English 10 Unit 3 Warriors Don’t Cry: Explorations of Culture, Identity, and History ii ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, guides to the conduct of those involved in educational testing. ACT is committed to ensuring that each of its testing programs upholds the guidelines in each Code. A copy of each Code may be obtained free of charge from ACT Customer Services (68), P.O. Box 1008, Iowa City, IA 52243-1008, 319/337-1429. CONFIDENTIAL. This document is the confidential and proprietary property of ACT, Inc. No part of it may be reproduced or transmitted in any form or by any means without the express written permission of ACT, Inc. © 2011 by ACT, Inc. All rights reserved. ER.E10-3.3.0 iii Note QualityCore® Instructional Units illustrate how the rigorous, empirically researched course standards can be incorporated into the classroom. 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Contents v Unit 3 Warriors Don’t Cry: Explorations of Culture, Identity, and History Purpose ............................................................................................................ vi Overview ......................................................................................................... vi Time Frame...................................................................................................... vi Prerequisites...................................................................................................... 1 Selected ACT Course Standards ....................................................................... 1 Research-Based Strategies ................................................................................ 3 Essential Questions ........................................................................................... 3 Suggestions for Assessment ............................................................................. 3 Preassessments ........................................................................................... 4 Embedded Assessments ............................................................................. 4 Unit Assessments ....................................................................................... 4 Unit Description ............................................................................................... 5 Introduction ................................................................................................ 5 Suggested Teaching Strategies/Procedures ................................................ 6 Enhancing Student Learning Selected ACT Course Standards .............................................................. 21 Unit Extension .......................................................................................... 21 Reteaching ................................................................................................ 22 Bibliography ................................................................................................... 23 Appendix A: Record Keeping ......................................................................A-1 Appendix B: Day 1 ....................................................................................... B-1 Appendix C: Days 2–3 ................................................................................. C-1 Appendix D: Days 4–7 .................................................................................D-1 Appendix E: Days 8–12 ................................................................................ E-1 Appendix F: Days 13–16 .............................................................................. F-1 Appendix G: Days 17–25 .............................................................................G-1 Appendix H: Enhancing Student Learning ...................................................H-1 Appendix I: Secondary ACT Course Standards ............................................ I-1 Appendix J: ACT Course Standards Measured by Assessments ................... J-1 vi Purpose, Overview, Time Frame Purpose Students will continue their exploration of the intersection between identity and culture by reading a variety of nonfiction works centered around the civil rights movement of the 1950s and 1960s: an autobiography, excerpts from an essay, a magazine article, and a partial history of the desegregation of Little Rock Central High School in 1957. Students will also discuss themes of history, culture, and identity as they read one short story. Through reading, role-playing, and viewing photographs and a documentary film, students will investigate aspects of the desegregation of public schools after the landmark Supreme Court decision Brown v. Board of Education in 1954. Students will also write an essay about culture, heritage, and identity. Overview Students will use their recently-developed definitions of culture and identity (created in Unit 2, Where Do I Fit In?) to think and write about their own identities as readers. They will also begin an investigation of the civil rights movement in the United States. They will focus on how those events affected the identities and culture of Americans in the 1950s and 1960s. In order to conduct an investigation into culture, identity, and the civil rights movement, students will first become acquainted with and analyze a famous