11.

Final Unit Plan

STAGE 1
Topic/Theme: Race and Equality in the US
Time frame: one block class (1.5hr) and two 45-minute classes
per week, for 2 weeks
Class/Grade Level: 11 th or 12 th
Established Goals: From Iowa Core
Understand how social status, social groups, social change, and social institutions influence

individual and group behaviors. (SS.9-12.BS.5)

Understand current social issues to determine how the individual is able to formulate opinions and
responds to those issues. (SS.9-12.BS.4)
Understand the role of culture and cultural diffusion on the development and maintenance of
societies. (SS.9-12.H.3)

Understandings: Students will understand that

1) Equality is a founding value American democracy, but continues to be a struggle to
achieve
2) The social construction of identity is both a historical artifact and an evolving concept.
3) Everyones lives are affected by privilege and/or prejudice.
4) There are different dimensions or facets to the concept of equality.
5) Quantitative and qualitative research are essential tools of the social studies to
understand complex systems

Essential Questions:
1) Is our world becoming more equal and fair over time?
2) Who and/or what factors influence the social construction of someones racial or
ethnic identity?
3) What are common privileges and prejudices that exist in societies?
4) What are different dimensions of equality and which have we made the most
progress on?
5) How can data help us understand a problem? What are its limitations or flaws?
Knowledge: Students will know
1) About current news that reflects the struggle for equality in the US, especially racial
equality [U1]
2) Define and give examples of the five dimensions of equality [U4]

Lesson Plan Assignment

3) about common examples of privilege and prejudice related to race (e.g. racial
representation in pop culture and school districting, respectively) [U3]
4) that our identities are evolving and socially constructed by our culture(s), families,
hereditary factors, educations, religion, income, sexual/gender orientation,
experiences, etc.: 2 [U2]
5) how key vocabulary terms, such as Civil Rights Act, Brown v Board of Education,
Greensboro sit-ins, Little Rock 9, NAACP, Jim Crow Laws, Plessy v Ferguson,
affirmative action, 13th and 14th Amendments are relevant to civil rights in the US [U1]
6) that correlation is not causation [U5]

Skills: Students will be able to

1) Write concisely [K1 and U4]
2) Write data-driven arguments [U5, K6]
3) Interpretation of data and cause and effect relationships [U5, K5]
4) Express and substantiate opinions and perspectives [K3, K2, K4, U4]
5) Express an aspect of their identity through a creative means [U2, K4]
6) Conduct an interview [ K6]
7) Gather demographic data [ K6]

Lesson Plan Assignment

STAGE 2
Topic/Theme:
Race and Equality in the US
Time frame: one block class (1.5hr) and two
45-minute classes per week, for 2wk
Class/Grade Level: 11 th or 12 th

Performance Tasks/Formal Assessment:

UP
Connects

Task / Assessment

1) neighborhood demographic analysis essay

This essay is outlined in detail on the sample
formal assessment that I created. See that for
detail on this performance task
2) art and identity creation
after a lesson on portrayal of race though art (especially
art and poetry of Harlem Renaissance) students will
create their own piece of work revolving around their
self-identity
3) Data collection
Students will map their blocks, looks to see how
many people live in units and what ethnicity
those people are. This will be practice with
quantitative data collection and will supplement
their analysis essay in Assessment #1 (above)
4) Conducting interviews
Students will create a set of interview questions as a
group. Then they will go out individually or in pairs to
conduct interviews with people in their neighborhood
and/or neighborhoods of their choosing to find out why
people chose to live where they do. This is a chance for
them to practice qualitative research skills and will
supplement their analysis in their essay in Assessment
#1 (above)
5) time line
The timeline will be a group project that culminates
in an individual project. The timeline will help
students place together the chain of events, trends,
and legislation that has impacted race in this

U: 1, 3, 5
K: 3, 5
S: 1, 2, 3
U: 2, 4
K: 2, 4
S: 4, 5

U: 3, 4, 5
K: 2, 3, 6
S: 3, 7

U: 1, 3
K: 3, 4
S: 6

U: 1, 4
K: 2, 5
S: 1, 4

Lesson Plan Assignment

country. As a group, students will work together to

put pivotal events up on the timeline; then,
individually. they will focus on pulling out events they
would argue have been the greatest stepping stones
to achieving the 5 aspects of equality.

