stearnspfeiffer.weebly.comstearnspfeiffer.weebly.com/.../0/7160485/sherman_alexie_teaching… · Web viewpromotes teacher modeling, the use of current texts, and six-word memoirs.

I. Unit Introduction

Your Name: Ally Meserole

Unit Title: Discrimination in Past, Present, and Future America

Grade Level: Eight Grade

Estimated Time: 15-55 Minute Sessions

Unit Overview: This unit asks students to analyze what discrimination is, why is occurs, and if they have ever been subjected to discrimination. The students will look at Colonial-American slavery, Sherman Alexie’s novel The Absolutely True Diary of a Part Time Indian, Native American treaties, the Disney Original Film Color of Friendship and complete independent research about contemporary discrimination. They will complete daily journal entries, two writing assignments, a group art project, and analyzing of historical/informational texts. This unit will comprise of fifteen class sessions with four days of computer lab access.

Unit Rationale: My Unit Plan consists of daily journal entries, in class writing, an art project, film, and independent research in order to gain a wide range of skills and allow for multiple intelligences to be used. Implementation of the daily journal entry allows a less structured writing; one more open to imagination, free-flowing thoughts, and exploration. This is also where the students will spend the most time making relevant connections between discrimination and themselves, either as the victim or discriminator. The two different forms of research are based around the constructivist approach for student-based learning. My students will make their own connections about slavery and discrimination. They will find connections to their own lives. This Unit incorporates informational texts, as promoted by the Common Core State Standards, to bring history into the classroom. The film, Color of Friendship, is a Disney Original movie and will allow some relaxation time between projects. However, this film also shows how discrimination and stereotyping can be detrimental to friendships.

Kylene Beers’ pedagogical text, When Kids Can’t Read, explains the importance of teacher-modeling. Beers states that the teacher should model her own reading and writing for the students so that they can see how even the teacher can come across problems and unknown words but can work through them. She also gives different examples of activities that are helpful, such as, allowing the students to write their thoughts freely which is implemented in their writing journals. Kelly Gallagher, in her book Write Like This promotes teacher modeling, the use of current texts, and six-word memoirs. My Unit uses Barry Gilmore’s idea of “Idea Pass-Around” from his text, Speaking Volumes, to have students discuss and argue their opinions, peacefully, about a topic.

Student Objectives

1. Students will make connections between discrimination and their lives.

2. Students will explore slavery in their Writer Journal.3. Students will create an art project that visually describes slavery. 4. Students will critically analyze The Absolutely True Diary of a Part Time Indian. 5. Students will become comfortable presenting to their classmates. 6. Students will gain writing skills and experience.

Common Core State Standards

Reading Standards

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Informational Text Standards

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

3. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

5. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently

Writing Standards

1. Write arguments to support claims with clear reasons and relevant evidence.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently as well as to interact and collaborate with others.

6. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Draw evidence from literary or informational texts to support analysis, reflection, and research.

II. Unit Components

Resources: Computer Access, Paper, Pencil, Writing Journal, Magazines and Newspapers with current events, Color of Friendship film and television/movie player, Sherman Alexie’s The Absolutely True Diary of a Part Time Indian, crayons/markers/colored pencils, color printer, display board.

Teacher Preparation: In order to prepare for this Unit, photocopies of the rubrics must be made, journal entries must be discussed (what is required), the computer lab must be reserved for multiple days, Color of Friendship and The Absolutely True Diary of a Part Time Indian should be acquired.

Lesson Plan:

Session One: Mondayo Introduction to Unit (6 Minutes)

Five minute journal entry answering/discussing the Unit theme, “Does Discrimination Still Exist?” See Rubric, previously discussed with students

o Explain the “Explore” Activity (10 Minutes) Explore the topic of “slavery” in the American Colonial Era.

Group Art Projecto Picture Book, Collage, Movie, Slideshow, Poster, etc.o Each group will have a different aspect of slavery to investigate

Start, End, Perspective from African-Americans, Perspective from Whites, etc.

