Lesson on Ethnic
Discrimination (2 to 2.5
hours)
Lesson
Overview (goals,
skills, time, etc.)
Preparation (allow 10 minutes)
Directions
Section
A: Introduction to Ethnicity (30-45
minutes; optional extension activities)
Section
B: Ethnic Discrimination in the Global Community (45-60 minutes)
Section
C: Positive Steps Against Ethnic Discrimination (45 minutes plus additional time for
projects)
Lesson Overview
|
Description |
This lesson explores discrimination
based on ethnicity. The lesson is in
three sections, each framed by guiding questions: A. Introduction to Ethnicity (What
is ethnicity? How is it different
from nationality? What is my ethnic
identity?) B. Ethnic Discrimination in the
Global Community (What are some of the causes and impacts of
ethnic discrimination?) C. Positive Steps Against
Ethnic Discrimination (What is being done to address ethnic
discrimination? What can I do?) The lesson begins by having
students examine their own ethnic backgrounds. Students interview family members to learn about their family
histories and cultures. This
information is shared with the class with optional extension projects. In Section B, students
examine the causes and impacts of ethnic conflict around the world. First, students review current events stories
to gain a broad overview of the issue.
Next, students deepen their understanding of the economic, cultural,
and political aspects of discrimination by analyzing a case study on Eritrea. Questions, concept mapping, and other
analysis strategies are used. Section C presents ways to
combat ethnic discrimination at the international, local, and individual
levels. A variety of activities and
project ideas are provided. |
|
Objectives. After this lesson, students will be able
to… |
·
describe
their own ethnic identity. ·
explain
the economic, cultural, and political aspects of ethnic discrimination, both
locally and globally. ·
provide
examples of positive actions to combat ethnic discrimination at the
individual, community, and international levels ·
plan,
carry out, and evaluate their own actions to combat ethnic discrimination |
|
Concepts |
ethnicity, nationality, culture;
discrimination through economic, cultural, and political means |
|
Skills |
discussing; active listening;
respecting others; working in small groups; self-evaluation; document
analysis; planning, implementing, and evaluating actions |
|
Assessment |
·
A journal
rubric is provided to assess students' journal responses throughout the
lesson. You can give the rubric to
students ahead of time if desired. ·
An optional
poetry activity (Activity 3, Section A) provides a creative way for
students to demonstrate their understanding of ethnicity. ·
In
Section B, students analyze a case study through a concept map, questions,
and other strategies which yield products for evaluation. ·
The
activities in Section C provide opportunities for evaluation through exhibit
or portfolio. Opportunities for
student self-assessment are also included. |
|
Consider
students' previous knowledge |
Students may be unclear of the
difference between race, nationality, and ethnicity. The activities in section A (and handout
of definitions) will help clarify these terms. |
Materials
and Preparation
|
Print
and make one copy of these documents for each student: |
·
Students
will need their journals and the handout of definitions. They may already have these from previous
lessons. ·
the
handout "Introduction to Ethnicity" (used in Section A) ·
the
handout "Where I'm From: Sample Poems" (This handout is used
for optional Activity 3, Section A.) ·
the case
study on Eritrea (used in Section B) ·
the
handout "Positive Steps Against Ethnic Discrimination" (used
in Section C.) |
|
Additional
Preparations |
·
The day
before you begin this lesson, give students the "Introduction to
Ethnicity" handout and have them respond to the questions at the
top. (Students can write in their
journals or directly on the handout.)
Explain to students that they may need to interview family members for
this activity. ·
If
possible, gather census data on the ethnic make-up of your community, region,
or country. ·
Review
the case study on Eritrea. ·
You'll
also need sticky notes or push pins, and a wall map of the world. |
|
Selected
websites on ethnic discrimination |
·
http://www.pdhre.org/rights/discrimination.html An overview of different types of
discrimination and international efforts to combat it. ·
http://www.unhchr.ch/html/intlinst.htm A list of documents and treaties developed
by the United Nations High Commission for Human Rights. ·
http://www.colorado.edu/conflict/peace/problem/prejdisc.htm Information on discrimination and efforts
to overcome it in Bosnia, Ireland, and other parts of the world. |
Directions
Section A: Exploring
Ethnicity (30-45
minutes; optional extension)
Guiding
questions: What is ethnicity? How is it different from nationality? What is my ethnic background?
|
1.
