Lesson Title:
Tracing Social Constructions Through Inequalities
Content:
Grade:
Social Studies and English
11
Alignment to the Depth of the CCSS
Purpose: The purpose of this unit is for students to trace the phenomenon of social construction.
Students will investigate inequalities that were perpetuated through media in the past and trace the
continuation of it presently. Evidence of students’ understanding will be assessed throughout multiple
modes such as pre-assessment, self-assessment, formative, and summative. The summative assessment
will require students to write a comparative essay in which they will have to show a command of
information concerning the journey of past and present inequalities, specifically through media.
Students should have an understanding of media (mass communication) specifically what was
considered media in the past (literature, short stories, speeches, etc.). This unit is based on eleventh
grade standards, it is assumed that students have background knowledge and skills on the
identification, analysis, and evaluation of claim and evidence. However, each lesson contains teacher
notes to address gaps in learning specifically for ELL and struggling learners.
Please note this unit contains multiple levels and complexities of texts are aligned with the varied texts
that would be expected at the college level. For your convenience, texts have been analyzed for you.
CCSS ELA and RHT
Standards
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain. (Lesson #4)
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10). (Lesson #2)
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including
how key sentences, paragraphs, and larger portions of the text contribute to
the whole. (Lesson #2)
CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
(Lesson #5)
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Call to Action Target
and Required
Standards
Target
 CCSS.ELA-LITERACY.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in
the grades 11-CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
(Lesson #1)

CCSS.ELA-LITERACY.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies
texts in the grades 11-CCR text complexity band independently and
proficiently.
Required:
 CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
(Lesson #1-7)

CCSS.ELA-LITERACY.RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms. (Lesson #4)

CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear
the relationships among the key details and ideas. (Lesson #1, 4)

CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (Lesson #2, 3)
Unit Texts Complexity Analysis


Social Construction – Video (duration 10:36) - Lesson #1
Ain’t I A Woman – Lesson #2
o Quantitative – 960 Lexile (6-8 Grade Band)
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Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features
(Very Complex), and Knowledge demands (Very Complex)
o Reader’s Task –Analysis and development of various types of claims to determine appropriate
use.
Blue Eye, Brown Eye Experiments - Video #1 – The Daring Lesson (duration 10:27) and Video #4 –
Teaching It to Adults (duration 13:22) – Lesson #3
One-Drop Rule - Poem
o Quantitative – 1200 Lexile (11 – CCR Grade Band)
o Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features
(Moderately Complex), and Knowledge demands (Moderately Complex)
o Reader’s Task –Evaluation of author’s explanation
Who is Black? One Nation’s Definition
o Quantitative – 1220 Lexile (11 – CCR Grade Band)
o Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features
(Very Complex), and Knowledge demands (Very Complex)
o Reader’s Task –Summation
Declaration of Sentiments
o Quantitative – 1470 Lexile (11 – CCR Grade Band)
o Qualitative – Meaning (Exceedingly Complex), Text Structure (Exceedingly Complex),
Language features (Exceedingly Complex), and Knowledge demands (Exceedingly Complex)
o Reader’s Task Mammy, Jezebel, and Sapphire and Their Homegirls
o Quantitative – 1070 Lexile (9-10 Grade Band)
o Qualitative – Meaning (Exceedingly Complex), Text Structure (Exceedingly Complex),
Language features (Very Complex), and Knowledge demands (Exceedingly Complex)
o Reader’s Task o






Desiree’s Baby
o
o
o
Quantitative – 1050 Lexile (9-10 Grade Band)
Qualitative – Meaning (Very Complex), Text Structure (Very Complex), Language features
(Very Complex), and Knowledge demands (Exceedingly Complex)
Reader’s Task – Character Development Analysis
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LESSON 1
(1 to 2 class periods)
Text(s)
Handouts
Social Construction (duration 10:36)
 Social Construction: TDQs
 Social Construction With Images (if needed for ELL
and struggling learners)
 Universal Ideas (if needed for extended learning)
Standard(s)
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a
word or phrase important to comprehension or
expression.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary
or secondary source; provide an accurate summary that
makes clear the relationships among the key details and
ideas.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
Lesson Objective(s)
Student Moves
1. Opening prompt: Write an
explanation of what is social
construction and how it is
perpetuated in the media.
2. Take 2 minutes per person and
share your explanation with an
elbow partner. Make revisions
to your own explanation if
necessary.
3. Watch the video, Social
Construction, for the first time
and simply write down words
associated with social

