The Impact of Diversity In U.S. 

Math & History / Daniel Pena & Laura Barajas 
Pineda 
 

Introduction/Overview: 

The Jim Crow Laws, which allowed cities and states to legalize segregation, 
eventually would cause the African American population to migrate towards cities 
with white city dwellers and where laws were not always upheld. White city dwellers 
began to demand laws to limit opportunities for African Americans, specifically 
denying them access to rental or housing agreements in specific areas of the city.  

 
 
 

In this lesson, students will conduct further research on the aftermath of the Fair 
Housing Act, which was meant to outlaw the exclusion of minorities in wealthier 
neighborhoods. Utilizing their findings students will be able to construct arguments 
to support their answers to the compelling question, “How can a more diverse 
community have an impact on urban living?”, and infer possible benefits or 
outcomes they think will occur should their ideas resolve this problem. 

Standards (include ELA and Content): 

8.SP1.3 ​Evaluate the significance of past events and their effect on students’ 
lives and society. 
6.SP.A.1 ​Recognize a statistical question as one that anticipates variability in the 
data related to the question and accounts for variability in the answers. For 
example, "How old am I?" is not a statistical question, but "How old are the students 
in my school?" is a statistical question because one anticipates variability in 
students' ages. 
8.RI.3​ Analyze how a text makes connections among and distinctions between 
individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 
 

Learning Outcomes 

- Students will be able to read and analyze information on demographics in 

their respective/adjacent communities by conducting research to support 
their argument and citing at least 3 sources.  

 
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- Students will evaluate and analyze data to create inferences by comparing 
and contrasting state demographics and representing it in a visual 
representation (bar graph, pie chart, etc) with a rubric rating of 70/100.  
- Students will be able to apply their knowledge and understanding to create 
an argument or answer to the inquiry question by constructing a three prong 
thesis using evidence gathered from their sources.  
- Students will demonstrate their understanding by creating a visual 
representation of their findings/correlating data and produce a 3 minute 
presentation with a rubric rating of 80/100. 

- Texts/Text Types 

Texts for this lesson can be found here, c

​ lick me. 

Lesson One: Ask A Compelling 

Question  

Inquiry Question 

“How can a less diverse community have an impact on urban living?”

Directions 

1. Teachers will begin class by asking students “what does it mean to you for a 
community to be truly integrated?”.  
2. Students will then have 4 minutes to reflect on this question in a quick write 
using ​padlet​, where the teacher will then go over responses with the class 
and share any reactions.  

 
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3. Students will then watch the introductory video T
​ he Disturbing History of the 
Suburbs​ and be asked to reflect on what they think in regards to the 
concepts explained by answering the question, “What impact does race have 
in your community” using ​padlet.  
4. Students will then be given given the inquiry question after the video and will 
have a fixed amount of time to reflect on the information given in the video 
and jot down their thoughts and ideas on what happened throughout our 
history for this to happen as well as think about any current events or issues 
that may be taking place now that can either relate or they feel could have 
been caused by this concept using a K
​ WL Chart​. 

Hook: 

The students will watch​ “​ The Disturbing History of the Suburbs” as a class to 

introduce the concept of redlining and give them an overview of the focus of our 
lesson in order to understand the definition of redlining, the timeline of events that 
occurred throughout history and utilize any new found knowledge to reflect on and 
provide an initial answer using any new and/or prior knowledge.  

Activity 

Quick Write: After watching the video students will be given 5 minutes to respond to 
the inquiry question using the padlet. After the 5 minutes students will be placed 
into breakout groups to discuss ideas and compare their thoughts and share what 
they agree/disagree with.  

https://padlet.com/lmbaraj1/v6ep3jg72j32qao7 

Closing  

 
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We will open up a discussion with the entire class while each student shares what 
they wrote and speaks to the class about what they think of the concept and what 
they feel their current answer would be to the compelling question and why.  

The KWL chart will be used as an exit ticket to share final thoughts.  