Students explore their ethnic backgrounds (10-20 minutes) |
·
Distribute
the "Exploring Ethnicity" handout to students before class
and have them complete the questions at the top. Have students bring their responses to class. ·
To begin
the lesson, give each student two small scraps of paper and tape or
push-pins. (Removable "sticky
notes" work well, too.) On each
piece of paper, have students write their name and the birthplace of one set
of grandparents (or great-grandparents).
·
Have
students attach the papers to a wall map.
Review the results. ·
In pairs
or groups of three, have the students discuss the responses to the questions
from the "Exploring Ethnicity" handout. (Questions
reproduced here): - Where
were your grandparents or great-grandparents born? -
What language(s) did/do your grandparents or great-grandparents speak? What about their parents? -
What holidays did they celebrate?
What special customs did/do they follow? What foods did they eat? -
Does your family now speak these languages or continue any of these
practices? ·
Next,
have all students sit in a circle and share some of their responses as a
class. Points to emphasize: - Language, food, and other
cultural practices are often passed down from one generation to the
next. Cultural practices are learned;
we are not born with a predisposition to any single language or culture. - When people come to a new
country, they may adopt new practices while keeping traditional ways. Have the class generate examples. Help
students see that ethnic identity is not an "either-or" decision. |
|
2.
Definitions (5 minutes) |
·
Using
the "Introduction to Ethnicity" handout, present the
definitions of "ethnicity" and "nationality." Draw examples from students' responses to
clarify the terms. Emphasize the
following points, which are included on the students' handout: ·
Nationality
refers to our citizenship -- in other words, the nation we are a member of. ·
Ethnicity,
or ethnic identity, refers to membership in a particular cultural group. It is defined by shared cultural
practices, including but not limited to holidays, food, language, and
customs. ·
People
can share the same nationality but have different ethnic groups. For example, citizens of the United States
are of many different ethnic backgrounds.
·
People
who share an ethnic identity can be of different nationalities. Turkish citizens of Turkey and Turkish
citizens in Germany share an ethnic identity but are of different
nationalities. ·
Once
students are clear on the terms, have the class write a few minutes about
their own ethnicity and nationality as instructed at the bottom of the
handout. Or, continue with the poetry
activity below. |
|
3.
Optional: Poetry (25-45 minutes. Some parts can be done as homework.) |
Note: In this activity, students
create poems about their backgrounds; each stanza begins with the phrase
"Where I'm From." The
activity is adapted from "Where I'm From: Inviting Students' Lives Into
the Classroom." In Rethinking Our Classrooms: Teaching for
Equity and Justice, Volume 2. Edited
by Bill Bigelow, Brenda Harvey, Stan Karp, and Larry Miller. Milwaukee: Rethinking Schools. 2001.
http://www.rethinkingschools.org ·
Distribute
copies of the sample poems to students. Have the class read one or both aloud. ·
As noted
on the handout, ask students to describe the significant images in each poem
(sights, sounds, smells, objects, people) and how they help paint a picture
of the author's ethnic background. ·
As noted
on the handout, have students generate a list of significant images and
metaphors that reflect their homes and families. Have students include items found in the house, other sensory
images, family sayings or phrases, the tastes and smells of important foods,
names of relatives, etc. ·
Have
students incorporate these images into a poem. As in the sample poems, each stanza should begin with "I'm
from…" ·
After
the poems are done, have students sit in a circle. Ask for volunteers to share their poems. After each poem is read, have the class
describe 1) what they liked about the piece and 2) how the poem communicated
information about the author's ethnic background. ·
As an
alternative to reading in a circle, have students read their poems in
pairs. Each student should write
comments about their partner's poems as described above. These comments can be used as part of the
overall assessment. ·
Finish
the activity by having students write about their own poem as described
above. This, too, can be used for
assessment. |
|
Additional
extension ideas |
·
Create a
class collage or "museum " of artifacts representing students'
ethnic backgrounds. Items could
include foods, household implements, clothing, pictures, and maps, as well as
the poems from the activity above. ·
Have
students use the information about their grandparents to create a timeline of
their family history. In a country
such as the US where many students' families likely originate from other
places, the timeline could include arrival of relatives to the US and reasons
for coming. |
SECTION
B: Ethnic Discrimination in the Global Community (45-60 minutes)
Guiding
questions: What are some of the causes
and impacts of ethnic discrimination?
