English 7,8 - Culturally Relevant African American Viewpoint - Grade 12

ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
Course Scope and Sequence: This course explores the ways in which various African American and some Caucasian and other authors have written about race, class and gender. Among the courses concerns are concepts of African American racial identity, the images that blacks and whites offer each other, overt and covert forms of racism, possibilities for interracial friendships, the intersection of race, class and gender, and the ways in which the writers reflect and or transcend the cultures from which they come. Discussions will focus on some of the following questions: What does it mean to act black, white, privileged, or underprivileged? What do said authors suggest are the implications of racial identity, gender, and class status? How and why are race and class status often conflated in these works? Students will articulate their thoughts and analysis through the writing of expository, analytical and creative essays. Additionally, students will become conversant with the language of literary analysis and rhetoric, including figurative language, diction, style, syntax, tone, etc. Further, students will keep a dialectic journal and engage in Socratic Seminars and Book Talks. I. Race and Privilege in America Enduring Understanding: Race is a complex concept; there are differing theories about how it is constructed, some of which helped legitimize the existence of slavery. Racism is an issue that has affected the United States in the past and still affects it in the present. (Define racism) Sample Lesson Objectives: Students will 1. Define racism, prejudice, stereotype, discrimination, and dehumanization. 2. Examine the role of racism and hate throughout history. 3. Analyze how racism and prejudice impact society, and how literature can help overcome negative beliefs. 4. Articulate the types of privileges white people enjoy as the racial majority in American society, and what it takes to dehumanize and/or enslave a people. 5. Discuss how racism is an issue that has not only affected us in the past but still affects us in the present. 6. Debate the causes of racism and how it is manifested in society. 7. Create a book club collage to convey how racism affects the life of the main character in their book. 8. Respond to guiding questions distributed by the teacher or asked by students during a book club read aloud as a way to explore the implications of racism. 9. Evaluate the prevalence of racism in their book club selections, and express their thoughts/opinions during a reflective discussion. 10. Conduct and share the results of interviews, informing their classmates of a time when an older family member either witnessed or experienced the effects of racism. 11. Document in their journals their responses to the viewing of relevant video clips, and share their responses as part of a whole class discussion. 12. Work in pairs to brainstorm ideas for taking action in response to TUCSON UNIFIED SCHOOL DISTRICT Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and 1|Page
socially unjust incidents, and share their ideas with the rest of the class.
expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
TUCSON UNIFIED SCHOOL DISTRICT
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II. Equal Justice Under the Law? Enduring Understanding: Racism, one of the hardships and struggles that African Americans have faced throughout history, has had a significant impact on the development of their identities. Racism has altered how others perceive African Americans and how African Americans perceive themselves. As a result, racism is an issue raised in the majority of works written by African American authors. Racism is still prevalent in contemporary America, and differing opinions of it still exist in contemporary mediums. Sample Lesson Objectives: Starting with the overarching theme of Judgment, students will 1. Engage in close readings of novels, short stories, and poetry. 2. Identify instances of racism depicted in texts and films. 3. Use literature and film as a means to explore the causes and effects of racism. 4. Respond to texts in an analytical way. 5. Develop a thesis statement and make a persuasive argument. 6. Employ research to justify their opinions and prove their points in a persuasive argument, citing reliable sources. 7. Participate constructively in peer-review sessions. 8. Organize a debate as a group project to illustrate their understanding of racisms role in contemporary society and/or the effectiveness of the legislation enacted to eradicate it, incorporating allusions to a novel or play where relevant. Common Core State Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
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III. Passing Enduring Understanding: African Americans have used passing as a means to assimilate into white American society. The hardships and struggles that African Americans have faced while passing have had a significant impact on the development of their identities, and the identities of those around them. Race is a very complex concept; racial passing brings forth the possibility that race can be socially constructed, biological, environmental, etc. Sample Lesson Objectives: Starting with the overarching theme of Identity, students will 1. Examine a number of texts that focus on passing and or assimilation. 2. Explain the concept of racial passing. 3. Use texts to explore and analyze reasons some African Americans chose to pass, comparing characters from various texts. 4. Discuss what passing meant for African Americans in terms of withholding their cultural values. 5. Research the extent to which different people passed and why some did it more than others. 6. Watch and analyze Imitation of Life and read excerpts from several books and articles that deal with passing, such as Nella Larsons Passing and Passing and the American Dream, accessible at Salon.com. 7. Identify positive and negative aspects of racial passing for group discussion and debate. 8. Write a persuasive essay based on the content of class debate. 9. Personally reflect on their own ideas about passing and acting white or assimilating in todays society. 10. Research their own family history to discover if there were name changes or attempts to hide ethnic or racial identity, and speculate about the reasons the changes may or may not have happened. Common Core State Standards CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one by a U.S. dramatist.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations 4|Page
of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
