UNIVERSIDAD NACIONAL DE CÓRDOBA

FACULTAD DE LENGUAS
CULTURA Y CIVILIZACIÓN DE LOS PUEBLOS DE HABLA INGLESA II

Racism in the USA

Guidelines

1. This class was prepared by our Profesora Adscripta Consuelo Jofré as part of
her research work for her Maestría en procesos educativos mediados por
tecnología, UNC and follows the Flipped Classroom Approach. We appreciate
her generosity in sharing it with us this year.

2. The Lesson Learning Outcomes are the following.

By the end of this class the student will be able to:

 Analyze the question of race and provide a definition of racism

 Look into the main events and representatives of the race question in
the USA
 Assess the progress made through legislation in the race question in the
USA
 Explore and evaluate the situation at present

3. The class proposes different activities and questions for students to solve in
order to build their knowledge. However, the compulsory activity for “alumnos
promocionales” is only the following one:

Activity

1. Work in pairs.
NAME COMISIÓN

1.

2.
 1. Analyze the source.

a. Summarize the opinion it presents and indicate in relation to what

event it is related.
b. What elements or words in the image give evidence of that
opinion? Why?
c. What argument/s could you put forth as a counter-opinion?

Time Magazine. May 2015

2. Use the chart below to prepare an outline (250 words) for an essay to answer this
question. Use the source and your knowledge to support your answer.

How far has the United States made enough progress toward racial equality?

Introductory
paragraph –
Thesis
statement

Body
Paragraphs
Conclusion

3. Contact another pair of students.

NAME COMISIÓN

1.

2.

3.

4.

4. Exchange outlines with the other pair of students. Make comments on the other
pair’s outline using this checklist.

1. The thesis statement clearly answers the question

2. The statement is explained in the body paragraphs
3. The ideas consider both sides of the statement (an argument and a
short counterargument or description of weak points of the argument).
4. There are examples to support my argument
5. There is reference to the source
6. The conclusion restates the thesis statement.
7. Accurate language and grammar
8. Effective cohesive devices
Other comments:
5. Work in groups of 4. Combine both outlines into one to hand it in as the final
product of this process. Use the answer sheet below to hand in the final version.

6. Upload the final version of the outline to the task Racism in USA in the Activity
section of Unit 6 in the Virtual Classroom in the Moodle platform. The name of
the document should be: ACTIVITY RACISM-NAME1-NAME2-NAME3-NAME4.

7. We will assess your outline using the checklist shown above.

8. Deadline: September 15th. The outlines will be discussed on September 16 th & 17th
.
 UNIVERSIDAD NACIONAL DE CÓRDOBA
FACULTAD DE LENGUAS
CULTURA Y CIVILIZACIÓN DE LOS PUEBLOS DE HABLA INGLESA II

Racism in the USA – Activity (Final version)

NAME COMISIÓN

1.

2.

3.

4.

Use the chart below to prepare an outline for an essay (250 words) to answer this
question. Use the source and your knowledge to support your answer.

How far has the United States made enough progress toward racial equality?

Introductory
paragraph –
Thesis
statement

Body
Paragraphs
Conclusion

Checklist to be completed by the teacher

1. The thesis statement clearly answers the question

2. The statement is explained in the body paragraphs
3. The ideas consider both sides of the statement (an argument and a
short counterargument or description of weak points of the argument).
4. There are examples to support my argument
5. There is reference to the source
6. The conclusion restates the thesis statement.
7. Accurate language and grammar
8. Effective cohesive devices
Other comments: