‘Race, Racism and Genetics’ uses research, lesson plans and activities to explain genetic similarity and variation. Biologically speaking, ‘race’ is not real, but racism is.In this unit, students will discuss sensitive issues based on what they know about genetics and how it pertains to the social construct of ‘race’ and ethnicity, including the ways in which they identify and are identified. Students should then be able to relate the ideas of which they are learning to the world around them in terms of controversies like ‘race’ and health, ‘race’ and IQ and ‘race’ and sports over the course of four weeks. Weeks 1- 2 will discuss what ethnic studies is as well as its history and impact on how ‘race’ and ethnicity is defined. Students will begin by reflecting on the meaning and impact of ‘race’ and ethnicity and will complete a series of readings and watch a related documentary. Students will understand that ethnic studies explore the historical formation of different racial and ethnic groups and its social, economic and political divisions. Students will focus not only on this history and culture, but also make connections between ‘race,’ class, gender and ability as well as the social movements that arose to contest injustice.
While practicing empathy and engaging in discussions that examine different perspectives and experiences, students will gain a deeper understanding about how race and ethnicity significantly affected our past which continues to impact our daily lives. Weeks 3-4 will cover identity and its various aspects that shape a person's social identity, including the values and ideas embedded and passed through family and the culture in which we live. Students will notice how these values align with and can shape how we see ourselves and each other, the internal and external conflicts that can arise because of them and how they change over time. Armed with this reflective insight, students will compare these insights to that of exploring human variation and genetics. Students will explore the basics of genetics and assess the relationship between genetics and racial identity. Students will use what they learned about human biological variation to understand that all humans share 99.9 percent of the same genetic variation to help them understand the idea that ‘race’ is a social rather than biological concept.