Other Evidence/Informal Assessment:
UP
Connects

Task / Assessment

Journal
Reflection and application to self of the discussion or
events of the day
Contributions and questions in class
Using voice to add their perspective to the class
conversation and to ask their own questions. Are they
engaged? Are they practicing verbalizing thoughts and
questions?

U: 1,2, 3,
4, 5
K: 1,2, 3,
4, 5
S: 1,2, 3,
4,
U: 1, 2,
3, 4, 5
K: 1,2, 3,
4, 5
S: 1,2, 3,
4,

STAGE 3 (see separate Excel sheet attached to submission)

Lesson Plan Assignment

Lesson Plans
Topic/Theme: Self-segregation in Housing
Time frame: Two 50-minute class periods and one 100-minute
class period
Class/Grade Level: Race and Equality in the US11 th /12 th

Lesson #1
Lesson Summary
Students start to examine the building blocks of civil society: trust, tolerance, and getting to
know those different from yourself. In this lesson they will discuss, journal, and play an
online game to begin to analyze these issues. Homework will be to conduct fieldwork, that
is, to gather data to find out how their neighborhoods reflect or refute these theories.
Lesson Objective(s)
After completing this lesson, the student will be able to:
Apply ideas of trust, tolerance, and individual behavior to their own neighborhoods
and decision making
To conduct small-scale quantitative data gathering
Explain how individual bias can create larger scale patterns (e.g. segregated
neighborhoods)
Materials/Resources required
Student journals
Computers with internet access for each student or pair of students
White board
Dry erase markers
Handouts with assignments

Desired Results

Lesson Plan Assignment

Established Goals: (Including state standards)

Understand how social status, social groups, social change, and social institutions influence

individual and group behaviors. (SS.9-12.BS.5)

Understand current social issues to determine how the individual is able to formulate opinions and
responds to those issues. (SS.9-12.BS.4)
Understand the role of culture and cultural diffusion on the development and maintenance of
societies. (SS.9-12.H.3)

Essential Questions:
1) Is our world becoming more equal and fair over time?
2) What are common privileges and prejudices that exist in societies?
3) How can data help us understand a problem? What are its limitations or flaws?
Understandings: Students will understand that
6) Equality is a founding value American democracy, but continues to be a struggle to
achieve
7) The social construction of identity is both a historical artifact and an evolving concept.
8) Everyones lives are affected by privilege and/or prejudice.
9) There are different dimensions to the concept of equality.
10) Quantitative and qualitative research: are essential tools of the social studies
Knowledge: Students will know
7) About current news that reflects the struggle for equality in the US, especially racial
equality [U1]
8) about common examples of privilege and prejudice related to race [U3]

Skills: Students will be able to
8) Write concisely
9) Write data-driven arguments
10) Interpretation of data and cause and effect relationships
11) Express and substantiate opinions and perspectives
12) Gather demographic data

Lesson Plan Assignment

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
UP
Connects

Task / Assessment

1) Collect neighborhood data

Students will map their blocks, looks to see how many people live in units and
what ethnicity those people are. This will be practice with quantitative data
collection and will supplement their analysis essay in the analytic essay that
will come later in the week

U: 3, 4, 5
K: 2, 3, 6
S: 3, 7

Other Evidence/Informal/Formative Assessment:

