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Unmasking Racism

Lesson Plan

Unmasking Racism Lesson Plan

Students will define racism, recognize biased language in everyday speech, and practice respectful strategies to challenge prejudice in their school community in a rapid small‐group activity.

This lesson builds students’ social awareness, empathy, and communication skills by equipping them to spot injustice and respond constructively, fostering a more inclusive school climate.

Audience

High School Students

Time

5 minutes

Approach

Discussion, recognition activity, and role-play.

Materials

Prep

Teacher Preparation

2 minutes

Step 1

Introduction and Definition

1 minute

  • Distribute the Racism Definition Handout.
  • Quickly define racism: systemic and individual prejudice based on race.
  • Ask students for 1–2 real-world examples they’ve witnessed or heard about.

Step 2

Identify Biased Language

1.5 minutes

  • Hand out the Biased Language Examples Sheet.
  • In pairs, students circle or highlight words/phrases that reflect racial bias.
  • Debrief: ask one pair to share one biased term they found and why it’s harmful.

Step 3

Practice Challenging Bias

1.5 minutes

  • Give each pair a Prejudice Challenge Cards.
  • Students role-play: one reads a biased statement, the other practices responding using respectful, corrective language from the card.
  • Rotate roles quickly after one practice.

Step 4

Action Planning

1 minute

  • As a group, brainstorm one real strategy they can use if they hear biased language in school (e.g., private check-in, public correction with respect).
  • Encourage each student to commit to applying one strategy this week.
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Slide Deck

Unmasking Racism

In this 5-minute lesson, you will:
• Define racism
• Recognize biased language
• Practice strategies to challenge prejudice

Welcome students and introduce today’s quick group lesson. Highlight that you’ll explore what racism is, how to spot biased language, and practice respectful ways to respond when you hear prejudice.

What Is Racism?

Racism = prejudice, discrimination, or antagonism directed against people because of their race.
• Systemic racism: policies or practices that disadvantage groups
• Individual racism: personal beliefs or actions that harm others

Distribute the Racism Definition Handout now. Read the definition aloud: systemic and individual prejudice based on race. Ask for 1–2 real-world examples students have seen or heard.

Identify Biased Language

  1. Read each example phrase.
  2. Circle words or expressions that show racial bias.
  3. Be ready to explain why it’s harmful.

Hand out the Biased Language Examples Sheet. In pairs, have students circle any words or phrases that reflect racial bias. After 1 minute, invite one pair to share a term they found and discuss why it’s harmful.

Practice Challenging Bias

  1. One student reads a biased statement.
  2. Other student responds using respectful corrective language from the card.
  3. Swap roles and try another.

Give each pair a Prejudice Challenge Card. Model one quick role-play: you read a biased statement; a student responds with a respectful correction. Then let pairs practice, switching roles once.

Action Planning

• Brainstorm one strategy you could use in school
• Choose and commit to one approach to practice this week

Facilitate a 1-minute brainstorm of real strategies for when students hear biased language (e.g., private check-in, public respectful correction). Ask each student to commit to using one strategy this week.

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Worksheet

Biased Language Identification Worksheet

In pairs, read each example phrase below. Circle or underline the word(s) or phrase(s) that reflect racial bias. Then answer the questions for each example.

  1. “You’re so articulate for a [racial group].”
    Biased term(s):




    Why is this harmful?






  1. “That music is so ghetto.”
    Biased term(s):




    Why is this harmful?






  1. “All [racial group] are good at sports.”
    Biased term(s):




    Why is this harmful?






  1. “I don’t see color; we’re all the same.”
    Biased term(s):




    Why is this harmful?






  1. “She speaks such good English.”
    Biased term(s):




    Why is this harmful?






  1. “They probably got the job because of affirmative action.”
    Biased term(s):




    Why is this harmful?






Reflect as a pair: Which example felt most challenging to discuss? Why?











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Activity

Prejudice Challenge Cards

Instructions: In pairs, take turns reading each biased statement aloud. The other student practices responding with respectful, corrective language that challenges the prejudice. After each card, switch roles.

Card 1

Biased Statement: “You speak English so well for an immigrant.”
Your Respectful Response:






Card 2

Biased Statement: “She only got that scholarship because she’s Black.”
Your Respectful Response:






Card 3

Biased Statement: “All [racial group] kids are lazy.”
Your Respectful Response:






Card 4

Biased Statement: “I don’t see color—all lives matter.”
Your Respectful Response:






Card 5

Biased Statement: “That hairstyle is too ethnic for our school.”
Your Respectful Response:






Card 6

Biased Statement: “They’re probably on welfare; that explains why they’re poor.”
Your Respectful Response:






After you finish: Reflect briefly with your partner—Which response felt most challenging, and why?











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