|
1. Students review examples of ethnic
conflict around the world and throughout history (20-30 minutes) |
·
To help
students gain an understanding of ethnic conflict around the world, have
students identify relevant stories in the media. Assign a few students to review other conflicts the class has
already studied, including examples from history. ·
Students
should write a brief summary about where the conflict is happening, who is
involved, why the conflict is happening, and what is being done to address
it. The research and summaries can be
done as homework. (Note: The goal of this activity is
to raise awareness of ethnic conflict around the world and throughout history
rather than to engage students in a thorough analysis. The case study to follow focuses on
analysis skills.) ·
Have
students present their summaries and place markers on a globe or map to show
where they are occurring. ·
After
all summaries have been presented, ask the class to identify connections
among the different examples in terms of time, place, causes, impacts, and
solutions. These connections can be
graphed using a concept map or other diagram. Suggested questions: - What, if anything, is similar
about these cases of ethnic conflict?
In which cases does the conflict center on land or other natural
resources? Which cases center on
political representation? - Are the cases similar or
different in terms of how they are being settled? Which cases are relying on diplomacy and peaceful tactics? Which cases involve violence? - Which cases are civil
disputes (i.e., occur in a single country)?
Which cases involve more than one country? - Can you draw any
similarities between current conflicts and those from the past? ·
As you
discuss the cases, emphasize that ethnic conflict can have economic,
political, and cultural sides. Review
examples of each. Tell students they
will look at these issues more closely through a case study. Then continue with the next activity. |
|
2. Case
studies (30-45 minutes; some tasks can be
done as homework) |
·
Distribute
the Eritrea case study. The case study can be assigned for homework
and/or read in class, as a whole group, in pairs, or individually. ·
After
reading the case study, students will analyze it using one or all of the five
strategies provided: 1. writing directly on the text, 2. organizing key
points in a table, 3. creating a timeline, 4. creating a concept map, and 5.
answering questions. These strategies
vary in terms of difficulty, allowing the teacher to choose appropriate tasks
for learners of different abilities.
Suggestions: - Choose one or two
strategies that are appropriate to your students' level and assign them to
all students. Have students work
individually or in pairs to complete the task(s). - Break the class into five
homogeneous skill groups and assign each group one of the analysis strategies
appropriate to the groups' level. The
group is responsible for turning in the appropriate document and for
providing evidence of how everyone in the group contributed to the task. - Divide students into
heterogeneous groups of five. Assign
each student one of the analysis strategies appropriate to his/her level so
that all five strategies are represented in each group. The group is then responsible for turning
in a complete set of documents (a marked text, a concept map, etc.) ·
After
students are done with the analysis, have them present their work. Emphasize the following key points
throughout the discussion: - On the causes of the conflict between Eritrea and Ethiopia: Eritrea's location on the Red Sea and the
resulting economic and political benefits (trade, ports for military power,
etc.) has made it a target of colonizers throughout history. The control of Eritrea by Italy, Britain,
and then Ethiopia increased the people's desire for autonomy. -
On the impacts: Discrimination of Eritreans under the
rule of Ethiopia happened through economic means (denying Eritreans property
and a right to make a living), political means (dissolving their parliament
and preventing self-determination), and cultural means (prohibiting language,
books, and education). - On the responses to the conflict: The repression of Eritreans under Ethiopia and Eritreans' desire
for economic, political, and cultural autonomy sparked the war. Many citizens were forced to flee the
country and withstood dangerous trips through the desert to refuge camps in
Sudan. |
SECTION
C: Positive Steps Against Ethnic Discrimination (45 minutes; optional projects)
Guiding
questions: What is being done to combat
ethnic discrimination? What can I do?
About this
section
This
section provides ways for students to combat against ethnic discrimination at
three levels: 1. personal, 2. community, and 3. international. The activities are described below; clicking
on each will take you to the relevant student handouts. The directions for the activities are self-explanatory
and are provided on the students' handouts, as are websites for on-line
projects.
