“Stand” Lesson 2

Objectives:

  1. Students will juxtapose Mr. Stevenson’s experience with police (40-42) with their own experiences with police or recent stories circulating in the media to engage in a structured discussion about prejudice, privilege and (corruption of)
  2. Students will practice note-taking skills using “Cornell Notes.”

Prior to Instruction:

Teachers:

  1. Read “Stand” (35-46)
  2. Read “Best Practices of Traffic Stops” (handout)
  3. Find an appropriate clip of a traffic stop for your class (optional)

Students:

  1. Respond to the following prompt prior to class:

In a one-page response, write about a time you were involved in a routine traffic stop.  From beginning to end, discuss your experience.  Who were you with? How were you treated? Where were you? Why were you pulled over?  What types of questions were you asked?  Be as specific as possible. OR if you have never been involved in a traffic stop, discuss your reaction to one recent example in the media.

Instruction:

  1. Do Now: Does prejudice, privilege and power play in the criminal justice system? Write a clear statement using each term as you understand them. Share aloud.
  2. Ask students to share their experiences with police that they wrote for homework.
  3. Read “Best Practices of Traffic Stops” (handout)
    1. Introduce “Cornell Notes” as an effective note-taking strategy for this assignment.
    2. While students read in small groups, they should identify steps to a successful traffic stop and list them in order in the left-hand column of graphic organizer.
    3. After an allotted amount of time, ask students to share and record class “master list” on board.
  4. Read pages 40-42 to class while students listen/follow along in book. Afterwards, release students to work in small groups to list the details of Stevenson’s experience (in the right column).  Elect student(s) to share their response(s).
  5. Show clip of traffic stop you found on YouTube and complete same activity as class (optional)

Guiding Questions:

Remind students that Stevenson’s encounter with police was in the 1980s*

  1. Did prejudice factor in Stevenson’s treatment by police?  Defend your answer.
  2. How does “power” look in Stevenson’s example? How can one differentiate between excessive power vs. authoritative power?
    1. Does “power” always look “excessive” to those who are powerless?
  3. Why is it important for Stevenson to share this story early on in the book? What does it do for his credibility?
  4. Does privilege play a part in Stevenson’s example? In your own example?

 

Closing/Wrap up:

  1. In the bottom box of the “Cornell Notes” page, summarize how “prejudice, privilege, and/or power” shape the CJS
  2. Summarize the similarities between Stevenson’s encounter and your encounter/recent example.