UP
Connects

Task / Assessment

U: 1,2, 3,
4, 5
1) Journal--Do an individual's decisions/actions matter on a societal level? Why or K: 1,2, 3,
4, 5
why not?
S: 1,2, 3,
4,
U: 1,2, 3,
4, 5
K: 1,2, 3,
2) Exit Card-- What was the polygon game's message? What do you think of it?
4, 5
S: 1,2, 3,
4,

Lesson Plan Assignment

Detailed Steps/Procedures
Time
(mins)

Learning action

INTRO students come in and get their journals before they sit down. They should
be ready to journal at the start of class. Help facilitate this by having the following
statement and journal prompts already written and projected so students can begin. (7
minutes)

STATEMENT: Robert Putnam, a sociologist who researches civic engagement, has

come to this thesis: Our society has undergone a fundamental shift. We are more
tolerant of than we were in the past but that we trust each other less.

PROMPTS: (students can start with any one and can answer as many as they have
time for within the 7 min.
Do you agree or disagree with the statement? Explain why you agree,
disagree or arent sure.

Assuming Putnams research is true: What are the implications of it for
race relations in this country?

Does this statement relevant to interactions or challenges you see in your
own neighborhood? Give examples.

When it comes to one individual's decisions/actions regarding trust,
tolerance and respect, do ones active matter on a societal level? Why or
why not?

1) Segway from journaling into Think-pair-share for a total of 10 minutes.

For 4 minutes they share their response(s) with a neighbor
For the remaining 6 minutes each group summarizes their discussion.
2) Before moving onto the next portion of class, make sure that students
understand the terms micro (individual choices) and macro (large picture,
societal level) and ask them to pay attention to how this comes into play in
the game theyre about to play (these concepts may have already been
brought up in student discussion, so address as needed)
3) Next, ask students to break up into pairs, get a laptop and go to this website
to start playing the simulation game (20 minutes) http://ncase.me/polygons/

While students play the game, remind them to think how they would
write or explain the theory behind the game.

1)

Lesson Plan Assignment

4) Allow 6 minutes for processing time for students. Record on the board as
they share:
What takeaways did they get from the game?
Does it seem true to life or just a theory?
What questions came up for them? (Put these on our bike rack to
come back to)
5) Give homework assignment (7 minutes): Explain that were going to try to
collect our own data to try to find out what kind of patterns our own
communities follow in terms of diversity in housing/neighborhoods. Give
students a handout, that covers the following information on the front:
a. What info they will be collecting for a block of their neighborhood or a
floor of apartment complex:
i. How many people live in each house or apartment?
ii. How many people total on the whole block or floor?
iii. What is the age range of the people living in the house or
apartment?
iv. Do they know their neighbors?
v. What languages are spoken in the house/apartment?
vi. What ethnicity/ethnicities are the members of the household?
On the back of the handout they will find this information on practical parts of
the assignment
b. What form it will take:
map
key
streets labeled
dot method to show demographics (example provided on
form)
c. When it is due: In two days, on Wednesday
d. That students should go out in pairs to collect their data (though their
partner doesnt have to be someone from class).

6) Closure (5 min)
Ask students what they expect to find in their own data collection.
Follow up by asking if they predict that what they find and the rest of
the class finds will be similar.
Ask students to pack up/prepare for the end of class while you pass
out the exit card.
7) Fill out Exit Card (3 minutes):
Sum up the polygon games message in one sentence.
What would happen if we all wanted to live by people who were different
from us? Would it change communities? How?

Lesson Plan Assignment

Lesson #2

Lesson Summary
In this lesson students will begin to analyze and evaluate the data theyve collected to see
what it says about the civil society and diversity of their neighborhoods. Theyll learn about
the difference between quantitative and qualitative research and their uses before starting
on the qualitative research, which will be to interview three people about their decision about
where they chose to live.
Lesson Objective(s)
After completing the lesson the student will
Be able to analyze, compare and evaluate quantitative data
Be prepared to conduct qualitative research
Be familiar with new terminology (civil society, bridging capital, bonding capital,
qualitative and quantitative)
Materials/Resources required
White board
Projector and computer
Screen
Dry erase markers
Handouts for assignment