Activity 1: Personal Actions: Students identify personal steps they
can take to address ethnic discrimination.
Sample ideas are provided. An
optional set of project planning tools provide guidance for students who
would like to plan and implement their own actions.
Activity 2: Learning About
Ethnic Groups in the Community: Students use census data and other
resources to learn about the experiences of major ethnic groups in the
community. Ideas for presenting
information in a website, newsletter, or exhibit are provided.
Activity 3: Learning About
International Policies: Students brainstorm ideas to combat ethnic discrimination
at the international level, and compare their ideas to a UN declaration. Students then conduct research to determine
if and how their country has signed and/or implemented the UN declaration.
Section A: EXPLORING ETHNICITY
1. Reflecting on Your Family Background
- Where were your grandparents or
great-grandparents born?
- What language(s) did/do your grandparents
or great-grandparents speak? What about
their parents?
- What holidays did they
celebrate? What special customs did/do
they follow? What foods did they eat?
- Does your family now speak these
languages or continue any of these practices?
2.
Definitions
·
ethnicity:
Refers to membership of in a culturally- and geographically defined
group that share cultural practices including but not limited to holidays,
food, language, and customs, or religion.
Italian, Kurdish, and Bantu are examples of ethnic groups. People of the same race can be of different
ethnicities. For example, Asians can be
Japanese, Korean, Thai, or many other ethnicities.
·
nationality: Refers to country of citizenship.
Nationality is sometimes used to mean ethnicity, although the two are
technically different.
Important!
·
People can share
the same nationality but be of different ethnic groups. For example, citizens of the United States
are of many different ethnic backgrounds.
·
People who share
an ethnic identity can be of different nationalities. Turkish citizens of Turkey and Turkish citizens in Germany share
an ethnic identity but are of different nationalities.
3. What you have learned
about your own nationality and ethnic background? Write your
thoughts in a journal or in the space below.
Section
A, 3: "Where I'm From":
SAMPLE POEMS
Sample poem #1
I am from awapuhi ginger
sweet fields of sugar cane
green bananas.
I am from warm rain cascading over
taro leaf
umbrellas.
Crouching beneath the shield of kalo.
I am from poke, brie cheese, mango,
and raspberries, from Marguritte
and Aunty Noni
I am from Speak your mind
it's o.k. to cry
and would you like it if someone did that to you?
I am from swimming with the full moon,
Saturday at the laundromat,
and Easter crepes.
- Excerpts from "I Am From Pink Tights and Speak Your Mind" by Djamila Moore. Appears in Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2. Edited by Bill Bigelow, Brenda Harvey, Stan Karp, and Larry Miller. Milwaukee: Rethinking Schools. 2001. http://www.rethinkingschools.org
Sample poem #2
I am from get-togethers
and Bar-B-Ques
I am from the smell of soul food
cooking in Lelinna's kitchen
From my Pampa's war stories
to my granny's cotton pickin'.
I am from Kunta Kinte' strength,
Harriet Tubman's escapes.
Phyllis Wheatley's poems,
and Sojourner Truths' faith.
If you did family research,
and dug deep into my genes.
You'll find Sylvester and Ora, Geneva and Doc,
My African Kings and Queens.
that's where I'm from.
- Excerpts from "I Am From Soul Food and Harriet Tubman" by Lealonni Blake. Appears in Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2. Edited by Bill Bigelow, Brenda Harvey, Stan Karp, and Larry Miller. Milwaukee: Rethinking Schools. 2001. http://www.rethinkingschools.org
Questions:
1. The author's used imagery that appealed to many senses. What images describe or refer to sights? Sounds? Tastes? Smells: Things you can feel?
2. Who are the significant people described in each poem?
2. How did the author's let you know about their ethnic backgrounds? Provide examples of phrases that especially spoke to you.
Write your own
poem
1. Generate a list of significant images and metaphors that reflect your home and family. Include the following:
· items found in the house
· family sayings or phrases
· the tastes and smells of important foods
· other sensory images (smells, textures, sounds, sights, tastes)
· names of relatives
2. Then incorporate these images into a poem. As in the sample poems, each of your stanzas should begin, "I'm from…"
Section B, 2: CASE
STUDY ON ERITREA
Use with Section B of the
Lesson on Ethnic Discrimination
Questions to consider before reading
the case study
·
What would it be
like if you were forbidden to speak your language?