Students chose their area of research, not their group mates. o Three work days, one day to present to classroom (Session 1-3: work; Session

4: presentations)o Computer Lab (34 Minutes)

Session Two: Tuesdayo Journal Entry: From the perspective of someone living during the time of slavery, write

six 6-word memoirs about your life (slave, slave-owner, white or slave child, freed slave, plantation owner, elite white man, etc.). (6 Minutes) You must use at least two different perspectives

o Work Time (44 Minutes) Computer Lab Classroom

Session Three: Wednesdayo  Journal Entry: Have you ever been treated unfairly because of your race, your religion,

the way you look, or just because you are "different"? Unfortunately, many of us have. Tell about a time you were treated unfairly. How did you react? How did it make you feel? (6 Minutes)

o Work Time (44 Minutes) Computer Lab

Classroom Session Four: Thursday

o Journal Entry: Have you ever felt inferior? Why did you feel this way? (6 Minutes)o Group Presentations (44 Minutes)

Every student will grade the presentations and that will be what their final grade is based on. 10 pts-Average of Classmates, 40pts-Teacher

Session Five: Fridayo Journal Entry: (6 Minutes)

List ten adjectives that describe colonial America List ten adjectives that describe contemporary America

o Finish Group Presentations (?)o Sherman Alexie’s The Absolute True Diary of a Part-time Indian

The Absolutely True Diary of a Part-Time Indian is a novel about hope, about who has it and who doesn't, and about how hard life can be when hope leaves. And how life can change when hope reappears.

Arnold Spirit, Jr. is a stuttering hydrocephalic living on an impoverished Indian reservation where he is routinely bullied and beaten up. His parents are alcoholics, his sister is a hermit recluse, and his best friend is abused by his father. http://www.shmoop.com/absolutely-true-diary-part-time-indian/

Teacher reads Out Loud until class is overo Homework: Read 1/5

Session Six: Mondayo Journal Entry: Write about the last time you spoke to your best friend, at length. What did

you speak about? (6 Minutes)o Idea Pass Around (15 Minutes)

Set up a pass pattern (front to back, left to right, circle of four students, etc.) Take a sheet of paper and write a question or statement on the top. The first student

writes underneath the question and states their opinion and explanation. Then they pass the paper. The second student adds to the first student’s or disagrees and states why. The paper is continued to be passed until time runs out. What does it mean to be discriminated against? Why do people discriminate?

o Ask students what they know about Native Americans (20 Minutes) Students write on the board Discuss what is fact, what is wrong, what is stereotyped.

o In class reading (9 Minutes)o Homework: Read 2/5

Session Seven: Tuesdayo Journal Entry: What is your favorite thing about school? Least favorite? Give reasons for

both. Pictures are okay! (6 Minutes)o between US government and Tribes

Split into groups of 3 Each group gets an article of a treaty Analyze the article, what is the importance? What does it mean?

Write in journal

o Homework: Read 3/5 Session Eight: Wednesday

o Journal Entry: What would you do if someone came to your house and forced you to pack one bag and move into an enclosed community with people that only had your skin color, hair color, and eye color, even if it split up your family? (6 Minutes)

o Indian Removal Act of 1830 (30 Minutes) List important or eye-catching words/phrases Write about three of these words/phrases in your journal and explain why you think

they are important-to you, to Native Americans, to the government, etc.o In Class Reading (14 Minutes)o Homework: Read 4/5

Session Nine: Thursdayo Journal Entry: How are Native Americans like you? How are Caucasians like you? How

are African Americans like you? How are Asians like you?o Analyze Removal Act (40 Minutes)

Look at list of words What does this word mean? How would it have affected Native Americans?

o Explain plans for Fridayo In Class Readingo Homework: read 5/5

Session Ten Fridayo In class essay, 2 pages in length, complete sentences, etc. Pick one of the following

prompts. What do Arnold's drawings tell us that his writing does not? What is the relationship

between pictures and words? Why does Junior’s decision to change schools cause so much anger from his

community? Is this justified? When Junior hears of his sister’s death, he ‘laughed until [they] were about halfway

home, and then [he] fell asleep’. (p.206) What does this suggest about human reaction to grief and death? Is Junior’s response ‘normal’? Is there a ‘normal’ response to death?

o Hand out example of MLA formatted essay?o Computer Lab

Session Eleven Mondayo Introduction to movie, Color of Friendship

We will be watching the movie Color of Friendship. I want you to focus on how people discriminate against people of different race.

o Assignment Worksheet

Session Twelve Tuesdayo Color of Friendship

Session Thirteen Wednesdayo Color of Friendship

Session Fourteen Thursdayo Journal Entry: Why do we (society) judge others based on appearance?

o Independent Research Magazines, Newspapers, etc. No online….

Session Fifteen Fridayo Independent Research Presentation

Not graded Talk to the class about what they found during their research.