10

Lesson Plan Assignment

Desired Results
Established Goals: (Including state standards)
Understand how social status, social groups, social change, and social institutions influence

individual and group behaviors. (SS.9-12.BS.5)

Understand current social issues to determine how the individual is able to formulate opinions and
responds to those issues. (SS.9-12.BS.4)
Understand the role of culture and cultural diffusion on the development and maintenance of
societies. (SS.9-12.H.3)

Essential Questions:
Is our world becoming more equal and fair over time?
What are common privileges and prejudices that exist in societies?
How can data help us understand a problem? What are its limitations or flaws?
Understandings: Students will understand that
Equality is a founding value American democracy, but continues to be a struggle to
achieve
Quantitative and qualitative research: are essential tools of the social studies
Knowledge: Students will know
About sociological theories on civil society and multiculturalism [U1]
Key vocabulary terms (qualitative, quantitative, civil society, bridging social capital,
bonding social capital, homogeneity, heterogeneity)
Skills: Students will be able to
Write concisely
Write data-driven arguments
Interpretation of data and cause and effect relationships
Express and substantiate opinions and perspectives
Conduct an interview

11

Lesson Plan Assignment

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP
Connects

1) Conducting interviews
Students will create a set of interview questions as a group. Then they will go
out individually or in pairs to conduct interviews with people in their
neighborhood and/or neighborhoods of their choosing to find out why people
chose to live where they do. This is a chance for them to practice qualitative
research skills and will supplement their analysis in their culminating analytical
essay

U: 5
K: 3
S: 6

Other Evidence/Informal/Formative Assessment:

UP
Connects

Task / Assessment

1) Journal: does your neighborhood data seem to support or refute the theories

of the parable of the polygons?

2) Contributions and questions in class

Using voice to add their perspective to the class conversation and to ask their
own questions. Are they engaged? Are they practicing verbalizing thoughts and
questions?

12

U: 1,2, 3,
4, 5
K: 1,2, 3,
4, 5
S: 1,2, 3,
4,
U: 3, 4, 5
K: 3, 4, 6
S: 4

Lesson Plan Assignment

Detailed Steps/Procedures
Time
(mins)

Learning action

1) INTRO: Short Presentation (before starting presentation, get info on what

characteristics or problems students observe in their own neighborhoods)

Civil society basics:
o What civil society means connections and organizations within
society that exist outside of govt
o Why does it matter? people connected, people active
community members in time, word, and/or awareness
o Forms civil society takes? (family, business, non-profits,
recreation groups, trade unions,
o Trust v. tolerance (connect to yesterdayexplain why Putnam
thinks this trend exists
o bridging capital v. bonding capital (are we coming into contact
and connecting with those like us or those unlike us? Why does
this matter in conversations about race, trust, and tolerance? )
o heterogeneity v. homogeneity (terminology we going to use to
describe neighborhoods remind that there are lots of kind of
diversity than race)
2) Journal:
Does the data you collected from your neighborhood seem to support or
refute the theories of the parable of the polygons? Why?
What do you think it tells you about the strength of civil society (which
you just learned a bit about)? Why? (Try to use the vocabulary you
learned from the presentation)

3) Now break into small groups of 3-4 students and share what you think your
data tells you. Give reminders of time every two minutes so that groups can
make sure that all members of the group have gotten to explain their data.
Encourage them to try to integrate the terms/vocab from the presentation. Is
there consistency within your group or did different people find different things
about the diversity of their neighborhoods? As a group, be ready to summarize
your discussion/analysis for the class.

(10
minutes)

(5 min)

(10
minutes)

4) Micro-presentation: difference between qualitative and quantitative data.

