The Power of Language

by | Oct 18, 2021 | Communication

True or False (Questions 1-11)

  1. All racial designations have been created for political reasons.
  2. Caucasian does not mean white people and is linked to the eugenics movement.
  3. It is best when speaking about a specific group to refer to a generalized label rather than the ethnic name of that group.
  4. The term Hispanic recognizes ethnic differences and countries of national origin.
  5. The term “Indian” is based on the miscalculations of Columbus.
  6. All Middle Easterners are Arab.
  7. The term “oriental” is good for rugs not people.
  8. The word ‘homosexual” is harmless and does not spread homophobia
  9. When addressing different abilities it is best to put the person first.
  10. “Illegal alien” refers to space invaders not human beings.
  11. Referencing clothing of various groups as “costumes” does not perpetuate stereotypes.
    Short answer (don’t forget to give examples to support your thinking)
  12. Give 3 examples that support this statement, “Language of diversity changes as groups who have been excluded learn to reject rejection and act from an
    empowering place”
  13. Why is the term “American” awkward when it is used to mean people from the United States?
    B. Evaluate the Pyramid of Hate Lesson uploaded as a PDF file in this module and answer the following questions. The questions are included in the reading
    quiz.
    A. How does the Pyramid of Hate lesson align with the information in the article, The Evolving Language of Diversity?
    B. Do you feel the “Have You Ever” handout/questionnaire is a good way to start the lesson? Why or why not? Are there any questions on the handout that you
    would change? Why or why not?
    C. What do you think about the case study about the young man who is perceived to be gay, do you think it is an appropriate scenario for middle school/HS
    students to use to apply to the Pyramid of Hate? If yes, why? If no, why not and what scenario would you suggest?
    D. Why do you think the authors of this lesson offer an extended lesson about genocide? What do you think teachers need to know about the escalation of
    hate as it relates to genocide?
    E. Overall, on a scale of 1-5, 5 being the highest rating, how would you rate this lesson plan’s organization and detail for implementation? What are the
    strengths of the plan? Can you see yourself facilitating this lesson (regardless of your grade level preference)? Why or why not?

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