Journal Entry Rubric

Conventions /2 Mechanics /3 Thoughts /5

Writer Follows Journal Conventions 2 Writer Makes No Mistakes 3 Writer gives complete and

relevant thoughts. 5

Writer Partially Followed Conventions 1 Writer Makes 1-2 Mistakes 2

Writer gives complete thoughts but does not fully

address prompt 3

Writer Did Not Follow Conventions 0 Writer Makes 3-4 Mistakes 1 Writer has incomplete

thoughts 1Writer Makes More Than 4

Mistakes 0 Incomplete 0

Every day there will be a prompt on the projection screen, accompanied by a timer. (Let’s say class starts at 10:00) The timer will end at 10:05. During this time I will take attendance and hand out graded assignments.

Journal Entry score goes towards the final participation score. If a student has an unexcused absence, they will not be allowed to make up the participation points.

Group Project RubricGroup Members

______________________________________________________________________________________________________________________________________________________________________________

10 Important/Interesting Facts /10

5 Pictures/Art /10

Neat /5

5-10 Minutes in Length /5

Total Points /30

Letter Grade A B C D F

Classmates’ Presentation Rubric

Classmates’ Names

______________________________________________________________________________________________________________________________________________________________________________

Presentation kept your attention (interesting) /5Art work was relevant to information /3Group members spoke equal amounts /2

Total Points: /10

Reasons:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Absolutely True Diary of a Part Time Indian

QUIZName ________________________________________________________________________

Answer the following questions. Each question is worth one point. The quiz is worth a total of 10 points.

1. What was the name of the high school Arnold went to on the reservation?

2. What was the name of the high school Arnold transferred to?

3. Who is Arnold’s best friend on the Reservation?

4. Who is the “Toughest kid on the rez?”

5. What is the name of the girl Arnold has a crush on?

In Class Essay

Name ________________________________________________________________________

Minimum Requirements:

Essay is a minimum two pages in length

Essay answers one of the prompts

Ideas /10 Mechanics /10 Conventions /5 Connections to Text /5

Writer gives complete and

relevant thoughts. 10

Writer Makes No Mistakes

10

Writer Follows MLA Conventions

5

Writer Connected Ideas to Text and Used

Examples5

Writer gives complete thoughts but does not fully address prompt

6

Writer Makes 1-2 Mistakes

8

Writer Partially Followed

Conventions3

Writer Made Connections to Text but

Did Not Provide Examples

3Writer has incomplete thoughts

3

Writer Makes 3-4 Mistakes

6

Writer Did Not Follow Conventions

0

Writer Made Few Connections to Text

1

Incomplete0

Writer Makes 5-10 Mistakes

4

Writer Made No Connections to Text

0Writer Makes More Than 10 Mistakes

0

Total Points /30

Letter Grade A B C D F

The Color of Friendship Film WorksheetName ________________________________________________________________________

Answer the following questions while watching the film.

1. How are the two girls different? Similar?

2. Explain the reactions towards Flora, the Bok’s servant.

3. How do the Boks feel when they are in the restaurant? What happens?

4. Why does Piper want a South African student to stay with her family? Why does Mahree want to study in the United States?

5. Why doesn’t Flora tell the Boks that the Dellums family is African-American?

6. What does Mahree do/see in Piper’s bedroom? How does this affect her?

7. How does the Congressman feel towards Mahree in the beginning? Does this change? Why? How?

8. Quite a few things happen during Mahree’s first day of school in the United States. List some of the events and how they made Mahree feel. Why do you think Mahree felt uncomfortable?

9. Piper asks Mahree if she can come visit her in South Africa; why did Mahree lie?

10. What are Piper and Congressman Dellums’ reactions towards Mahree’s story about the weaverbirds.

Treaty with the Delawares: 1778

Articles of agreement and confederation, made and, entered; into by, Andrew and Thomas Lewis, Esquires, Commissioners for, and in Behalf of the United States of North-America of the one Part, and Capt. White Eyes, Capt. John Kill Buck, Junior, and Capt. Pipe, Deputies and Chief Men of the Delaware Nation of the other Part.

ARTICLE I.

That all offences or acts of hostilities by one, or either of the contracting parties against the other, be mutually forgiven, and buried in the depth of oblivion, never more to be had in remembrance.

ARTICLE II.

That a perpetual peace and friendship shall from henceforth take place, and subsist between the contracting: parties aforesaid, through all succeeding generations: and if either of the parties are engaged in a just and necessary war with any other nation or nations, that then each shall assist the other in due proportion to their abilities, till their enemies are brought to reasonable terms of accommodation: and that if either of them shall discover any hostile designs forming against the other, they shall give the earliest notice thereof that timeous measures may be taken to prevent their ill effect.

