LESSON OR UNIT MODIFICATION

APPLYING GOALS OF DIVERSITY TO LESSON OR UNIT PLANS

A) Read the handout, The Goals of an Education That Reflects Diversity. Select one of your already
prepared lesson plans for the subject area you plan to teach next year OR develop a new lesson.
Review that plan with the four goals of diversity in mind, and respond to the self-assessment
questions below.
B) Review the 3 examples of lesson plan modifications based on a self-assessment of the extent to
which a lesson aligned with the goals of diversity. In the row following your self-assessment,
describe the modifications you would make to the lesson or unit to increase diversity.

NOTE: Brief, but thorough, responses are preferred. Feel free to use bulleted phrases or sentences.

Every year in fifth-grade we teach a unit on Immigration during the industrial revolution and the role
Chinese and Irish immigrants played in the construction of the Transcontinental Railroad. We tend to
read exerts from textbooks and articles, watch short videos, and read across the genres of historical
fiction. We focus a lot on the ways the transcontinental railroad changed industry, commercialism, and
transportation forever. While we may spend some time discussing from where immigrants came to the
U.S. during this time, we do not focus so much on the immigrants as being humans with a background
and with a story. We do not discuss how the immigration of these groups of people contribute to the
society we live in today.

1. Self-assessment (Goal 1). How can the content and strategies of this lesson or unit improve
student understanding of the concept of pluralism in American society while improving
educational equity?
This unit gives students the opportunity to learn about the origins of many different cultures while
tracing the immigration patterns during this very important time for immigration in American
history. Many students may identify with some of the origins we trace, such as Chinese, Japanese,
Irish, and Southern and Eastern European. This is how the US becomes a pluralistic society.
Educational Equity is accomplished by allowing students to trace their own origins.

Modification:
*Ask students to trace their own origins and allow them time to research and compile their findings.
Ask students, “What does this route tell you about your background? How does this make you feel?”
*Ask students to ponder the question: “How do you feel about the fact that people of all colors and
backgrounds immigrated to the United States from all over the world? (Pluralism)”
 2. Self-assessment (Goal 2). How can the content and strategies of this lesson or unit expand
the knowledge base of culture and the many different groups found in the United States as
well as abroad? Is the content accurate, inclusive, and free of bias? Does it give the whole
picture? Does it strive to reduce or correct racist impressions?
During this unit, students study immigration patterns during the industrial revolution. In
particular, students focus on the immigration of Irish and Chinese immigrant to build the
Transcontinental Railroad. This helps expand students’ knowledge base of culture and the many
groups who live here in the United States. Typically, the focus is on how these immigrants
changed America through their contribution to building the railroad. However, there isn’t a focus
on their reasoning for immigrating to the United States (work, religion, refugee, etc.).

Modification:
Students trace their own immigration routes (inclusive)
Provide a variety of texts on the topic for students to read and analyze.
Discuss the reasonings behind the mass immigration of multiple groups. Include:
 What were the personal struggles the members of these groups were facing (whole picture)?
 Allow students who identify as a certain group to share their thoughts, feelings, and
experiences (as they are comfortable).
 Ask students, “How might you react in the same situation?”
 Say: “Two different groups of people with very different cultural backgrounds came together
to connect the two opposite ends of the United States, an amazing accomplishment! What
does this tell you about people of different cultures working together?”

3. Self-assessment (Goal 3). How can the content and strategies of this lesson or unit improve
intergroup and intragroup interactions? Are assessment strategies broad and inclusive?
How is collaboration built into the activity? How can group harmony be improved?

During this unit, students are given the opportunity to hold deep discussion with one another about
the origin of cultural groups we experience every day in the United States. Students typically take
end of chapter and end of unit test consisting of multiple choice or short response answers.

Modification
*Within a group, students will learn to hold orderly, respectful discussions about sensitive topics
through the discussion of the topics listed above. The teacher will model and practice thoughtful
discussion with students and mentor as needed.
*Assessment will consist of student choice, demonstrate their thorough knowledge of how
immigration changed culture and the way of life.
 PowerPoint, Essay, video, or website

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 4. Self-Assessment (Goal 4). How can the content and strategies of this lesson or unit
empower action oriented, reflective decisionmakers who are able to be socially and
politically active in the school, community, nation, and world?

Racism and immigration are both global issues right now and must be addressed. This modified unit
addresses immigration and the immigrant as a person (instead of a thing). Reflecting on immigration
and looking at it as a way to solve problems rather than as a creator of problems will be helpful as
these students develop their world views.

Modification:

 The teacher discusses the immigrant as a person, rather than a thing. Immigrants are
presented as people who moved to the United States for a variety of reason, but most with a
common goal of a better life.