The lessons in this unit have a suggested duration of 60 minutes. The target focus of the unit is students who have just immigrated to the school system or have limited English language skills. These students are commonly defined as English Language Learners (ELLs) or, most recently, as Multilingual Learners.
There is a set of needs that these students should develop through any instruction and should be taken into consideration when teaching this unit. For the development of academic language, literacy, and vocabulary, it is important to front-load the lesson vocabulary with visuals that the student can relate to.
Teaching a sensitive subject such as eugenics will require careful preparation, a focus on critical thinking, and a commitment to creating a safe and inclusive learning environment. Given the roots of the eugenics movement in all aspects of modern life, it is crucial to be aware of your own biases and anticipate potential students' reactions.
To assist students with critical thinking, I will follow the Fischer & Fry Gradual Release of Responsibility Model- I do, we do, you do. During the “I do” portion of the lesson, the focus will be on direct instruction of the lesson's main concepts, using the essential questions, definitions, visuals, and text excerpts. Guided practice with the students will be during the “we do”, where we will have an activity and group discussion to promote the students' understanding of the concept using scenarios and prompts. I will then release the student to work either independently or collaboratively (“you do”) to reflect and make connections about the concept with their lives. The students will write or create graphic organizers with their thoughts. At the end of the lesson, we will gather to share in a discussion of their thinking.
In terms of creating a safe and inclusive learning environment while teaching about eugenics and its effects, I will focus on establishing a set of ground rules with the students free of judgment, using age-appropriate language, encouraging empathy, and providing context without bias. It is important to recognize that this topic might resonate differently with students depending on their backgrounds or personal experiences. As teachers, we must be prepared to offer individualized support where needed. Also important is to assess how the topic was received and make changes to improve inclusivity and engagement for future discussions.