ARTICLE III

And whereas the United States are engaged in a just and necessary war, in defence and support of life, liberty and independence, against the King of England and his adherents, and as said King is yet possessed of several posts and forts on the lakes and other places, the reduction of which is of great importance to the peace and security of the contracting parties, and as the most practicable way for the troops of the United States to some of the posts and forts is by passing through the country of the Delaware nation, the aforesaid deputies, on behalf of themselves and their nation, do hereby stipulate and agree to give a free passage through their country to the troops aforesaid, and the same to conduct by the nearest and best ways to the posts, forts or towns of the enemies of the United States, affording to said troops such supplies of corn, meat, horses, or whatever may be in their power for the accommodation of such troops, on the commanding officer's, &c. paying, or engageing to pay, the full value of whatever they can supply them with. And the said deputies, on the behalf of their nation, engage to join the troops of the United States aforesaid, with such a number of their best and most expert warriors as they can spare, consistent with their own safety, and act in concert with them; and for the better security of the old men, women and children of the aforesaid nation, whilst their warriors are engaged against the common enemy, it is agreed on the part of the United States, that a fort of sufficient strength and capacity be built at the expense of the said States, with such assistance as it may be in the power of the said Delaware Nation to give, in the most convenient place, and advantageous situation, as shall be agreed on by the commanding

officer of the troops aforesaid, with the advice and concurrence of the deputies of the aforesaid Delaware Nation, which fort shall be garrisoned by such a number of the troops of the United States, as the commanding officer can spare for the present, and hereafter by such numbers, as the wise men of the United States in council, shall think most conducive to the common good.

ARTICLE IV.

For the better security of the peace and friendship now entered into by the contracting parties, against all infractions of the same by the citizens of either party, to the prejudice of the other, neither party shall proceed to the infliction of punishments on the citizens of the other, otherwise than by securing the offender or offenders by imprisonment, or any other competent means, till a fair and impartial trial can be had by judges or juries of both parties, as near as can be to the laws, customs and usages of the contracting parties and natural justice. The mode of such trials to be hereafter fixed by the wise men of the United States in Congress assembled, with the assistance of such deputies of the Delaware nation, as may be appointed to act in concert with them in adjusting this matter to their mutual liking. And it is further agreed between the parties aforesaid, that neither shall entertain or give countenance to the enemies of the other, or protect in their respective states, criminal fugitives, servants or slaves, but the same to apprehend, and secure and deliver to the State or States, to which such enemies, criminals, servants or slaves respectively belong.

ARTICLE V.

Whereas the confederation entered into by the Delaware nation and the United States, renders the first dependent on the latter for all the articles of clothing, utensils and implements of war, and it is judged not only reasonable, but indispensably necessary, that the aforesaid Nation be supplied with such articles from time to time, as far as the United States may have it in their power, by a well-regulated trade, under the conduct of an intelligent, candid agent, with an adequate salary, one more influenced by the love of his country, and a constant attention to the duties of his department by promoting the common interest, than the sinister purposes of converting and binding all the duties of his office to his private emolument: Convinced of the necessity of such measures, the Commissioners of the United States, at the earnest solicitation of the deputies aforesaid, have engaged in behalf of the United States, that such a trade shall be afforded said nation conducted on such principles of mutual interest as the wisdom of the United States in Congress assembled shall think most conducive to adopt for their mutual convenience.

ARTICLE VI.

Whereas the enemies of the United States have endeavored, by every artifice in their power, to possess the Indians in general with an opinion, that it is the design of the States aforesaid, to extirpate the Indians and take possession of their country to obviate such false suggestion, the United States do engage to guarantee to the aforesaid nation of Delawares, and their heirs, all their territorial rights in the fullest and most ample manner, as it bath been bounded by former treaties, as long as they the said Delaware nation shall abide by, and hold fast the chain of friendship now entered into. And it is further agreed on between

the contracting parties should it for the future be found conducive for the mutual interest of both parties to invite any other tribes who have been friends to the interest of the United States, to join the present confederation, and to form a state whereof the Delaware nation shall be the head, and have a representation in Congress: Provided, nothing contained in this article to be considered as conclusive until it nneets with the approbation of Congress. And it is also the intent and meaning of this article, that no protection or countenance shall be afforded to any who are at present our enemies, by which they might escape the punishment they deserve.

In witness whereof, the parties have hereunto interchangeably set their hands and seals, at Fort Pitt, September seventeenth, anno Domini one thousand seven hundred and seventy-eight.

