a U.S. Passport
4. Eligible for loans, in-state tuition, grants and financial aid
5. Can easily apply to any institution for any degree
6. Unafraid to say citizenship status
7. Can apply to any job whether it is part-time or full time
8. Have parents for guidance in school
 CURRICULUM DESIGN

5.3 LIFE GAME

*Number signifies the step they will take in the game while the letter is a reference to what they
must hold to satisfy the statement
Scenario A
You are senior in High School with straight As and about to be the class valedictorian. You are
applying to college and on the form you are asked to submit your SSN for admission (1be) and
possible Financial Aid (2bd) to be applied to in State Tuition (3bd) costs. You enter college and
successfully complete your first three years. During your last year, you are completing your final
course which your parent/guardian (4h) is an expertise in the subject. You successfully finish
your finals and not only graduate (5b) but have no debt because of your state grants (6bd). Upon
completion you apply to several jobs (7bg) where you have received several offers as well.
Accepting the job of your dreams because of your education (8e) you are able to receive a well
paid position.

Scenario B
You are in your second year of college (1b) and will be driving (2af) to an alternative break trip
to serve a cause you are very passionate about. Upon returning from your trip your professor has
been aware of your hard work and dedication to this subject matter you are very passionate about
and offers you a federal grant (3bd) to do research and get published. While doing this research
opportunity you are granted a scholarship (4bd) so that you can study abroad (5bcf) in the place
of your dreams and along your friends. Upon returning from your travel abroad experience you
graduate with honors just like your parents (6h) and debate whether to pursue a Masters
program (7e) or pick a well-paid state job (8bg).

a. Have Drivers license

b. Have a social security number
c. Have a U.S. Passport
d. Eligible for loans, in-state tuition, grants and financial aid
e. Can easily apply to any institution for any degree
f. Unafraid to say citizenship status
g. Can apply to any job whether it is part-time or full time
h. Have parents for guidance in school
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5.4 GAME LAYOUT

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6 WEEK 6 - IMMIGRATION/ UNDOCUMENTED

STUDENT STATUS WRAP-UP

Program Week 6: Immigration/ Undocumented Student Status Wrap-Up

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Computer/projector/
o https://www.youtube.com/watch?v=plaqunpTzvM
Bowl
Sheets of paper
Theoretical Chickering and Reissers Theory(Evans et.l, 2010)
Perspective
Goals For students to fully grasp undocumented student status and immigrant
status
Begin to think about action plans

Curriculum Outline
Time Frame Activity
45 Minutes Homework Discussion- Taking Action
Students will share what is being done now to advocate for Immigrants
and undocumented students
30 Minutes Ask Away
*Facilitator:
Put bowl out and hands out slips of paper
Students are to write down any questions they still have regarding
immigration, undocumented Student Status, DACA, DREAMer Act,
Bracero Program, etc. and place questions in the bowl
*Facilitator:
Will read out questions once everyone has had time to place questions in
bowl.
Students are to challenge themselves to answer the questions. Extra
 CURRICULUM DESIGN

credit will be offered to those who are willing to answer the question as
an incentive to answer questions

10 Minutes Break
45 minutes What Would You Do?
Show video
Discussion:
What would you do if you were a customer and witnessed this?
Think back to your #1 ranked identity, write down how you would feel if
this situation happened to you because of your #1 ranked identity.
Share at students comfort
45 Minutes Change in your campus
*Facilitator:
Split students in groups of a minimum of 3 students per group.
Students are to develop a program that would take place at NIU to
advocate for undocumented students. This can be an informational,
documentary, etc. Students are to plan everything as if proposing the
event for approval to the Student Association for a budget approval.
Information that needs to be included is date, venue, who will be
presenting, what the documentary will be, what are the costs, what is the
overall propose, etc.
Students are to present this proposal in class.
Reflection Paper:
Homework Student is to reflect on the person he/she/ze was at the beginning of the
semester. How are you different? In what ways have you changed? Has
your growth been positive? What specifically influenced your growth?

SDT2 Notes:

Week six is developed in a way to highlight Chickering and Reissers Theory by helping students

develop purpose about the undocumented student status, immigration and develop integrity.

Also, the curriculum is designed to help students move through autonomy and interdependence

(Evans et.l, 2010).