I can acquire and use accurately the concept, social
construction.
 I can determine central ideas of a text and summarize
those by paraphrasing.
 I can use evidence from the text to support my analysis.
Teacher Notes
1. This move serves as a pre-assessment to ascertain what
students already know about social construction. For
ELL or struggling learners that do not have any
background knowledge, ask them to define social and
then construction. Engage students in a discussion
about the meanings of these two words and then have
them put them together to form meaning of social
construction. It may help to engage these students into
an understanding of social construction with images
activity. See the document Social Construction With
Images.
2. This step provides an opportunity for students to engage
in talk with their peers and to self-assess. Through
conversation, students can ascertain if they are thinking
along the same lines as someone else, different lines, or
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construction.
4. Now string some of your words
from the video and the Opening
prompt to form a sentence of
what is social construction.
5. Watch the video a second time.
This time you will have the
Social Construction: TDQs
handout to complete as you
watch.
6. Students will use the answers
from their the Social
Construction: TDQs handout
to Sum It Up by following
these steps:
 Identify the title or heading
 Select a strong verb (do not use
is or was).
 Finish your thought with a big
idea.
 Now add your VIPs (Very
Important Points).
further develop their own thinking after hearing
someone else’s thinking.
3. The goal is to have them do a “close reading” of the
video. This first “reading” is the beginning of
scaffolding the phenomenon of social construction.
4. This step require students to attempt to use the concept
accurately by paraphrasing central idea.
5. For ELL and struggling learners, you made need to stop
the video at various intervals to make sure that
knowledge has not been compromised because of the
multi-steps students are required to do at this stage.
6. ELL and struggling readers may benefit from a
transcript of the video to have the words right in front of
them. In addition, extra steps such as modeling how to
find the title and/or heading, strong verbs versus weak
verbs and how to determine the VIPs. For an extension,
students could be a universal idea that is related to social
construction (See Universal Ideas handout). Next, they
would write a commentary statement about how that
universal idea is connected to social construction citing
evidence from the video to support their analysis.
Please note: Steps 5 and 6 are formative assessments of
learning. Based on student work evidence, the teacher will
need to determine if instruction needs to be adjusted before
moving forward.
LESSON 2
(1 to 2 class periods)
Text(s)
Handouts/Other Resources
Ain’t I A Woman
 Ain’t I A Woman Powerpoint (Mini-lesson)
Standard(s)
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used
in a text, including analyzing how an author uses and refines
the meaning of a key term over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured,
including how key sentences, paragraphs, and larger portions of
the text contribute to the whole.
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the
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development, organization, and style are appropriate to
task, purpose, and audience.
Lesson Objective(s)

I can determine the meaning of words and phrases and
analyze how they are used over the course of the text.
 I can analyze how a complex primary source is
structured particularly how claims are used to contribute
to the whole.
 I can produce claims based on the appropriate task,
purpose, and audience.
Student Moves
Teacher Notes
1. Students will be introduced to
1. Teacher will introduce or remind students of the
Background on Ain’t I A Woman
Background of Ain’t I A Woman.
(Slide #3).
2. Teacher will Read aloud, Talk aloud, and Think aloud
2. Students will listen for unfamiliar
referring back to the background of the speech.
vocabulary words as teacher read
3. For ELL and struggling learners, the video may be an
Ain’t I A Woman aloud.
additional scaffold for this step. There are not any
3. When teacher finishes reading,
words academic words that the average 11th grader
students will go back and read the
would not know, however they made be dialectic
speech silently to determine if they
unfamiliar with words such as “racket”, “kilter”, and
can figure out the meaning of
“twist” that can be decipher from the context.
unfamiliar vocabulary based on
4. Teacher will explicitly teach on types of claims (Aint’t I
context.
A Woman Powerpoint – Starting on Slide #5).
4. Students will take Cornell Notes on
5. This is an assessment to demonstrate if students are able
types of claims.
to find key structures in a passage. Students will use
5. Students will re-read Ain’t I A
Slide #18 to assess their own work.
Woman and determine which
6. This is an assessment to see if students are able to
claim(s) are in this speech. They
transfer new knowledge. This will be collected and
must provide evidence from their
graded by the teacher to inform instruction.
Cornell Notes to prove that is the
correct claim.
6. Students will craft one claim for
each type of claim. Each claim
must be based on the topic of
inequality or social construction
and each claim should be labeled
with the type.
LESSON 3
(2 to 4 class periods)
Text(s)
Handouts
Blue Eye, Brown Eye Experiments - Video #1 – The Daring
Lesson (duration 10:27) and Video #4 – Teaching It to Adults
(duration 13:22)




