Question/Problem 2: America's strength has always depended partly on its ability to strike a balance between unity and diversity. How did American society in the 1980s balance unity and diversity?
Description of lesson/activity
1. recognize that elements of unity and diversity actually can exist within each category.
2. identify the elements of unity and diversity during the 1980s.
3. gather and record information.
4. categorize elements of unity and diversity.
5. interpret data.
Description of lesson/activity:
1. America's strength has always depended partly on its ability to strike a balance between unity and diversity. How did American society in the 1980s balance unity and diversity? Read Richard B. Bernstein's essay on Unit XII for background information. It may be appropriate for student use.
2. The resources available for student use to research this unit include: almanacs, telephone books, music, newspapers, and magazines, etc.
3. Divide the class into groups of three or four students. Be sure there are an even number of groups, so groups can be paired for the culminating activity. For example, ten groups of three will later form five groups of six. Assign unity to half of the groups and diversity to the other half.
4. Have students read the excerpt on Student Resource #1 from Jesse Jackson's speech to the 1988 Democratic National Convention. Students should underline key words and phrases that will help them understand the main idea of diversity and unity. 5. From Jackson's speech, each group will develop a list of categories of unity or diversity including race, gender, occupation, and ideology. Then, have students brainstorm additional categories they think are important. Use the following questions and some of the examples to help get them started.
Unity: What unifies our society? What makes us come together? Are unifying categories always positive? Examples of categories include: current events, fashion, natural disasters, epidemics (AIDS), our system of government, values, the educational system, sports, heroes, music, social causes, movements, words we use, national holidays and symbols, etc. Remind students to think creatively about their own experiences.
Diversity: What separates us? What makes us different? And what makes us think we are different? Are diversifying factors always negative? Examples of categories include: race, religion, class, ethnicity, gender, culture, occupation, ideology, sexual orientation (see Bernstein's essay XII), geographic location (e.g., state, region, neighborhood), school curriculum, diseases (AIDS), mobility, attitudes (being materialistic), etc. Here again students should think creatively and as self-consciously as possible.NOTE: The same categories may appear on both lists!
6. Bring all of the unity groups together into one large group. Do the same with the diversity groups. Have both large groups develop a master list. Break down into original small groups after a master list is developed.
7. Pair up unity and diversity groups so there are six to eight students in a combined group that includes one unity group and one diversity group. The combined groups should share the unity and diversity lists. Group discussion should include why categories are on one list and not another and why some categories might be included on both lists. NOTE: Students need to understand categories that unite also divide and visa versa. They should then star those categories containing both elements, justifying as they select. Of the starred items, students in each combined group should choose the three they feel might represent balance during the 1980s.
8. Each group should then research their three categories to show both the unifying and diversifying elements of each during the 1980s. An important question for students to answer is how did unity and diversity play out for each category. The balance struck was not necessarily equal. Consider AIDS as an example.
AIDS and Diversity: The gay community and to a lesser degree drug users were blamed for the spread of AIDS in the 1980s. The nation was divided into "them" and "us." There was a general feeling that AIDS was someone else's problem, namely gays and IV drug users. It didn't concern or touch most Americans. Funding and health insurance became issues toward the end of the 1980s.9. After groups have gathered information on unity and diversity elements for each of their three categories, they need to decide how a balance or lack thereof was struck within each category.AIDS and Unity: During the 1980s the gay community came together for support. The goal of the medical community was to find a cure, although they were divided on how. The war on drugs became important.
During the 1980s the issues surrounding AIDS divided more than unified.
In the 1990s AIDS touches or will touch everyone's lives. The issues are bringing people together. Se issues which create unity and diversity and the balance struck changes with circumstances.
10. Next have students individually write an essay which draws conclusions on the balance or lack of balance within one of the categories. Share the accompanying assessment instrument with students at this time. A simple outline for an essay is as follows:
introductory paragraph for the category paragraph identifying and explaining unity element paragraph identifying and explaining diversity element concluding paragraph which shows how balance was achieved between the two
11. As an enrichment activity, students could create a "Unity and Diversity Quilt." Each student should be given an equal sized square of paper or cloth. On these squares students should use words and symbols to demonstrate a topic which unifies or separates society. When completed, the squares should be connected to create a "quilt" that reflects the mosaic of contemporary society.
Resource 1: Excerpt from Jesse Jackson's speech to the Democratic National Convention, July 20, 1988
Resource 2: Unity/Diversity Essay Assessment Criteria