 CURRICULUM DESIGN

7 WEEK 7 - REVISIT OWN IDENTITY

Program Week 7: Revisit own identity

Title/Topic:
Program 2.5- 3 hours
Time/Date
Items Needed: Twitter sheets
Markers
Paper
Circles of My Multi-Cultural Self 2.0
Complete Circles of My Multi-Cultural Self
Theoretical Critical Race Theory and Tenants (Jones & Abes, 2013)
Perspective Intersectionality (Jones et. Al., 2013)
Queer Theory (Jones & Abes, 2013)
Chickering and Reissers Theory(Evans et.l, 2010)
Goals Students to revisit and make meaning of their identities
Compare to the beginning of the semester
Reevaluate Contexts
Ways it has changed
Gain a new perspective on notions of immigration.

Curriculum Outline
Time Frame Activity
30 minutes Share Reflection Paper
*Facilitator:
What were your thoughts/feelings where writing your paper?
What did you find to be the most challenging thing?
60 Minutes Interview/Self Campaign10
*Facilitator:
If you were in on an interview for a student leader position, work
position within a NIU Department, etc. and were sked What kind of
Students you were? What are your core values? What kind of student do
10 Modified: U. (n.d.). Grading and Assignments. Unpublished manuscript, Instructor Resource Manual
2014, Northern Illinois University.
 CURRICULUM DESIGN

you want to be? What is your perspective on Immigration? How would

you respond?
On a sheet of paper write your response with words, a drawing, etc.
Students will share.
10 Minutes Break
30 minutes Circles of My Multi-Cultural Self 2.0 11
*Facilitator:
Ask students to write their names in the center circle. They should then
fill each circle with an identity and place a number with the identitys
ranking that they hold that they consider to be among the most important
in defining themselves. Give them several examples of dimensions that
might fit into the satellite circles: female, athlete, Jewish, brother,
educator, Asian American, middle class, etc.
Within their pairs
Have students share two stories with each other. First, they should share
stories about when they felt especially proud to be associated with one of
the identities they selected. Next, they should share a story about a time it
was particularly painful to be associated with one of the identities they
chose.
Students are to share a stereotype they have heard about one of their
identity that fails to describe them or their identity.
Students are to complete the sentence at the bottom of the handout by
filling in the blanks: "I am (a/an) ____________ but I am NOT (a/an)
_____________." Provide your own example.
Students are to write which stereotype they strive to challenge outside of
their own identity.
Ask whether anyone heard a story she, he,ze would like to share with the
group. (Make sure the person who originally told the story has granted
permission to share it with the entire group.)
Facilitator Notes:
Pass back Circle of My Multicultural Self completed during Week one
Discussion
o How do the dimensions of your identity that you chose as important
differ from the dimensions other people use to make judgments about
you?
11 Modified: Circles of My Multicultural Self. (n.d.). Retrieved from
http://www.oakland.edu/upload/docs/Instructor Handbook/Circles of My Multicultural Self.pdf
 CURRICULUM DESIGN

o Did anybody hear somebody challenge a stereotype that you once bought
into? If so, what?
o How did it feel to be able to stand up and challenge your stereotype?
o There is usually some laughter when somebody shares common
stereotype such as "I may be Arab, but I am not a terrorist" or "I may be a
teacher, but I do have a social life.") I heard several moments of laughter.
What was that about?
o Where do stereotypes come from?
o How can we eliminate them?
o Did you find anything surprising?
o Did you learn anything about yourself?
o Did any identity change?
30 minutes Recap- Twitter Activity
*Facilitator:
Distribute up to 5 twitter sheets per group
Students are to write tweets following the guidelines of 250 characters
per sheet summarizing what they have learned. Hashtags and creativity
are highly encouraged.
Students are to share and explain their tweets
Homework 5 Minute Paper12
For this assignment students are to time themselves to allow ONLY 5
minutes to write. They are to finish the sentence they are in if the timer
goes off. When writing this paper they are to answer the following
questions:
What was the most meaningful thing you learned during this semester
that inspired you to take action? What actions will you be taking?

SDT2 Notes:

Week seven is designed for students to reflect on their identities, the intersectionality among their

identities and the fluidity of them (Jones & Abes, 2013). The curriculum is designed to help

navigate students through their development of self, relationships, purpose and make meaning of

these activities (Evans et.l, 2010).