Blue Eye, Brown Eye Experiment – Video #1
Blue Eye, Brown Eye Experiment – Video #4
PDF from Bow Valley College
Scoring Sheet for Compare and Contrast Paragraph
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Standard(s)
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
Lesson Objective(s)
Student Moves
1. Students will label notes for
Video #1. They will create a
graphic organizer with two
columns. One column should
be labeled “It Says” and
another column that labeled “I
Say”.
2. Students will watch video as
they are watching, they will
write anything that jumps out at
them under the “It Says”
column.
3. After watching the video,
students will go back and
complete the “I Say” column
based on their feelings,
opinions, or connections with
the corresponding “It Says”.
4. Students will share graphic
organizers in groups of three.
5. Re-watch video #1 and answer
video questions on Blue Eye,
Brown Eye Experiment –
Video #1.
6. Repeat steps #1-5 with video
#4.
7. Students will take notes on how
to write a Compare and
Contrast paragraph.
8. Students will use information
gathered from Video #1 and
Video #4 to practice writing a

I can cite textual evidence to support analysis of what
text says explicitly and implicitly, including determining
matters left uncertain.
 I can write a comparative analysis that are appropriate to
task, purpose, and audience.
Teacher Notes
1. Students are going to take notes on a video and instead
of always giving graphic organizers to them all the
times, they should be directed to create graphic
organizers and eventually they will have a repertoire of
organizers to choose their own.
2. Play Video #1 for students.
3. This gives students an opportunity to develop further
understanding of the information that they have
collected from the video and to add their own opinions,
feelings or thoughts.
4. This gives students opportunity to write down things
they missed or forgot.
5. Questions #1-6 are text-dependent, however
Questions#7 requires them to synthesize information to
create new learning in a different situation.
6. Repeat steps #1-5 with video#4. The purpose of this
second video is to show that this phenomenon does not
just occur with children, but also with adults.
7. Teacher will explicitly teach students how to write a
compare and contrast paragraph. For possible resource
see Bow Valley College.
8. This assessment will determine future instructional
needs for paragraphing if necessary.
9. Teacher will assess students with the same scoring sheet
that students are using.
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compare and contrast
paragraph.
9. Students will self-assess using
the Scoring Sheet for Compare
and Contrast Paragraph.
LESSON 4
(2 to 4 class periods)
Text(s)
Handouts
Standard(s)
One-Drop Rule by Stu Harley
Who is Black? One Nation’s Definition by F. James Davis