Andrew Lewis, [L. S.]Thomas Lewis, [L. S.]White Eyes, his x mark, [L. S.]The Pipe, his x mark, [L. S.]John Kill Buck, his x mark, [L. S.]

In presence of-

Lach'n McIntosh, brigadier-general, commander the Western Department.Daniel Brodhead, colonel Eighth Pennsylvania Regiment,W. Crawford, collonel,John Campbell,John Stephenson,John Gibson, colonel Thirteenth Virginia Regiment,A. Graham, brigade major,Lach. McIntosh, jr., major brigade,Benjamin Mills,Joseph L. Finley, captain Eighth Pennsylvania Regiment,John Finley, captain Eighth Pennsylvania Regiment.

Title: The Indian Removal Act of 1830Author: U.S. GovernmentYear Published: 1830

The Indian Removal Act of 1830[This was the Jackson-era legislation authorizing the president to transfer Eastern Indian tribes to the western territories promised (falsely) "in perpetuity". The actual relocation culminated in the 1838 "Trail of Tears" forced march, one of the most shameful occurrences in the history of federal domestic policy.]

CHAP. CXLVIII.--An Act to provide for an exchange of lands with the Indians residing in any of the states or territories, and for their removal west of the river Mississippi.

Be it enacted by the Senate and House of Representatives of the United States of America, in Congress assembled, That it shall and may be lawful for the President of the United States to cause so much of any territory belonging to the United States, west of the river Mississippi, not included in any state or organized territory, and to which the Indian title has been extinguished, as he may judge necessary, to be divided into a suitable number of districts, for the reception of such tribes or nations of Indians as may choose to exchange the lands where they now reside, and remove there; and to cause each of said districts to be so described by natural or artificial marks, as to be easily distinguished from every other.

SEC. 2. And be it further enacted, That it shall and may be lawful for the President to exchange any or all of such districts, so to be laid off and described, with any tribe or nation within the limits of any of the states or territories, and with which the United States have existing treaties, for the whole or any part or portion of the territory claimed and occupied by such tribe or nation, within the bounds of any one or more of the states or territories, where the land claimed and occupied by the Indians, is owned by the United States, or the United States are bound to the state within which it lies to extinguish the Indian claim thereto.

SEC. 3. And be it further enacted, That in the making of any such exchange or exchanges, it shall and may be lawful for the President solemnly to assure the tribe or nation with which the exchange is made, that the United States will forever secure and guaranty to them, and their heirs or successors, the country so exchanged with them; and if they prefer it, that the United States will cause a patent or grant to be made and executed to them for the same: Provided always, That such lands shall revert to the United States, if the Indians become extinct, or abandon the same.

SEC. 4. And be it further enacted, That if, upon any of the lands now occupied by the Indians, and to be exchanged for, there should be such improvements as add value to the land claimed by any individual or individuals of such tribes or nations, it shall and may be lawful for the President to cause such value to be ascertained by appraisement or otherwise, and to cause such ascertained value to be paid to the person or persons rightfully claiming such improvements. And upon the payment of such valuation, the improvements so valued and paid for, shall pass to the United States, and possession shall not afterwards be permitted to any of the same tribe.

SEC. 5. And be it further enacted, That upon the making of any such exchange as is contemplated by this act, it shall and may be lawful for the President to cause such aid and assistance to be furnished to the emigrants as may be necessary and proper to enable them to remove to, and settle in, the country for which they may have exchanged; and also, to give them such aid and assistance as may be necessary for their support and subsistence for the first year after their removal.

SEC. 6. And be it further enacted, That it shall and may be lawful for the President to cause such tribe or nation to be protected, at their new residence, against all interruption or disturbance from any other tribe or nation of Indians, or from any other person or persons whatever.

SEC. 7. And be it further enacted, That it shall and may be lawful for the President to have the same superintendence and care over any tribe or nation in the country to which they may remove, as contemplated by this act, that he is now authorized to have over them at their present places of residence.

Works Cited

Beers, Kylene. When Kids Can’t Read. Portsmouth: Heinemann, 2002.

Gallagher, Kelly. Write Like This. Portland, Maine: Stenhouse Publishers, 2011.

Gilmore, Barry. Speaking Volumes. Portsmouth: Heinemann, 2006.

United States. Senate Committee on Indian Affairs. Treaty with the Delawares: 1778. Washington, D.C.: Government Printing Office, 1904. Web. <http://avalon.law.yale.edu/18th_century/del1778.asp>.

U.S. Government. Indian Removal Act of 1830. 1830. Web. <http://www.civics-online.org/library/formatted/texts/indian_act.html>.