12 Modified: U. (n.d.). Grading and Assignments. Unpublished manuscript, Instructor Resource

Manual 2014, Northern Illinois University.
CURRICULUM DESIGN

7.1 TWITTER SHEETS

CURRICULUM DESIGN

7.2 CIRCLES OF MY MULTICULTURAL LIFE 2.0

This activity highlights the multiple dimensions of our identities. It addresses the importance of
individuals self-defining their identities and challenging stereotypes.
Place your name in the center circle of the structure below. Write an important aspect of your
identity in each of the satellite circles -- an identifier or descriptor that you feel is important in
defining you. This can include anything: Asian American, female, mother, athlete, educator,
Taoist, scientist, or any descriptor with which you identify.

1) Share a story about a time you were especially proud to identify yourself with one of the
descriptors you used above.
2) Share a story about a time it was especially painful to be identified with one of your identifiers
or descriptors.
3) Name a stereotype associated with one of the groups with which you identify that is not
consistent with who you are. Fill in the following sentence:

I am (a/an) ___________________________ but I am NOT

(a/an)____________________________.
4) A stereotype I have heard and would like to challenge outside of my own identity.
 CURRICULUM DESIGN

8 WEEK 8 - CALL TO ACTION

Program Week 8:Call to Action

Title/Topic:
Program 2 hours
Time/Date
Items Needed: Magazines
Glue
Scissors
8.5x 11 poster boards or card stock
Computer/Projector/
o https://www.youtube.com/watch?v=4z7gDsSKUmU
o https://www.youtube.com/watch?v=l-gQLqv9f4o
Painters Tape
Privilege Statements (This will be a list compiled from Homework
assignment from week #4. A completed list is available if needed)
Theoretical Critical Race Theory and Tenants (Jones & Abes, 2013)
Perspective Chickering and Reissers Theory (Evans et.al, 2010)
Goals Students will have a better sense of taking action within their campus
Students will be aware of their privilege and develop plans for taking
actions

Curriculum Outline
Time Frame Activity
20 Minutes Homework Discussion
*Facilitator:
What were some things that you would like to take action in?
Was it hard to think about what to write in 5 minutes?
Did anyone have an action that stuck out right away?
40 Minutes Privilege Line/Reflection Line13

13 Modified: MODULE 5: PRIVILEGE WALK ACTIVITY*. (n.d.). Retrieved from

http://www.albany.edu/ssw/efc/pdf/Module 5_1_Privilege Walk Activity.pdf
 CURRICULUM DESIGN

*Facilitator:
Place a strip of painters tape going through the middle of the room
- Have students form a straight line across the room
about an arms length apart, leaving space in front and behind.
- State: Listen to the following statements, and
follow the instructions given. For example, when I read If you
have a dog, take one step forward, only if you have a dog you
will move and everyone else will stand still. Each step should be
an average length step. No one is going to check up on you, so if
you feel you qualify to take a step then do so, if not then you
may stay where you are. You are the judge of what you should
do.
- Read the statements one at a time allowing time
for participants to take a step.
- When all the statements have been read process
the activity using the following questions:
What is your gut reaction to where you find yourself at the end of this
list of privileges?
Are you surprised at where you are? How does it feel to be in front? the
middle? In back?
Did you come to any new realizations? If so, which one had the most
impact?
15 minutes Conversation about our privilege:
*Facilitator:
What are ways we can make a difference?
Watch Video
10 Minutes Break

60 minutes Vision Boards:

*Facilitator:
Create a DREAM board of what actions students will take in the future
whether it is at NIU, individually, in their community, etc.
Students are to individually present their vision boards, explain what they
have on their boards, why and how they will implement it.
10 Minutes Pep Talk
Watch Video
CURRICULUM DESIGN

*Facilitator:
Ask for students to share any last minute comments/takeaways

SDT2 Notes:

Week eight is design as a way for everything to tie together and form for students to reflect on

their growth. Within this week, students will have moved through autonomy and

interdependence, developed mature interpersonal relationship with peers, have established a

sense of identity and purpose (Evans et.al, 2010).

 CURRICULUM DESIGN

8.1 PRIVILEGE WALK STATEMENTS

If your parents went to college take one step forward.

If there have been times in your life when you skipped a meal because there was no food in
the house take one step backward.

If you ever had to hide an invisible identity to a friend take one step backward.

If you attended (grade) school with people you felt were like yourself take one step forward.

If you grew up in an urban setting take one step backward.