TP-CASTT
GIST
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and
determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RST.11-12.2
Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information
presented in a text by paraphrasing them in simpler but
still accurate terms.
Lesson Objective(s)
Student Moves
1. Students will write what they
already know about the “One
Drop Rule”.
2. Students will analyze the poem,
One Drop Rule, using TPCASTT. Several readings will
be required to complete each
component of TP-CASTT.
3. Write a one paragraph
explanation of the One Drop
Rule poem. Use textual
evidence to support your claim.
4. Students will complete a
Concept Check using the
following words: mulatto,
miscegenation, octoroon,
quadroon, consternation,
interlocutor, caucasoid,
assimilation,
I can evaluate a poem and determine the explanation for the
action or events using textual evidence.
I can determine the central idea or conclusions of a text.
Teacher Notes
1. When students are finished or if it seems they are
having any problems with coming up with any
information, then the teacher will facilitate a discussion
about blackness and who is considered to be an AfricanAmerican.
2. For ELL or struggling learners, the teacher may need to
explicitly instruct students on using TP-CASTT through
Read Aloud, Think Aloud, and Talk Aloud.
3.
After completing TP-CASTT, students should be able
to explain the actions and events surrounding the one
drop rule with textual evidence.
4. Concept check. Before reading a text take the
opportunity to have students self-assess their
knowledge of a topic by listing key vocabulary,
concepts, or ideas on a sheet of paper. Give each
student a copy and have them mark it according to
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5. Students will complete a
Synectic Comparison on each
word that they indicate they do
not know well. Students will
share their comparison with a
partner. After explaining to a
partner, students will reconsider
or revise their comparisons
independently and then create
graphics to go with their
comparisons.
6. Students will listen as teacher
read aloud, Who is Black? One
Nation’s Definition.
7. In pairs, students will reread
the article and this time stop
and discuss vocabulary words
and any additional unfamiliar
vocabulary.
8. Students will reread the article
and complete a GIST Summary
on each paragraph.
9. Students will compare and
contrast information obtained
from the poem and the article
using a graphic organizer of
choice (Venn Diagram, HChart, etc.).
their knowledge. Have students reassess their
knowledge after the reading. If students rate
themselves as an expert, have them explain to a
partner or the class. Below is the scale and a sample
concept check:
+ I know a lot about this topic and can explain it to others.
√ I have heard of this word or concept before and know a little
0 I have never heard of this word or concept before
____ evaporation____
____ condensation____
____ precipitation____
____ collection____
5. A Synectic Comparison is a strategy for comparing
content to an unrelated object. It allows students to
consider vocabulary in creative ways (especially
abstract words). It requires the comparison of two
things that are usually not compared. The following are
the steps.
Steps:
I. Identify vocabulary words or content terms.
II. Provide students with two sets of cards. One set
with the vocabulary words and the other set with words
not related to the content. Students will use these words
to create their comparisons. For example, if the science
content term is comet, you might provide students with
the following options:
Toaster, Speed boat, Ice cream cone, Stallion
III. Create an example to model the synectic.
A comet is like a _______________ because
___________.
A comet is like a toaster because it burns very hot.
IV. Share your example with a partner. Explain your
logic or thinking for the comparison.
V. Direct students to create a graphic illustration to
accompany their synectics.
ELL and struggling learners may need additional time and
scaffolding such as additional teacher modeling to complete
this activity. In addition, their cards with the vocabulary
words should also have a student-friendly definition.
6. Read aloud Who is Black? One Nation’s Definition
without stopping and without explanations.
7. Students can work in supportive pairs to encounter
vocabulary words in context.
8. Being able to read complex text and summarize key
points is essential to being able to utilize that
P a g e 9 | 27
information for the summative assessment.
9. Both the poem and article are on the same topic so this
gives student an opportunity to discover how poems and
article differ in this presentation.
Text(s)
LESSON 5
(2 to 4 class periods)
Desiree’s Baby
Handouts
Standard(s)
CCSS.ELA-LITERACY.RL.11-12.3
Lesson Objective(s)
Student Moves
1. Participate in a teacher-led
discussion
Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed). (Lesson
#5)
I can analyze the impact of the author’s choices regarding
character development.
Teacher Notes
1. Lead a discussion with students about how literature
such as this short story was used as media in the 1800s.
SUMMATIVE - After reading the unit texts and other researched texts, write an essay in which you compare how racism
and sexism was utilized in the media in the 1800’s and how these inequalities are used in the media today.
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References
Chopin, K. (1893). Desiree’s baby. Retrieved from
http://www.katechopin.org/pdfs/desirees-baby.pdf.
Davis, F.J. (n.d.). Who is black? One nation’s definition. Frontline.
Retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/
mixed/onedrop.html.
Harley, S (n.d.). The one drop rule. Hello Poetry. Retrieved
from http://hellopoetry.com/poem/1068918/the-one-drop-rule/.
Peters, W. (1985). A class divided. Frontline. Videos retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc
/credits.html.
Sharp, G., & Wade, L. (2008). Social construction..and why it matters.
Sociological Images. Video retrieved from
https://www.youtube.com/watch?v=GVVWmZAStn8.
Stanton, E.C. (1848 July). Declaration of sentiments. Retrieved from
http://www.womensrightsfriends.org/pdfs/1848_declaration_of_
sentiments.pdf.
Taylor, S. (2012). Why men oppress women: The psychology of male
dominance. Psychology Today. Retrieved from
https://www.psychologytoday.com/blog/out-the-darkness/201208/whymen-oppress-women.
Truth, S. (1851). Ain’t I A Woman. Retrieved from
http://www.saylor.org/site/wp-content/uploads/2011/11/SAYLORENGL405-1.1.2-SOJOURNER.pdf.
West, C. M. (2008). Mammy, Jezebel, Sapphire, and their homegirls:
Developing an "oppositional gaze" toward the images of Black
women. In J. Chrisler, C. Golden, & P. Rozee (Eds.), Lectures
on the psychology of women (4th ed., pp. 286-299). New York:
McGraw Hill. Retrieved from
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http://www.drcarolynwest.com/media/sites/162/files/
article_mammy-jezebel-sapphire-homegirls.pdf.
Graphic Organizers