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IV. Literary Criticism Enduring Understanding: The American Dream represents a social, economic, and literary ideal that suggests that position, wealth, and power can be attained by anyone through hard work. The American Dream is a pervasive element of the American cultural identity and is conveyed in a number of texts written by African Americans. Race, class, gender, and education can determine a persons access to opportunities. In pursuit of the American dream, some African American families felt the pressure to assimilate into the American way of life as perceived and lived by many whites in the United States. Sample Lesson Objectives: Students will 1. Analyze how writers challenge and change the public consciousness through content, genre, and literary devices. 2. Critique literature as one artistic medium through which people grapple with the issues and conflicts of their time. 3. Compare multiple perspectives around and issues and discuss the ways in which literature reflects diverse perspectives and reactions to similar events and themes. 4. Discuss how the time, setting, mood, tone, and context of a literary work is essential to understanding the philosophy and themes it explores and to broadening our own world view. 5. Evaluate the effect of racial bias as illustrated in the plot, characterization, theme, and point-of-view of the work. 6. Analyze the use of dialogue in several novels, which deal with the pressure to assimilate 7. Interpret material from a poem, novel or play, perhaps through a close reading, and present it to the class. 8. Explore a text critically from the perspective of one of its characters. 9. Discuss how literature serves as a tool to explore human nature in this case, as it relates to mixed race relationships. 10. Keep a diary, written from the perspective of a mixedrace character encountered in their readings. Common Core State Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 6|Page
V. Keeping It Real Enduring Understanding: Race is a social construct. There is nothing biologically real about race. There is nothing that we have identified as race that exists apart from our collective agreement, acceptance, and imposition of its existence. Sample Lesson Objectives: Given the prompt shown below, students will use evidence from one or two texts read in this course to write a five-page paper demonstrating 1. A cogent and persuasive argument with a specific thesis and substantial development of the major ideas. 2. Ample and solid supporting evidence, including at least two secondary sources to strengthen the argument (i.e., scholarly journal articles of literary criticism or scholarly books on biographical or historical contexts). 3. Clarity, depth, complexity of thought, and ease with language. 4. A coherent focus with transitions that help to unify, link and guide the supporting paragraphs. 5. A title and a conclusion that summarize the argument. PROMPT: What does it mean to "keep it real," particularly in the context of the texts we've read for this class? Is keeping it fake the new keeping it real? What is at stake in ostensibly keeping it real, keeping it authentic, keeping it fixed? What are the underlying anxieties implied when keeping it real proves to be either too difficult or too impossible? In other words, is "keeping it real" a defense mechanism (recalling James Baldwin's, "I'll be black for as long as you tell me that you are white.")? Who gets to decide if an individual is "keeping it real" or not, and what does it mean that such decisions don't belong only to the individual him/herself? Is identity communal or individual, after all? Common Core State Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
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VI. Shock Doctrine Enduring Understanding: From enslavement to sharecropping to debt peonage and prison lease systems, Black Codes and Jim and Jane Crow to todays ghettoes, prisons and unemployment lines, Black America has suffered one constant Shock Doctrine after anothera permanent set of policies which have historically targeted the humanity of Black people in the United States. Sample Lesson Objectives: Students will 1. Research propaganda related to African American life, culture, beliefs, morals and sexuality in the past and in the present. Tom Burrells book Brainwashed 2. Explain how propaganda can influence public opinion about a group or race of people 3. Point out examples of how mass media has been used to facilitate the creation of an us-vs.-them or we-and-they way of thinking in America. 4. Discuss the connection between human nature and propaganda. 5. Examine prejudice, racism, and scapegoating in relation to propaganda 6. Analyze works by todays hip hop artists 7. Write a paper about how hip hop influences ideas about African Americans in the broader society as well as within the Black community. Sources Common Core State Standards CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one by a U.S. dramatist.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 8|Page
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
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VII. Black Masculinity Enduring Understandings: Building on the study of propaganda and on the social construction of race, students will understand that the categorization of blackness was set in opposition to the purity, entitlement, and moral hegemony associated with whiteness. As such, anything identified with blackness remained fixed within a contradictory and flawed notion of inherent deficiency. Black masculine identity is still heavily imbued with destructive stereotypes introduced to strip enslaved Africans of their humanity. The concept of black masculine identity was fashioned during and codified after the formal collapse of the American institution of slavery The resulting hatred or phobia of black men stood as part of a larger consideration of black social formation during the instabilities of the post-bellum period. Hatred and phobia based on stereotypes still exist in contemporary U.S. society. Books, film and media serve to either confirm or deny stereotypes. Shakespeares Othello and Rita Doves Sonata Mulattica are two works that upset or challenge ideas about black masculinity. Sample Lesson Objectives: Students will 1. Explore the psychological impact of racism in Shakespeares Othello. 2. Examine Shakespeares representation of a black man. Shakespeare's twist of fate is that he has made the good represented by black, and evil represented by white. Whether it be simply irony, or an attempt on Shakespeare to make a political statement about race, the reader is reminded of this one decision consistently throughout the story of Othello. 3. Compare Shakespeares Othello with Rita Doves poem, Sonata Mulattica to make text-to-text connections. (ie How do the primary themes in Othello such as, prejudice, the appearance versus reality, guilt and redemption, jealously, misrepresentation versus misunderstanding, loyalty and betrayal relate to Sonata Mulattica? 4. Engage in a group research project on black men in film and create a time-line of actors and movies that spans early films to current day. 5. Analyze depictions of black men in film, media, and books. 6. Recognize and respond to historical and contemporary social, political and cultural conditions in the presentation of film, media and literary text. 7. Engage in Socratic Seminar (graded discussion) around the ways in which the concept of black maleness is a product of American history and examine the ways TUCSON UNIFIED SCHOOL DISTRICT Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one by a U.S. dramatist.) CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and 10 | P a g e
black males perceive themselves as well as the ways black males are perceived by others. Writing Prompt: Write a multi-draft analysis essay on Othello. This essay should investigate how Shakespeares work makes reimagining varied, complicated, and nuanced versions of black masculine identity possible and serves to disrupt and supplant negative and harmful understandings of black males.
Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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VIII. Black Feminism Enduring Understanding: African American women are challenged to fight against both racism and sexism. Black feminists often write about their struggles related to being both female and African American. Although questions of identity are enduring and always evolving, it is important that a woman be able to define herself. Sample Lesson Objectives: Students will 1. Discuss and compare the challenges faced by African Americans, by women and by African American women, specifying the differences among the groups. (Layers of oppression) 2. Decide whether racism or sexism ranks as the more damaging form of discrimination and defend their reasoning. 3. Link issues of negative self image with regard to race, specifically blackness, to the nurturing or lack of nurturing by members of immediate society (i.e., people with whom black girls are raised) and extended society (i.e., those with whom they have lesser direct contact) 4. Compare and contrast a variety of works addressing the issue of sexism combined with racism (i.e., poems by Phyllis Wheatley, excerpted essay by Alice Walker from In Search of Our Mothers Gardens, a speech by Sojourner Truth, Aint I a Woman?, essays from Blue Jeans about young womens perspective of sexism, and an article from Ebony magazine, by Dr. Johnnetta B. Cole, about the impact of video images on young women, specifically young black women), and then write an op-ed piece on the plight this issue creates for Black women in America. Common Core State Standards CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
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IX. Race and ClassThe Club Movement and the Working Class Enduring Understanding: As early as 1900, there were college-educated, professional African Americans who lived well. There were specific reasons that some organizations formed during The Club Movement, although some called the organizations elitist. There are distinctive differences between the Historically Black College and University (HBCU) experience and other college experiences, especially regarding the impact that HBCUs have had on producing a black professional class and the ongoing importance of HBCUs in modern times. Sample Lesson Objectives: Students will 1. List the regions in which the HBCUs were founded and discuss the reasons HBCUs were established. 2. Outline the reasons why the intellectuals were angry with the leaders of industrial education. 3. Defend or attack verbally the rationale of upwardly mobile African Americans for forming their own societies. 4. Develop a curriculum of study that would please the leaders of the manual labor movement. 5. List the types of careers that African Americans chose after they attained freedom and were permitted formal education. 6. Examine the dichotomy that existed between DuBois and Washington by debating the issue of preparing for the workforce after high school versus preparing for higher education. 7. Use the poetic debate between Booker T. Washington and W.E.B. DuBois, as a model for developing their own Debate poems. 8. Write a letter to Booker T. Washington in the persona of a critic, perhaps even as DuBois, detailing the reasons for opposing him and his philosophies, including some of the objections voiced by the African American media after the speech at the ATL expo. 9. Compose an essay about Washingtons philosophies (educational, financial, social, and self-help (such as cast down your buckets...), detailing how his views are or are not relevant for African Americans in todays society. 10. Given Washingtons belief that No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem, compose an essay explaining TUCSON UNIFIED SCHOOL DISTRICT Common Core State Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points 13 | P a g e
whether or not his quote comports with Washingtons philosophy of education that many of the HBCUs promoted in their early days, noting whether other groups of people embraced that philosophy and judging the results of such a philosophy. Two books will be importantJames Andersonthe education of blacks in the south. William Watkins, the white architects of black education.
of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
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X. Defining Beauty Enduring Understanding: The common standards of African American beauty, which were taught during slavery, still have holdovers that are manifest in our modern times. The concept of good hair vs. bad hair, as well as notion of lighter skin holding superior status, is antithetical to self-love. Sample Lesson Objectives: Students will 1. Analyze and explain the origins of contemporary ideas of beauty as they are presented in various works of literature 2. Using a number of African American Young Adult texts, trace changes in the definition of beauty and connect concepts to societal issues or constructs over time 3. Read and analyze excerpts from selected works (i.e., The Bluest Eye by Toni Morrison, or A Little Piece of Sky by Nicole Bailey-Williams), noting how the themes presented in such works compare to the contemporary images of beauty found in popular mainstream magazines as well as magazines aimed at racial minorities (i.e., Essence magazine). Common Core State Standards: CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
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English 7,8 - Culturally Relevant African American Viewpoint - Grade 12

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English 7,8 - Culturally Relevant African American Viewpoint - Grade 12

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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12

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