If your family had health insurance take one step forward.

If you feel good about how your identified culture is portrayed by the media take one step
forward.

If you have been the victim of physical violence based on your identity take one step
backward.

If you have ever felt passed over for an employment position based on your identity take one
step backward.

If you were born in the United States take one step forward.

If English is your first language take one step forward.

If you came from a supportive family environment take one step forward.

If you have completed high school take one step forward.

If you were able to apply to college take one step forward.

If you are a citizen of the United States take one step forward.

If you took out loans for your education take one step backward.

If you attended private school take one step forward.

If you feared or were uncomfortable about your safety when approached by a cop take one
step backward.
CURRICULUM DESIGN

9 REFERENCES
Boundary Breaking. (n.d.). Retrieved from

https://www.radford.edu/content/dam/departments/administrative/new-student-

programs/Univ100/lesson-ideas/BoundaryBreaking.pdf

Catch the Ball Introductions Icebreaker - Icebreakers, Ice Breakers, Ice Breaker Games. (2014).

Retrieved April 10, 2016, from http://www.icebreakers.ws/small-group/catch-ball-

introductions-icebreaker.html

Circles of My Multicultural Self. (n.d.). Retrieved from

http://www.oakland.edu/upload/docs/Instructor Handbook/Circles of My Multicultural

Self.pdf

DACA (Deferred Action for Childhood Arrivals) - Immigration Equality. Immigration

Equality. Web. 30 Apr. 2016. <http://www.immigrationequality.org/get-legal-help/our-legal-

resources/path-to-status-in-the-u-s/daca-deferred-action-for-childhood-arrivals/>.

Dream Act: Good for Our Economy, Good for our Security, Good for our Nation. (n.d.).

Retrieved from https://www.whitehouse.gov/sites/default/files/DREAM-Act-WhiteHouse-

FactSheet.pdf

Evans, N. J., Forney, D. S., Guido-DiBrito, F., Patton, L. D., & Renn, K. A. (2010). San

Francisco: Jossey-Bass.

Illegalmovieproject. "Illegal." YouTube. YouTube, 2012. Web. 20 Apr. 2016.

<https://www.youtube.com/watch?v=YZhlScTZ-8Y>.
CURRICULUM DESIGN

Holliemcnish. "Mathematics || Spoken Word by @holliepoetry." YouTube. YouTube, 2013. Web.

20 Apr. 2016. <https://www.youtube.com/watch?v=bJX5XHnONTI>.

Is Migration a Basic Human Right? - Freakonomics. (n.d.). Retrieved April 30, 2016, from

http://freakonomics.com/podcast/is-migration-a-basic-human-right-a-new-freakonomics-

radio-podcast/

Jones, S. R., & Abes, E. S. (2013). Identity development of college students: Advancing

frameworks for multiple dimensions of identity. San Francisco, CA: Jossey-Bass.

K. (2013). What If Robert Reich Told You That Immigration Reform Would SAVE Our

Economy? Retrieved April 30, 2016, from https://www.youtube.com/watch?

v=W6uQ6M_ybWs

MODULE 5: PRIVILEGE WALK ACTIVITY*. (n.d.). Retrieved from

http://www.albany.edu/ssw/efc/pdf/Module 5_1_Privilege Walk Activity.pdf

R. (2012). Abc what would you do racism and illegal immigration flv. Retrieved April 20, 2016,

from https://www.youtube.com/watch?v=plaqunpTzvM

S. (2013). A Pep Talk from Kid President to You. Retrieved April 20, 2016, from

http://www.youtube.com/watch?v=l-gQLqv9f4o

S. (2013). How To Change The World (a work in progress) | Kid President. Retrieved April 20,

2016, from https://www.youtube.com/watch?v=4z7gDsSKUmU

Soccer Players #SayNoToRacism. Digital image. A Personal Blog By Alex. Web.

<https://apersonalblogbyalexis.files.wordpress.com/2014/07/2367795_full-lnd.jpg>.
CURRICULUM DESIGN

String Game Icebreaker. (2007). Retrieved April 20, 2016, from

http://www.icebreakers.ws/small-group/string-game.html

Twitter. (n.d.). Retrieved April 20, 2016, from https://twitter.com/

U. (n.d.). Grading and Assignments. Unpublished manuscript, Instructor Resource Manual 2014,

Northern Illinois University.