Appendix
Delaware Technical Community College Wide Core Course (CCC) Performance Objectives to plan my units of instruction. In this unit I will be using the CCC Analyze social stratification and the causes and consequences of classifying people by race, ethnicity, and gender. In doing so students will: (1) define the concept of stratification and its application to human differences, (2) illustrate the connection between social stratification and life chances, and (3) list two major kinds of criteria societies use to categorize people. Because of our current mascot situation, the lack of information that our students have regarding Native Americans, and the specific example of attempts to assimilate Native Americans in our Sociology textbook’s Race Chapter, I thought that there was no better theme than Indian Boarding Schools to connect something students are familiar with (education/schooling) to the sociological concept of assimilation.
Using primary source sets will not only help to meet the Sociology Standards, they also address two History/Social Studies Common Core Standards for Integration of Knowledge and Ideas: (one) CSSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem and (two) CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Students will be able to synthesize the multiple texts within the primary source text sets to better understand the process of assimilation and its’ effects on the Native American people then and now. I envision students creating and recording dramatic readings for each section – assimilation, resilience, and resistance – to help our entire school community in their understanding of the information.
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