Lesson Two: Analyze Sources  

Directions: 

1. Teachers will begin class by showing students an image of a political cartoon, 

where as a class they will analyze the photo. Teacher overall will be modeling 
how to break down and analyze a photo.  
2. Teachers will show students how to find accurate sources using this ​video.  
3. Teacher will then provide students with a wakelet where they will then 
examine and analyze at least 3 of the given articles using a g
​ uided notes 
document​ that will be provided. 
4. After completion, students will then use the remainder of the class period to 
search for one additional source that can support their possible resolution to 
the inquiry question. Students may use additional resources provided in the 
wakelet.  

Hook: 

 
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The students will be shown a political cartoon in order to analyze and come up with 
their interpretation of the cartoonist's message while also supporting their 
prediction with at least two context clues or symbols they noticed on the image. 

Activity:  

Students will be given the wakelet and assigned to examine and analyze at least 3 
of the sources provided using the guided notes sheet.  

Closing:  

After the activity, students will be given the rest of the class period to find one 
additional source not provided in the wakelet that they can use to support their 
resolution to the inquiry question. 

Lesson Three: Creatively Synthesize 

Claims and Evidence   

Directions:

1. Class will begin by students going to the wakelet, and watching the second 
video “Ways to Represent Data”. 
2. Each student will then be assigned a specific city in Arizona, where they will 
then analyze the race and ethnicity within that city and compare to another 
of their choice. 
3. Students will then create a visual representation of their findings from both 
cities and compare the two.  

 
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4. If time allows, students will research the specific city to find any evidence that 
may support their thesis on “How can a less diverse community affect urban 
living?” 

Hook:  

Students will begin class by watching the second video in the wakelet, “Ways to 
represent data” 

Activity:  

Students will be assigned a specific city in Arizona, where they will analyze their 
demographics based on race and ethnicity and create a visual representation of the 
similarities or differences compared to any other city of their choosing.  

10 Tools For Creating Visualizations 

7 Best Presentation Tools for Students  

Closing:  

Students will conduct further research in their two cities to examine the 
communities and gather any evidence on whether the differences in demographics 
affect their communities and can support their thesis/argument.  

Part two 

5. Teachers will begin class by assigning students to read infographic for 10 
minutes. 
6. Once reading is done, teachers will introduce and demonstrate how students 
will synthesize their claims and evidence using popplet.  
7. Each student will create their own popplet using their sources to draft their 
claims and evidence, ultimately drafting their thesis.  
8. Students will submit their 3 pronged thesis to the inquiry question for review. 

 
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Hook:   

Students will read infographics on causation vs. correlation to help support their 
evidence towards the inquiry question. 

Activity 

Using their own sources students will use ​https://www.popplet.com​ to visualize 

their claims and evidence to support their overall thesis.  

Closing 

Students will finalize their 3 pronged thesis to the inquiry question and submit their 
thesis for review.  

Lesson Four : Critically Evaluate and 

Revise Comparing Texts and Peers   
 

Hook:  

Students will be assigned to watch the ​20-minute peer feedback system​ on how our 
peer review will be taking place and what type of format we will be following.  

Activity:  

Students will be partnered with one other person and be placed into a breakout 
room group. Students will follow the 20-minute peer feedback system and talk to 

 
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one another following the peer feedback format. Each student will share what they 
have for their presentation.  

Closing:  

After beginning their creation of their presentations students will exit the class by 
providing a rough draft of the type of presentation they are creating, what tools 
they are using and how they will be incorporating a visual representation of their 
data and be assigned to finalize the presentation for the following day.  

Lesson Five : Share, Publish, A  

 
 

Hook:  

Students will watch ​this video​ to set the stage for their discussions today. 

Activity:  

Students will be divided into break-out rooms with about five to each group in 
order to provide them a chance to share their final presentations. Each student will 
be given a Two Stars & A Wish feedback docs (​TS&W​) to fill out through each 
presentation they listen to in order to provide each other with feedback in regards 
to their arguments having supporting evidence and accompanying visual 
representations.  

Closing:  

 
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After students have finalized their presentations, students will be placed into 
breakout rooms to share their findings and evidence to support their initial 
arguments as to what kind of effects they feel will arise from a more culturally 
diverse community and how it relates to what they feel it means for a community to 
be fully integrated. (benefits) Zoom presentation  

Student View 

https://docs.google.com/presentation/d/17O_LfzPj3PtZLX9DFqqoJY7iHpqvytKXx2rZ
T3MMIkY/edit?usp=sharing 

 
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