Race and Ethics Relations- Sociology 265

Spring 2018

Tuesday’s 2:00 - 4:40 pm

Lesson Plan: Immigration and Changing Dynamics

Instructor: George Paasewe, Ph.D.

Office: 2118 Gabel Hall
Email: gpaasewe1@niu.edu
Office Phone: 815-753-8886
Department Phone: 815-753-1157

OVERVIEW
In this introductory lesson, students we will examine immigration policies in the United States and its socio-historical
contexts. Early histories of relations between minorities and the majority as well as present relations will be addressed.
Questions raised include whether American society should attempt to reduce their strict immigration laws, whether to blend
or maintain group identities, and how we should address existing barriers and inequalities. Relationships and differences
among immigration groups will also be examined.

INSTRUCTOR GUIDE

OBJECTIVES Students will:

 Develop an understanding of the concept of immigration
 Compare immigration policies of the past and the present
 Develop an understanding of how racism, religion and class influences immigration policies

ACTIVITIES  PowerPoint – Untied States Immigration Policies from the 1940’s to now
 Lecture – The lecture will cover the readings due before class. In addition, the lecture will
address how racism, religion, and class influences immigration policies
 Film/Video – A documentary video on the facts and myths about immigration in the United
States will be shown
 Worksheet- A worksheet on the documentary will be distributed.
 Discussion Questions- The discussion questions will cover questions pertaining to each
objective
 INSTRUCTOR GUIDE

TIME FRAME/ Tuesday March 20- Immigration and Changing Demographics

OUTLINE Time frame: 2 hours and 40 minutes from 2:00-4:40 pm
2:00 – 2:05: Welcome students
2:05 – 2:35: Introduction to immigration (Lecture)
2:35 – 2: 40: Questions
2:40 – 3:00- PowerPoint presentation about U.S. immigration policies from 1940’s to the present
3:00 – 3:05: Questions
3:05 – 3:35: Watch documentary on the facts and myths about immigration in the U.S.
3:35 – 3:40: Questions
3:40 – 4:00: Explain the worksheet and ask students to work in groups of 4-5
4:00 – 4:15: Explain the open class discussion questions and instruct students share their responses
with the class
4:15 – 4:30: Recap on today’s information (Lecture)
4:30 – 4:35: Discuss next week’s assignments and readings
4:35 – 4:40: Questions and adjourn class

MATERIALS

 PowerPoint Presentation  Syllabus

 Documentary Worksheets  Paper and Pen to take notes
 Computer & of lecture
projector/screen- Smart  Required Book for course
Classroom already has them  Film/video
 The African American Community: A Sociological Perspective – Sociology 270

Fall 2018

Thursday 3:00-5:40 PM

Lesson Plan: Discrimination

Instructor: George Paasewe, Ph.D.

Office: 2118 Gabel Hall
Email: gpaasewe1@niu.edu
Office Phone: 815-753-8886

OVERVIEW
In this introductory lesson, students will be introduced to the concept discrimination and how discrimination adversely
impact racial minorities. In addition, this lesson session will help students identify acts of discrimination, explore ways to
stand up against discrimination and to encourage others to act against discrimination.

INSTRUCTOR GUIDE

OBJECTIVES Students will:

 Identify groups that are oppressed

 Define discrimination
 Be able to identify negative and discriminatory behavior

ACTIVITIES  Lecture- The history of Discrimination polices in America

 Film/Video- A documentary video on redlining and residential discrimination will be shown
 Reflection- On a sheet of paper, students will be asked to write their reflection and thoughts
about the movie
 PowerPoint- Racially influenced discrimination
 Group work- Students will work in groups of 4’s to create a poster that illustrates their group
idea for standing up against discrimination
 Individual work- Students will be instructed to use their laptops and work individually to
research post-slavery discrimination laws. Once completed, students will be asked to share
what they learned
 INSTRUCTOR GUIDE

TIME FRAME/ Thursday December 4- Discrimination

OUTLINE Time frame: 2 hours and 40 minutes from 3:00-5:40 pm
3:00 – 3:05: Welcome students
3:05 – 3:30: The history of discrimination policies in America (Lecture)
3:30 – 3:35: Questions
3:35 – 4:05: Watch film on redlining and residential discrimination
4:05 – 4:15: Reflection on film
4:15 - 4:20: Question
4:20 – 4:40: Explain the Group work, and instruct students to split off into groups of fours
4:40 – 4:55: Group work share outs
4:55 – 5:15: Explain the Individual assignment and instruct students to work independently
5:15 -5:30: PowerPoint to explain how discrimination policies are racially influenced
5:30 – 5:35: Questions
5:35 – 5:40: Discuss next week’s assignment and readings
5:40: Dismiss class

MATERIALS

 Poster board and  Computer &

construction paper projector/screen- Smart
 markers Classroom already has them
 YouTube – Redlining and
 Paper and Pen to take notes
on lecture residential discrimination

 PowerPoint for group  Laptops for the students –

They must bring their own.
presentations
 Social Stratification & Social-Sociology 351

Fall 2017

Monday 6:00pm-8:40 pm

Lesson Plan: Poverty

Instructor: George Paasewe, Ph.D.

Office: 2118 Gabel Hall
Email: gpaasewe1@niu.edu
Office Phone: 815-753-8886
Department Phone: 815-753-1157

OVERVIEW
In this introductory lesson, students will examine the poverty rate in the United States. Millions of Americans live in
poverty. Some are thrown into poverty by illness or unemployment; others live in seemingly endless cycle of poverty that
spans lifetimes and generations. Too many people blame the individuals for the socio-economic inequality from which they
suffer. However, the causes of poverty and the factors that make it so difficult to eradicate are far more complex. They are
embedded in economics, politics, and discrimination.

INSTRUCTOR GUIDE

OBJECTIVES Students will:

 Compare the government definition of poverty with the actual cost of living in their own
communities
 Explore connections between poverty and unemployment
 Identify how poverty is caused by systemic factors, not individual shortcomings
 Address the connections between race and poverty
 Use web technology to access the federal minimum wage

ACTIVITIES  PowerPoint- What is poverty?

 Lecture- Race and Poverty
 Film- Underprivileged: Why American poverty affects us all
 Individual reflection- Students will explore their own beliefs about poverty on a sheet of
paper
 Discussion question- Students will be split of into groups of three. Each group will be handed
a discussion question. After discussing in groups, student will then share with the entire
class.
 INSTRUCTOR GUIDE

TIME FRAME/ Monday September 3rd – Poverty

OUTLINE Time frame: 2 hours and 40 minutes from 6:00pm-8:40pm
6:00 – 6:10: Welcome students and go over today’s agenda
6:10 – 6:30: PowerPoint on what is poverty?
6:30 – 6:35: Questions
6:35 – 6:55: Individual reflection (What are your beliefs about poverty?)
6:55 – 7:30: Watch documentary “One nation underprivileged: Why American poverty affects us all”
7:30 – 7:50: Explain discussion questions and split class in groups of three
7:50 – 8:05: Group discussion with entire class
8:05 – 8:20: Race and Poverty (Lecture)
8:20 – 8:25: Questions
8:25 – 8:35: Recap on today’s information
8:35 – 8:40: Discuss next week’s assignments and reading
8:40: adjourn class

MATERIALS

 Discussion questions  PowerPoint Presentation

handout  Paper and Pen for the
 (Documentary Video) One individual reflection activity
Underprivilege: Why
American poverty affects us
all, by Mark Robert Rank
 Computer &
projector/screen- Smart
Classroom already has them