Universal Ideas – Retrieved from https://mrwatsonsohs.wikispaces.com/file/view/Thesis+Packet+10th.pdf

Bow Valley College – Writing A Compare and Contrast Paragraph – Retrieved from
http://bowvalleycollege.ca/Documents/Learning%20Resource%20Services/Library%20Learning%20Commons/E
-Resources/Study%20guides/writing%20para_comp.pdf

Scoring for Compare and Contrast Paragraph – Retrieved from
http://www.beaconlearningcenter.com/documents/1165_01.pdf

TP-CASTT – Retrieved from http://mseffie.com/assignments/poem-a-day/TPCASTT.pdf

GIST – Retrieved from http://south.hinsdale86.org/sites/EN-Moore_StephenAcdmc_Rdg_Eng_I/AR%20Documents/GIST.pdf
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Appendix A
Handouts
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SOCIAL-CONSTRUCTION: TDQs
1. According to the video, what is social construction?
2. Describe three examples of social constructions used in the video.
3. What inference can you make about bodily gestures across cultures?
4. What information would you use to support the view that “…the color of a person’s skin
is consequential in our society whether we personally acknowledge it or not”?
5. Describe some social constructions that you have. How can you renegotiate the
meanings tied to those structures?
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Name:______________________
Date:__________________
Social Constructions with Images
1.
2.
These are all doctors.
He has to help her with math.
Socially constructed or not
Socially constructed or not
Explain your answer:
Explain your answer:
3.
4.
This food can be eaten any time of the day.
He is poor.
Socially constructed or not
Socially constructed or not
Explain your answer:
Explain your answer:
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5.
6.
He is smart.
They are being raised by their grandmother.
Socially constructed or not
Socially constructed or not
Explain your answer:
Explain your answer:
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Blue Eye, Brown Eye Experiment – Video #1
TDQs
1. What happened in the video?
2. What theme was being celebrated at the time?
3. What did the third graders reveal about the groups that were being treated differently
in society?
4. How did the teacher socially construct differences between blue-eyed and brown-eyed
students?
5. Explain how the brown-eyed people reacted? How do you know?
6. Explain how the blue-eyed people reacted? How do you know?
7. If this environment was created within minutes, then what is the effect of hundreds of
years compounded by media?
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Blue Eye, Brown Eye Experiment – Video #4
TDQs
1. What happened in the video?
2. What conclusions and/or connections did the prisoners make about the experiment
with the third graders? What can we conclude about these observations?
3. What did the third graders reveal about the groups that were being treated differently
in society?
4. How did Jane Elliott socially construct differences between blue-eyed and brown-eyed
people?
5. Explain how the brown-eyed people reacted? How do you know?
6. Explain how the blue-eyed people reacted? How do you know?
7. If this environment was created within minutes, then what is the effect of hundreds of
years compounded by media?
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