·
What if all the
books written in your language were burned?
·
What if people
who spoke your language were prohibited from having a job?
·
Can you think of
a example in history when things like this happened?
|
Eritrea is a African country located in the northeast portion of the continent, a region known as the Horn of Africa. Throughout history, Eritrea's location on the Red Sea has attracted traders and brought contact with other countries. While some people came peacefully, others came and invaded Eritrea, occupying it as a colony. From 1890-1941, Italy ruled
Ethiopia and Eritrea. The British
took control of Eritrea after they defeated the Italians in the region during
World War II. In 1952, the British
withdrew, and the United Nations created a federation[1]
between Eritrea and Ethiopia. Despite
this arrangement, Eritrea retained some degree of autonomy (self-rule) and
had its own parliament. |
|
Eritrea under Ethiopian rule
During the 1960s, Ethiopia was ruled by
Emperor Haile Sellassie, who had strong ties to the military. His government violated the rights of the
Eritreans granted by the UN agreement of 1952, and in 1962, Haile Sellassie
dissolved the Eritrean parliament and declared Eritrea a province of Ethiopia,
in part to gain access to Eritrea's ports.
This action was against the wishes of the Eritreans, who had voted to
end the federation with Ethiopia and become an independent country.
The Eritreans wanted to defend their
land and gain independence, and in 1961 a war broke out between the Ethiopian
army and the Eritrean force, the Eritrean Liberation Front (ELF)[2].
During the war, Eritrean citizens
experienced discrimination under the rule of Sellassie. Kiflu, an Eritrean man now living in the
United States, was a boy living in Eritrea at the time. He recalls conditions for Eritreans during
the war:
|
"Haile Sellassie
forbade us to speak or write our language, Tigrinya. Books written in Tigrinya were
burned. All Eritrean teachers were
forced to teach Amharic (the language of Ethiopia), and lessons were
conducted in Amharic. If the teachers
refused, they were fired. When people
have no jobs and no language, it means death to them." To make matters worse,
Ethiopia was suffering from a severe drought (lack of rain) and a famine
(widespread hunger and shortage of food).
In part because he did not want negative attention from other
countries, Haile Sellassie remained silent about the problem, and tens of
thousands of people starved. In 1974, Haile Sellassie
was arrested and replaced by a military leader, Mengistu Haile Mariam. Kiflu recalls that life under his rule was
also harsh. "If you were Eritrean,
he'd shoot you. He also burned our
crops and houses and killed our animals.
If all Eritreans died, he would get the land. He cared nothing for our people." |
A Closer
Look: Eritrea Under Italian Rule The
restrictions imposed by Ethiopia were not the first instance of
discrimination against the Eritreans.
From 1922-1941, Italy established a system of discrimination similar
to the apartheid system of South Africa[3]. Buses, theaters, and other public places
were segregated, with the best facilities reserved for Italians. Thousands of Eritreans were forced to
leave their homes for resettlement in reserves far from where the Italians
lives. Non-Italians were prohibited
from opening businesses or learning professional skills and instead did
menial labor for Italians. In short,
Italy used its control over Eritrea's economic, political, and social
institutions to establish wide-ranging systematic discrimination. |
The Ethiopian army, supported by the
then-Soviet Union, was much stronger, and thousands of Eritreans were
killed. Others, including Kiflu, fled
with their families on camel to Sudan.
After a difficult and dangerous journey through the dessert, the Kiflu
and his family reached a refugee camp where they stayed for over six years
before emigrating to the United States.
In 1991, after thirty years of fighting, the Eritrean forces gained control of their capital, Asmara, and established a government that was recognized by Ethiopia. In April of 1993, 99.8% of Eritreans voted for independence in a UN-monitored free and fair election. Some Eritreans, including Kiflu, voted from their new homes in other countries. Independence for Eritrea was officially declared on May 24, 1993.
Section
C: POSITIVE STEPS AGAINST ETHNIC DISCRIMINATION
For
use with Section C of the Lesson on Ethnic Discrimination
Activity 1: Personal Actions
There are many things you can do to make your school or community more in