Students should understand that:

o Both are tools of the social sciences
o One deals with numbers and measures (quantities), while the
other deals with description and observation (qualities)
o One traditionally used to provide breadth of info (qualitative),
while the other is used to provide depth (qualitative)
o So far we have used quantitative. Now we will use qualitative

13

(5
minutes)

Lesson Plan Assignment

5) Transition to next assignment: Explain that theyve dabbled in quantitative

data and now theyre going to try qualitative research through interviews. In
order for us to have some consistency as a class, were going to generate
questions that well all ask in our interviews so we can compare answers. Were
going to take time now to brainstorm, vet and come to consensus on the
questions well ask. Heres how well accomplish this:

Think-Pair-Share to generate interview questions and finalize

questions that will be used by the class
o
o

o
o

3 minutes to brainstorm their own key questions

5 minutes in groups to share questions and whittle down two
best three
ask them to think about why theyre asking each
question, what do they hope to learn about civil society
from asking it
3 minutes for each group to share their top 3 questions with
whole class
3 minute to check for redundancy and then vote on top three
questions
1 minute for students to write down the finalized questions

(15
minutes)

o
6) Directions for homework: Conduct 3 short interviews of people you know

(class generated questions should generally end up being about how the
interviewee choose to live where they did, how well they know their neighbors,
what they do with their free time, as these are areas of civil society)
Give a handout with clear and simple directions
o Three interviews
(5
o Due in two days (Friday)
minutes)
o Take notes on each
The handout should have a space for them to write out the questions
that the class has decided on, this was they will have all the info they
need on one sheet
Ask for questions
7) Students can clean up/gather materials as you pass out the exit card.
8) Exit card: who are the 3 people you'll interview? Give a sentence to explain

why you choosing them?

14

(5
minutes)

Lesson Plan Assignment

Lesson #3

Lesson Summary
In this lesson students will examine and compare the information they received from their
interviews. Theyll then look at demographic data for the city of Des Moines, concentrating
on if they see segregated areas, levels of educational attainment and zoning lines for
elementary schools. Next theyll get introduced to the concept of systemic inequality and the
Iceberg Model. After practicing using the model and thinking about if they think the data from
DSM applies to these concepts theyll get an assignment for a final paper. In this 2-page
paper, theyll use their data and what they know about civil society to write an analysis
essay.
Lesson Objective(s)
After completing this lesson, the student will be able to
Explain how micro level social interactions manifest in macro level patterns
Understand structural inequality and disproportionality and give examples of it in
demographic data the DSM area
Make a recommendation for their neighborhood to improve its civil society
Materials/Resources required
Projector and laptop
Printouts of DSM demographic data
handouts of assignment
handouts of Iceberg Model

15

Lesson Plan Assignment

Desired Results
Established Goals: (Iowa Core)
Understand how social status, social groups, social change, and social institutions influence

individual and group behaviors. (SS.9-12.BS.5)

Understand current social issues to determine how the individual is able to formulate opinions and
responds to those issues. (SS.9-12.BS.4)
Understand the role of culture and cultural diffusion on the development and maintenance of
societies. (SS.9-12.H.3)

Essential Questions:
6) Is the world becoming for equal and fair?
7) What are common privileges and prejudices that exist in society?
8) How can data help us understand a problem? What are its limitations or flaws?

Understandings:
Students will understand that

1) Equality is a founding value American democracy, but continues to be a struggle to

achieve
2) Everyones lives are affected by privilege and/or prejudice.
3) Quantitative and qualitative research are essential tools of the social studies
Knowledge: Students will know
1) About current news that reflects the struggle for equality in the US, especially racial
equality
2) about common examples of privilege and prejudice related to race
3) that correlation is not causation
4) key terms (structural inequality, disproportionality, Iceberg Model)

Skills: Students will be able to
1) Write concisely
2) Write data-driven arguments
3) Interpretation of data and cause and effect relationships
4) Express and substantiate opinions and perspectives

16

Lesson Plan Assignment

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
UP
Connects

Task / Assessment

2) neighborhood demographic analysis essay

demographic analysis essayin this essay students will report the data they
got from quantitative and qualitative research and work to make meaning of it,
as well as recommendations for their communities, based on what they know
about theories of civil society.

