Grade: 9-12Subject:
Math
Number of Lessons: 4
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.
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.
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.
- “A Citizen Fights for His Civil Rights after 9/11” Article
- Academic Vocabulary Graphic Organizer
- “After Words: September 11, 2001” Poem
- Chin Ileto Graphic Organizer
- Culminating Task
- Gallery Walk Worksheet
- Hate Crimes Box and Whisker Plot Worksheet
- Hate Crimes Data Analysis Compare and Contrast Form
- Hate Crimes Data 2000. FBI Nationwide Data.
- Hate Crimes Data 2001. FBI Nationwide Data.
- Homework Assignment
- “Joseph Ileto” Story
- Scatter Plot and Linear Regression Worksheet
- “Vincent Chin” Story
- “Who Took the Rap? A Call for Action” Article
- “Unit Plan Math Alg 1 Statistics - Hate Crime Analysis”
Materials Not Included
- Chart Paper
- Markers
- Poster
- Paper
- 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:
- Academic Vocabulary Study Sheet
- Hate Crimes Data Analysis Compare and Contrast Form
- Hate Crimes Data 2000. FBI Nationwide Data.
- Hate Crimes Data 2001. FBI Nationwide Data.
- “Who Took the Rap? A Call for Action” Article
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)
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)
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:
- ”A Citizen Fights for His Civil Rights after 9/11” Article
- Gallery Walk
- Hate Crimes Box and Whisker Plot Worksheet
Materials Not Included
- Chart Paper
Activity 1: Read and Reflect (15 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)
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:
- Chin Ileto Graphic Organizer
- “Joseph Ileto” Story
- Scatter Plot and Linear Regression Worksheet
- “Vincent Chin” Story
Activity 1: Read and Reflect (25 minutes)
With a partner, have each student read one of the stories.
Activity 2: (30 minutes)
Activity 3: Homework (5 minutes)
Exit slip: How can you identify outliers?
LESSON 4:
Culminating Task (Suggested Time: 30 minutes)
Materials:
- Culminating Task Worksheet
Activity 1:
California Common Core Standards Addressed
S.ID.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets
S.ID.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
HIGH SCHOOL: STATISTICS AND PROBABILITY
INTERPRETING CATEGORICAL AND QUANTITATIVE DATA
CCSS.MATH.CONTENT.HSS.ID.A.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets
CCSS.MATH.CONTENT.HSS.ID.A.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).