photograph from the civil rights movement—the photograph of Elizabeth Eckford trying to enter Central High School in Little Rock, Arkansas. Students will learn how to read the photograph as a persuasive document. Next, students will take two or three days to analyze ―My Dungeon Shook,‖ an essay James Baldwin wrote during the height of the civil rights movement. Students will look at the persuasive techniques Baldwin uses in this essay as well as the ways he speaks to issues of identity and history. Students will then move back to the photograph of Eckford and read the story that surrounds it, Warriors Don’t Cry by Melba Pattillo Beals. This is the autobiography of one of the nine young African American students who, in 1957 amid great controversy and national attention, first integrated Central High School in Little Rock. Students will be encouraged to see the protagonist of Warriors Don’t Cry as a hero going on a journey; this will foreshadow the work they will do in Unit 4, I Need A Hero! They will be encouraged to explore ways in which the protagonist’s identity was affected by personal experience and by a major historical event. They will conduct background research on topics related to the desegregation of Central High School, viewing films of the event and reading about the event from the perspectives of others involved. Finally, they will read an article about school desegregation issues in the present day. Students will then read and discuss Alice Walker’s short story ―Everyday Use‖ as a rhetorical document, analyzing its ―argument‖ and its comments on culture, identity, and history. Finally, students will write an essay in which they explore issues of culture, heritage, and identity in their own lives by defining an object, tradition, or story of importance to them. Time Frame This unit requires approximately twenty-five 45–50 minute class periods. 1 A better definition of rhetoric, one that explains how and why communication works, presumes that a speaker or writer . . . is searching for methods to persuade hearers . . . [to] his or her position as an honest, inquiring, ethical person. —Hephzibah Roskelly & David A. Jolliffe (2005, p. 4) Nearly all . . . standards documents talk about the need for students to be able to read a range of texts, not just literary texts. —Jim Burke (2003, p. 35) I have found teaching to be like writing—a rich and recursive experience. —Allen Carey-Webb (2001, p. xii) U 3 NIT W D ’ C : ARRIORS ONT RY E C , XPLORATIONS OF ULTURE I , H DENTITY AND ISTORY Prerequisites  Participation in Unit 2, Where Do I Fit In?: Exploring Identity and Culture Through Literature—the first class periods in which the concepts of identity and culture were investigated  Experience engaging in discussions about literary and nonliterary works and relating those works to life  Experience writing comparison, autobiographical, or informative essays Selected ACT Course Standards The primary standards, those that represent the central focus of this unit, are listed below and highlight skills useful not only in English, but in other disciplines as well. Secondary standards are listed in Appendix I. A.1. Reading Across the Curriculum c. Read increasingly challenging whole texts in a variety of literary (e.g., poetry, drama, fiction, nonfiction) and nonliterary (e.g., textbooks, news articles, memoranda) forms A.2. Reading Strategies c. Demonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive, and evaluative questions e. Compare texts to previously read texts, past and present events, and/or content learned in other coursework 2 A.3. Knowledge of Literary and Nonliterary Forms b. Describe how the choice of form (e.g., film, novel, sculpture) affects the presentation of a work’s theme or topic (e.g., comparing Fahrenheit 451 to François Truffaut’s film version) A.4. Influences on Texts a. Relate a literary work to the important ideas of the time and place in which it is set or in which it was written (e.g., the Great Migration as represented in Richard Wright’s work Black Boy and Jacob Lawrence’s paintings) A.5. Author’s Voice and Method a. Use organization or structure of text (e.g., comparison/contrast, cause/effect, problem/solution) and writer’s techniques (e.g., repetition of ideas, syntax, word choice) to aid comprehension of increasingly challenging texts f. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text (e.g., Toni Cade Bambara’s argument about social class in the U.S. in her short story ―The Lesson‖) A.6. Persuasive Language and Logic a. Identify, analyze, and evaluate the effectiveness of persuasive techniques (e.g., appeals to emotion, reason, or authority; stereotyping) and the presence of bias in literature, film, advertising, and/or speeches B.1. Writing Process a. Use prewriting strategies (e.g., brainstorming, webbing, note taking, interviewing, background reading) to generate, focus, and organize ideas as well as to gather information c. Revise, refine, edit, and proofread own and others’ writing, using appropriate tools (e.g., checklists, writing conferences, student- developed and professional rubrics or models), to find strengths and weaknesses and to seek strategies for improvement B.2. Modes of Writing for Different Purposes and Audiences a. Craft first and final drafts of expressive, reflective, or creative texts (e.g., poetry, scripts) that use a range of literary devices (e.g., figurative language, sound devices, stage directions) to convey a specific effect B.3. Organization, Unity, and Coherence a. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing b. Organize writing to create a coherent whole with effective, fully developed paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence d. Rearrange words, sentences, and/or paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone, and voice 3 C. Research a. Use research methods (e.g., background reading, online searches, surveys, interviews) to locate and collect reliable information from print and nonprint sources c. Evaluate source information (e.g., primary and secondary sources) for accuracy, credibility, currency, utility, relevance, reliability, and perspective D.1. Comprehension and Analysis d. Compare how different media forms (e.g., television news, news magazines, documentaries, online news sources) cover the same event D.2. Application g. Actively participate in small-group and large-group discussions, assuming various roles E. Study Skills and Test Taking a. Apply active reading, listening, and viewing techniques by taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted d. Demonstrate familiarity with test formats and test administration procedures to increase speed and accuracy Research-Based Strategies  WebQuest (p. 11)  Cooperative Learning: Jigsaw Groups (pp. 11–12, 20)  Question Box (p. 14)  Four Corners (p. 16)  Survey, Question, Read, Recite, Review (p. 15)  Visual Representation: Open-Minded Portrait (p. 16)  Reflective Questioning (p. 19) Essential Questions Tips for 1. How do the time and place in which a person lives Teachers influence his or her identity? 2. How do a person’s cultural values and sense of The essential questions and the primary ACT Course identity affect his or her obligation to the Standards for this unit should be prominently displayed in community? the classroom. 3. How does a person’s character influence other people’s behavior or the outcome of events? 4. What might be some generational differences in how one expresses one’s sense of identity and culture? 5. How do you express your identity and culture? Suggestions for Assessment Except where otherwise noted, assessments can be given a point value or they can simply be marked off as completed. 4 Preassessments Notes—If you have been keeping notes on students as suggested in Unit 1, Introduction to English 10, you will have more than six weeks of information with which to assess your students’ abilities and progress in meeting the English 10 standards up to this point in the year. Worksheet—Students may have prior knowledge about the American civil rights movement of the 1950s and 1960s from history classes, from church school, or from their families. Stories about the civil rights movement may be part of local history as well. Learning what your students know prior to teaching this unit will keep you from repeating familiar information and help you determine the level of depth to use in covering the topics. Therefore, have students complete the Civil Rights Movement Questionnaire (p. A-4). (Day 1) Embedded Assessments Homework—The Photo Analysis worksheet (p. B-3) is designed to encourage students to look at photographs carefully and critically and to encourage them to articulate what they see. It is also designed to encourage students to think about the medium of photography, both how it is different from other visual and print media, and how it can be used to persuade. (Day 1) Autobiography—The Literacy Autobiography prompt (p. C-2) asks students to write a short description of the kinds of reading and writing they have done. Use it to discover the student’s experiences with and attitudes toward literacy. (Days 2–3) Annotation—Collecting students’ annotated copies of ―My Dungeon Shook‖ is one way of ensuring that students have begun to understand and use annotation skills. Use the Annotation Rubric (p. C-7) to score their work. (Days 2–3) WebQuest—Students conduct a WebQuest to learn more about the civil rights movement. Use the Warriors Don’t Cry WebQuest worksheet (p. D-3) and the Internet Guidelines worksheet (pp. D-4–D-5) to introduce and assess the activity. (Days 4–7) Quizzes—The Warriors Don’t Cry quizzes (p. E-2, p. E-14) serve as reading checks to ensure everyone in the class understands all that has been discussed thus far in the unit. Suggested point values for each question are marked on the quizzes to guide scoring. (Days 8–12) Practice Test—The Ancestors of Rosa Parks practice test (pp. F-5– F-7), which is from ACT’s PLAN® test, familiarizes students with the style and expectations of standardized assessments. (Days 13–16) Unit Assessments Test—The Essay Test (p. F-3) is intended to help students reflect upon the texts they have studied during this unit. Score the test using the Essay Test Rubric (p. F-4). (Days 13–16) Worksheet—Collecting and assessing the ―My Object, Tradition, or Story‖ Prewriting worksheet (p. G-3) is one way to support students as they work on their essays. Use the worksheet to review portions of students’ essays, to help students think through what they want to say in their essays, and to suggest strategies for revising their essays. (Days 17–25)