Race, Class, and Punishment

Student Activity Samples

Activity Number One – Mass Incarceration Timeline (could also be used to show development of Crimmigration)

Objective – Students can discuss the development of mass incarceration by identifying main events and correctly sequencing them.

Standards – CA HI 1 Students explain the central issues and problems from the past, placing people and events in a matrix of time and place and CA CST 1 Students explain how major events are related to one another in time.

Materials –

Race to Incarcerate: A Graphic Retelling

Access to additional online sources

18 x 24 paper and various art supplies

Overview – The main goal of this activity is to have students selecting the events that they believe are important from a larger list and then explaining and supporting this choices with a reasoned argument. Students will create an annotated timeline that displays at least 5 of the major events. Pass out the student directions below or reword them as necessary for your students’ unique needs and circumstances.

Directions –

Part One – Timeline: Working in pairs create an annotated Mass Incarceration timeline. Use at least 5 of the events from the list provided. Your neat and carefully thought out finished product must include:

• Names on the back
• An overall title you create
• 5 correctly sequenced events including dates
• description of each (the annotation)
• a picture or symbol for each event
• use of color to enhance your information
• use Race to Incarcerate and at least two other sources

Part Two –Historical Significance: Write a one-paragraph reflection that explains and supports why you choose the items that you did. What was your decision making process like and how did you decide importance? Discuss and share ideas with your partner but create and turn in your own unique paragraph (don’t copy theirs!).

Choose From:

1988 Anti-Drug Abuse Act

Rockefeller Drug Laws

Crack Epidemic Begins

Civil Rights Movement backlash

1994 Crime Bill

Heroin

Election of Ronald Reagan

Nixon Campaign and Election

1984 Federal Sentencing Act

1960s Crime Wave

Activity Number Two: - Immigrant Story Speed Dating

Objective – Students can teach each other about the immigrant experience by reading and listening to oral histories in a groupwork setting.

Standards –

Research, Evidence, and Point of View 4: Students assess the credibility of primary and secondary sources and draw sound conclusions from them. 

8.8.6 Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. 

Materials –

Immigrant Oral Histories (https://myimmigrationstory.com)

Speed Dating Organizer

Overview –

In this activity students will both learn and teach about the immigrant experience by reading oral histories and sharing them with classmates interactively. My class of approximately 30 students will be divided into three sections with each section following the same steps concurrently. A graphic organizer should be used to aid students in their initial research and for note taking during the activity. You can use this basic structure and add a space for additional notes or create your own:

1. Give students one oral history and one graphic organizer (sample below).
2. Students read their history taking notes, preparing to share with classmates. – approx. 10 minutes
3. Seat students so they form pairs directly across.
4. Have students take turns telling their immigrants story in 1^st person from their notes. – approx. 2 min each
5. After each round one students moves and one remains, forming new pairs for the next round.
6. As a wrap up/closure activity have students write a one paragraph reflection form the following prompt:
   • How are the immigrants in these stories both alike and different? Use specific examples to support your answer

Activity Number Three – Student Solutions

Objective – Students can create and communicate a solution to one of the issues of Crimmigration by identify action steps and presenting those steps to their class and community.

Standards – CCR Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Materials – Students will use research notes, previous assignments, and ongoing new research into primary and secondary sources. Students should be given graphic organizers that assist in planning, research and note taking, presentation design, and task scheduling as well.  Chunking the assignment and providing organizers to help students create and track interim deadlines will contribute greatly to a successful outcome, especially in Middle School.

Overview – Part One - In this final assignment students will work in pairs and use what they have learned, supplemented by additional research, to identify specific problem areas that they want to change in the area of Crimmigration. After identifying the issue they will propose a solution or solutions that will be beneficial. Class time will be used for brainstorming and initial research and discussion; the project will be completed using a combination of class time and homework assignments.  The presentations, which will be given in class, will consist of using both visual and text to clearly communicate the problem researched and the solution proposed. Solutions will further be required to specifically include what actions students can take to effect change. Pairs will be given a choice of preparing a poster or creating an electronic presentation, which they will then present in detail to their classmates.

Overview – Part Two – In addition to communicating their information to classmates, students will also be asked to communicate to a larger audience. They will write an action letter to a local representative such as a U.S. Congressperson or Senator. The letter will summarize their class presentation and must additionally state specific actions that the students would encourage their representatives to take on behalf of those adversely affected by Crimmigration.