Lesson Plan Title: Privilege

Date: TBA

Subject: ELA Grade: 11

Topic: Understanding Privilege Essential Question

Materials:

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Broad Areas of Learning:

Sense of Self, Community, and Place
Life Long Learners:
Engaged Citizens:
Cross-Curricular Competencies:
Develop Thinking:
Develop Identity and Independence:
Develop Social Responsibility
Outcome(s):
CR 20.2 View, comprehend, and develop coherent and plausible interpretations of
informational and literary First Nations, Mtis, Saskatchewan, Canadian, and
international texts (including multimedia advertising) that use specialized visual
features including illustrations, photographs, art works, maps, charts, graphs.

PGP Goals:
1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of
all learners
4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Students will demonstrate their understanding of privilege by their responses to follow

up questions after the race.

By showing awareness of the effect of privilege, we will be able to determine if they

are ready to discuss privilege not only in the novel but in our society today.
Assessment OF Learning (summative) Assess the students after learning to evaluate
what they have learned.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Show Comic Strip

Ask students if they can define privilege
o OED definition

Main Procedures/Strategies:

Take students into hallway, have them all beginning at the same spot.

Explain that this is a race and their starting positions will be determined after all the
statements are read - If student agrees with the statement/the statement applies to
them - they take a step forward

Read statements from the list attached

Once all of the statements have been read, have the students race to the end of the
hallway.

Go back to the classroom and discuss attached questions.

How does this relate to the campaign slogan Atticus taught Scout, equal rights for all,
special privileges for none? (Scout says this to Miss Gates when she is discussing
America being a democracy - American people are not prejudice and do not persecute
people)

Equal rights does not mean peoples opportunities are equal

Even though we all started at the same place (equal) did not mean we ended
at the same place (privilege)
Miss Gates is being a hypocrite

Discuss the difference between equality and equity

Equality - treating everyone the same

Equity - giving everyone what they need to be successful
Adaptations/Differentiation:

Closing of lesson:
 Statements:
1. I am surrounded by people of my
race most of the time.
2. I can be pretty sure that my
classmates will be comfortable with my sexual orientation.
3. When I ask to see the person in charge, the odds are I will face a person of my own sex.
4. When I ask to see the person in charge, the odds are I will face a person of my own
race.
5. I can go shopping on my own without having to ask for help.
6. When I learn about our countrys history and culture, I learn about the contributions of
my race.
7. Education is a priority in my family.
8. I dont have to worry about others disapproving of my sexuality.
9. I can be reasonably sure that the Canadian Charter of Rights will apply to me in all
situations.
10. My parents make enough money to pay their bills without worry.
11. If I fail at a task, I can be sure that it wont be seen as a black mark against my entire
gender.
12. If I am a bad driver, it wont be attributed to my sex or race.
13. I can go out in public without worrying if the buildings are accessible to me.
14. The way I dress will not be associated with my sexual availability.
15. I feel encouraged to share my opinion in most social situations.
16. I can go to a grocery store and find the food of my culture.
17. My Canadianness has never been called into question.
18. Advertising does not make me ashamed of how my own body looks.
19. I can be late without having the lateness reflect upon my race.
20. People dont ask why I made my choice of sexual orientation.
21. People do not use my sexual orientation as an insult or in a derogatory manner.
22. I can be forceful or aggressive with no fear of being called a bitch.
23. My ability and personality will not be questioned depending on what time of the month it
is.
24. I can hear music on the radio and watch specials on television that celebrate the
holidays of my religion.
25. I have never been called fat or ugly and felt that the person meant it.
26. I can get a good job and not have to worry about others assuming it is because of my
sex or race.
27. If a cop pulls me over, I can be sure that it has nothing to do with the colour of my skin.
28. If a cop pulls me over, I do not have to worry about my actions getting me killed.
29. My parents have a post-secondary education and pressure me to get one as well.
30. I can hold hands in public with my significant other without having people stare at me.
31. If I am sexually active, my friends and family will not judge me negatively.
32. When I get married, I will not be expected to change my name.
33. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and
childrens magazines featuring people of my race.
34. I can buy bandages to match my skin colour.
35. I was able to answer all of these questions honestly, without discomfort.

Questions:
1. How did you feel about your starting position? How did your position make you feel
about the race?
2. What did you do to earn your position? Could you have done anything to change your
position?
3. Was there anything stopping you from winning the race?
4. Is the race equal? Fair?
You can make choices and changes to improve how you run the race, but your starting
position was totally out of your hands.