U: 1, 3, 5
K: 3, 5
S: 1, 2, 3

Other Evidence/Informal/Formative Assessment:

UP
Connects

Task / Assessment

Journal
Reflection and application to self of the discussion or events of the day
Contributions and questions in class
Using voice to add their perspective to the class conversation and to ask their
own questions. Are they engaged? Are they practicing verbalizing thoughts
and questions?

17

U: 1,2, 3,
4, 5
K: 1,2, 3,
4, 5
S: 1,2, 3,
4,
U: 1,2, 3,
4, 5
K: 1,2, 3,
4, 5
S: 1,2, 3,
4,

Lesson Plan Assignment

Detailed Steps/Procedures
Learning action

INTRO: Students get out journals and take 7 minutes to reflect on their
interviews

Journal prompt:
What were the 3 biggest take-aways or surprising answers or info
from your interviews?
Do the responses you got support theories of bridging or bonding civil
society happening in that neighborhood?
1) Assign students to small groups and have them move into a circle
so that all can be seen and heard.
Take 5 minutes to share what they journaled about and to
compare answers, i.e. see if there is similarity between
answers.
Take 5 minutes to talk about if the interviews tell us about how
the community/civil society of a neighborhood and if there are
ways students can think of to improve it.
2) Ask students to stay in groups but to share out observations and
hypotheses from their group with the whole class. Take notes on big
ideas on the board. Ask students to take these class notes down too.
3) Des Moines map work. Students stay in their groups and receive
maps of distribution of population by race: this includes general
overview, and maps focused on Latino, Black and Asian populations.
Step one: ask them to find and put in landmarks to the map and
find major roads to orient themselves to the map
Step two: look at map to see what info it tells us. Focus on:
o Where do black, Latino and Asian populations tend to
live in DSM?
o According to the map, is DSM racially segregated
according to our maps?
Step three: compare DSM map to Chicago map:
http://www.radicalcartography.net/index.html?chicagodots
Step Four: ask where else this concentration of populations
might show up (get ideas down on the board, bring up zoning
for schools if it doesnt come up)
o Pass out maps of school district lines for elementary,
middle and high school in DSM. Which schools and
which level of education will be most homogenous
racially? Heterogeneous?
Step five: Next, pass out maps of household income and
educational attainment. What do these tell us? What issues do
we see coinciding with where people live?

18

5 min.

10
min.

5 min.

TOTAL:
1 hr.
Step 1:
7 min
Step 2:
7 min.
Step 3:
4 min.
Step 4:
10 min.
Step 5:
5 min.
Step: 6:
10 min

Lesson Plan Assignment

Step six: bring up the term institutionalized/structural

inequality and disproportionality. What does these terms
mean? Give explanation and examples (means systems are
not set up to help all succeed or to give necessary help to
groups that have been historically marginalized. Examples are
school funding, life expectancies and access to health care and
loans. Remind them of the privilege walk. Even if everyone got
the same opportunities, theyd still be starting from different
places, not all from the same starting point). Explain how our
maps might be showing this (concentration of high poverty
students in elementary schools).
o Connect to current news items: article on high poverty
school zoning and housing segregation

4) BREAK

5 min.

