The Increase in Hate Crimes post 9/11: Analyzing Statistics about Bias Motivation | lesson plan curriculum

Grade: 9-12Subject: Math
Number of Lessons: 4

Overview:

Students will explore the possible causes for the increase of hate crimes between 2000 and 2001 as well as compare the individual groups that were affected by September 11th using their own models. Students will analyze data related to Hate Crime Incidents in California based on bias motivation.

Learning Objectives:

Students will:

Compare hate crimes incidents based on race and religion between the two years.
Create their own data representation model to compare and contrast the spikes in hate crimes before and after September 11th.
Explore how hate crimes increased between the years 2000 and 2001.

Essential Learning:

Students will understand how to interpret data.

Students will make sense of data.

Students will make inferences about the causes for the trends or spikes in the data.

Students will compare and contrast two data sheets.

Materials:

Materials Not Included

Chart Paper
Markers
Poster
Paper

Vocabulary

Lower Quartile
Maximum
Median
Minimum
Outliers
Range
Upper Quartile

LESSON 1: Analyzing Data After 9/11 (100 minutes)

Prior Knowledge:

Students need to know different ways to represent data (i.e., Pie Charts, Column/Bar graphs, scatter plots, histograms)

Materials:

Activity 1: Quickwrite: Think-Ink-Pair-Share (15 minutes)

Think about the statement below:

“…it was the argument of Peggy Noonan, a Wall Street Journal columnist who claimed that we must all ‘accept the necessity of racial profiling.”
Do you agree or disagree with Noonan?

Ink: Have students write their response to the question

Pair: Have students turn to a partner and share their response

Share (Whole Class)

Class Survey: Have students raise hands whether they agree or disagree with Noonan. Write results on board. Have a discussion about the results.
Come up with a class definition of racial profiling.

Possible Discussion Questions

What would prompt Noonan to feel that racial profiling is a necessity?
Who do you think are victims of racial profiling?
Have you ever seen/experienced racial profiling?

Activity 2: Data Analysis in Pairs (15 minutes)

Provide students with Hate Crimes 2000 and 2001 report and the Hate Crimes Data Analysis Compare and Contrast Form to fill out. Have students share-out answers to Compare and Contrast form.

Activity 3: Article Reading: “Who Took The Rap? A Call to Action” (15 minutes)

Before reading the article, have students rate their understanding of each term on the Academic Vocabulary Study Sheet. As a class use the rating scale to define and deepen their understanding of the vocabularies.
Have students individually read the article and write three questions pertaining to the article. (Level questions)
Class discussion of the article: As a group discuss the questions written by students and select one question to discuss as a whole.

Activity 4: Data Representation (30 minutes)

In groups have students look at the data again and assign each group one of the following Bias Motivation strands:

Anti-Asian Pacific	Anti-Black	Anti-Islamic
Anti-Jewish	Anti-Multiracial	Anti-White

Students will compare 2000 and 2001 data and determine the best way to represent their data. They will create a poster to represent their data as well as a description of the similarities and differences.

Activity 5: Class Presentation: Gallery Walk (10 minutes)

Activity 6: Revisit Quickwrite (5 minutes)

Have students make changes or add to their quickwrite to support their opinion of racial profiling.

Activity 7: Project introduction (10 minutes)

Popcorn read “After Words: September 11, 2001” Poem.

Introduce students to Culminating Task: “What is YOUR story? How will you tell your story? And how will you turn ideas into actions?”(“Who took the Rap? A Call to Action”)

LESSON 2: Box and Whisker Plot (Suggested Time: 45 minutes)

Prior Knowledge:

Students need to know how to represent data using a box-and-whisker plot and how to identify outliers.

Prior Knowledge Vocabulary:

Maximum
Minimum
Median
Range
Upper Quartile
Lower Quartile
Outliers

Materials:

Materials Not Included

Chart Paper

Activity 1: Read and Reflect (15 minutes)

Article reading: “A Citizen Fights for His Civil Rights after 9/11” (10 minutes)

Have students’ jigsaw read the article.
Assign each group one of the sections to read.
Each member will choose one of the following roles in order to present their findings to the class. Roles can be modified.

Role #1: Instagrammer - Provides a visual representation

Role #2:Tweeter - 134 character summary

Role #3: Reporter - Develops a news heading

Role #4:Statistician - Presents the main idea without bias

Role #5: Researcher - Creates meaning to unclear terms

Gallery Walk (15 minutes)
After the gallery walk: Have students answer the following question: What would you stand up for? (5 minutes)
Have a few students share responses. (5 minutes)

Activity 2: (30 minutes)

In groups, have students work on the Hate Crimes Box and Whisker Plot Worksheet.

Activity 3: (5 minutes)

Exit slip: How can you identify outliers?

LESSON 3: Scatter Plot and Linear Regression (Suggested Time: 60 minutes)

Prior Knowledge:

Students need to know how to create a scatter plot and find the linear regression of the data set. (Adjust for time if using this lesson to teach linear regressions)

Materials:

Activity 1: Read and Reflect (25 minutes)

With a partner, have each student read one of the stories.

Ex. Partner A reads “Vincent Chin” Story and Partner B reads “Joseph Ileto” Story.
Each student completes the Chin Ileto Graphic Organizer.
Once they are done, they share with their partners and discuss similarities and differences.
Discuss as a whole class.

Activity 2: (30 minutes)

With a partner, have students work on the Scatter Plot and Linear Regression Worksheet

Activity 3: Homework (5 minutes)

Exit slip: How can you identify outliers?

LESSON 4: Culminating Task (Suggested Time: 30 minutes)

Materials: