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With the unit plan I made for this class, race relations would be an integral part of the unit I chose. US Imperialism overseas in the late 1800s and early 1900s was spurred on by economic and cultural reasons, with it being named at the time as "The White Man's Burden" of bringing civilization to non-whites. This is an early way to show in the 11th Grade US history course that race relations didn't take a break between the Civil War and the Civil Rights Movement.

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I plan by incorporating race relations into the classroom by simply talking about them in a historical context. The legislation passed concerning sensitive subjects simply makes teachers have to provide context from different view points concerning controversial and current issues. I have no problem with this as the moral standards of today will entice students to lean one way whether I make it clear to them or not. I will and primary sources and photos depicting the experiences of different races throughout US history. I have seen this at work in my field observations.

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My Unit plan covers the interwar period and World War 2(1918-1945 ). This is a critical time period for race relations, as people of all colors were drafted into WW1 and then treated poorly during and after their service, and then again the same situation arose in WW2. Comparing race relations of blacks/whites in the US during both world wars and blacks/whites in France is a prime example. Many blacks immigrated to France from the US after having experienced more fairness there than their home country.

Additionally, the imprisonment of Japanese-Americans in WW2 is another prime example, and only recently discussed in curriculum, of race relations in America during WW2. Especially considering the formation of the 442nd Infantry Regiment.

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My second Unit plan for this course focuses on voting rights for a high school government classroom. We very briefly (a single daily activity) discuss disenfranchisement and the different amendments relating to voting rights. To provide more comprehensive race relations instruction I would provide more primary sources within my activity. Currently the activity has definitions and non-fiction articles and when it comes to disenfranchisement in the United States, primary sources could provide major insight to disenfranchisement of minority races in the past and currently.

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Within my unit plan I discuss the Texas Revolution. To provide information on race relations for this topic I would teach about the realities of slavery and how it was one of the biggest contributors to the Revolution. I think during this time period a lot fo what is focused on is the battle's and only the significant people, but there are many more scenarios of slavery and different trades that took place during the Revolution which need to be taught as a main contributor.

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My field placement is in the 8th grade U.S. History class. We covered the Missouri Compromise, Abolitionist movement, slavery, Manifest Destiny, Industrial revolution, Bleeding Kansas, and Bill of Rights. I would go more in depth with who was involved with the Industrial Revolution along with discussing who was involved with what invention that was created during that time. I would like my students to know and understand who was involved and how it effected the minority groups regardless of where they came from. It will encourage students to see that there was more involved with it than just inventions. The can see the different perspectives that took place during the Industrial Revolution

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My unit plan currently includes WWI, as well as the interwar period and WWII. It's difficult to talk about WWII without getting in to race relations to some degree already, and the TEKS for both units make it easy to do as well. For example, in WWI it is required that the students be able to understand concepts like imperialism, nationalism, and militarism as factors that led to the start of WWI, and in WWII it is required that students understand fascism, totalitarianism, and other ideologies as they led to the war. In most cases, these events and ideologies led to a difference in the treatment of members of different races and nations in history. So as both an example and as part of the content, I can demonstrate how these actions impacted race relations and affected the dynamics of racism, leading it back to today.

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My unit plan is U.S. History would encompass the importance of each race and their contributions in American society. If the Teks want me to teach a topic, I will always have my students think critically. Yes, I'm sure thinking critically is frowned upon by the powers that be, but history is history. You can rewrite is as many different ways, but the truth will always be there. I will always fight to allow someone their right to understand their identity and culture. You can say I would be the Jaime Escalante from the 1988 American drama movie Stand and Deliver. I will make my lessons plans to get students to ask the tough questions, while still teaching history. My classroom will be diverse with history of all races and that can come in the form of art, books, movies, sports, cultural knowledge.

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My unit plan is impossible to do without addressing race relations because I am covering American Reconstruction after the Civil War. It would frankly be irresponsible if race was ignored or not put at the forefront of this unit plan. I have made it a key pillar. Not only are Black Americans no longer enslaved and the promise of a new America is discussed, but the backlash to Reconstruction is the formation of the KKK and White Power groups that work to ensure that freedom isn't so free even after slavery. I intend to incorporate the works of many freedmen and the Radical Reconstruction Congress which included the first Black congressmen. I will also include primary and secondary sources about the brutality of the KKK and their crusade against Reconstruction. I think it is important for students to understand that even though slavery was over, racism was far from over and this sets the stage for the rest of American History up to the present.

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My field placement is in an 8th Grade U.S. History class. In that class, we have covered the Missouri Compromise, the Abolitionist movement, women's suffrage, Bleeding Kansas, the Election of 1860 and Manifest Destiny. To incorporate race relations, I would like to go more in depth about Manifest Destiny. I as a future educator and student would be fascinated to learn what groups participated in this ideology and how different ethnicities played a role in this belief. A way we can promote understanding of race relations is having students look up anything else they have questions about outside of class to get a better understanding of what was taught to them. It is important for us as educators to allow students to explore these race relations, if they choose to do so. This will allow for a better informed classroom and allow students to have a sense of perspective in regards to the topic of Manifest Destiny.

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My field placement for this class is in an 11th grade US History class, and we covered the Civil Rights movement. I would focus more on the Mexican-American Civil Rights Movements in this class instead of just barely mentioning them and moving on. The students would be shown protest signs and videos to show the desire by these groups for better education, land rights, and voting/political rights in this country. These movements are widely underreported in our textbooks, but by showing students passages from the book, Youth, Identity, Power: The Chicano Movement by: Carlos Munoz. If the textbooks won't give students a detailed understanding of the history, we can provide them with another source. This book will be used to understand how this movement came to be and its greater impacts on the political and social developments of the era.

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My field placement is in a 8th grade U.S. History class, and in this class we covered the Jackson era and the Trail of Tears. To incorporate race relations into this unit I would go into depth about the relationship between Native Americans and the laws forcing them off their land. My students would be given information over the different tribes that were involved during the Trail of Tears. We would also go over the different treaties that were made and broken between Native Americans and the U.S. government, as well as the tribes that attempted to avoid being removed from their land. Students can also research past and current activist groups that address the issues and discrimination Native Americans faced then and today, such as AIM (American Indian Movement). I can also incorporate race relations by having my students read chapters/sections from the novel, Lakota Woman by Mary Crow Dog, an autobiography that covers discrimination Native Americans faced during the late 20th century. This book and research over Native American activist groups will be used to analyze similarities and differences of the relations with Native Americans from the Jackson era to today.