5) Iceberg Model
Step 1: Introduce Iceberg Model/the concept of systems
thinking (which is understanding how a system creates events),
which happens to be useful for understanding a situation like a
neighborhoods civil society or lack of civil society, among many
other issues that weve touched on or have been in the news.
Do this by demonstrating:
Draw an Iceberg on the board with only the tip showing, the
rest under water and a person in a boat sailing by.
Explain that while we can only see the tip (event were
examining) of the iceberg, theres a lot we dont see
underwater (the system) unless we look and this is whats
creating the tip/event.
Show that underwater there are different distinguishing
characteristics of the iceberg:
o A pattern, a system or structure creating this pattern,
and a world view that created the system
Step 2: Next, model how it can help understand a problem
related to race: example might low performing schools; looking
deeper there are complex issues that may create systems,
such as high need students concentrated in one school and
using property taxes as funding for schools, which leads to
disparities.
Step 3: Finally, ask students to work alone or in pairs to figure
out how the Iceberg Model might apply or help to explain DSM
neighborhood data
Step 4: Share what students came up with
6) Give final assignment for unit: essay presenting and analyzing data
Walk through expectations and different sections they need to
cover
Answer questions

19

TOTAL:
20 min.
Step 1:
7 min
Step 2:
3 min.
Step 3:
5 min.
Step 4:
5 min.

10
minutes

Lesson Plan Assignment

Performance Assessment Assignment Sample Neighborhood Research Assignment Instructions

Where we choose to live has a lot to do with who we interact with and, more particularly, how often we
interact with people different from ourselves. As we know from the presentation yesterday, civil society
tends to be more robust when those who are different come into contact with each other (bridging social
capital). These interactions are essential because they help make people real to each other, rather than an
other who can be simplified into a stereotype. However, we also know that people tend to connect with
those who are similar to themselves (bonding social capital) and this can explain the demographic make up
of lot of different neighborhoods as well as peoples continuing reliance on stereotypes. After playing the
polygon game you know how much our individual decisions (micro level) end up shaping a city (macro
level). Now were going to go out and do some qualitative research to find out how true this is.
But first, as a class, we need to agree on the questions wed like to ask in our interviews. What do we want
to know to compare information from the real world the theory we learned about in the game? How can we
tailor our questions to get this information, be open-ended, and put people at ease so theyre comfortable
talking candidly with us? On your own sheet of paper, please brainstorm at least 3 questions that you think
will help us get the information were looking for. Be ready to share these with the class in 5 minutes.
Ok, now that weve got our interview questions decided on, heres the assignment:
Part 1 (DUE this Wednesday): Collect demographic data: Map the people on your block (if you live in a
house) or floor (if you live in an apartment) as best you can. Your map should have a key. There are lots of
ways that people can be diverse, but for now were going to try to collect this data:

How many people live in each house or apartment?

How many people total on the whole block or floor?
What is the age range of the people living in the house or apartment?
Do they know their neighbors?
What languages are spoken in the house/apartment?
What ethnicity/ethnicities are the members of the household?

Part 2 (DUE Friday): Interview 3 people in your neighborhood. Use the questions we agreed upon to start with,
though asking follow-up questions to get more information or clarification is fine too. Take notes/summaries on
each interview and bring it to class so we can share our different interviews and try to compare, and to see
patterns and preferences.
Part 3 (DUE Monday): Turn in a two-page reflection and analysis of what you found out. Your written response
should be polished and grammatically correct. It should also include an introduction and conclusion and be in
Times New Roman 12 pt. font with 1-inch margins. Make sure you address these points in your paper:

Summarize your demographic data

Summarize your interview data
Explain the theory from the polygons game and about bridging and bonding social capital
Apply your findings to the theories and concepts related to civil society and systems thinking. What do you think your
data supports? Refutes? Why? (Be sure to use vocabulary, like civil society, bridging capital, bonding capital, systems
thinking, structural inequality, heterogeneity, disproportional, etc.)
Point out any interesting trends or new theories you have and the evidence you see for it/them.
Make two recommendations that you think your neighborhood should take to improve its civil society.

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Lesson Plan Assignment

Rubric for Performance Assessment

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Lesson Plan Assignment

Other Documents: Handout for Iceberg Introduction (below) PDF of DSM demographic data
(attached)

To Do: Below make your own iceberg below and work with a partner to try to apply it to some of the
DSM data weve looked at today. If youd rather diagram another race-related topic, feel free.

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