Henthornubd Final

Passing and Racial Injustice UbD lesson plans/Modernism
Passing and Racial Injustice

English III Honors/American Literature
2 Concepts from Course:
Here/There from Dr. Gaudelli(We must understand our own culture with its problems to better
understand the world-at-large.)
Investigating the World from Tony Jackson(Globally Competent students ask good questions.)

Stage 1 Desired Results
ESTABLISHED GOALS

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.)

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.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
Transfer
Students will be able to independently use their learning to
T1. Understand that the racial tension of the past can help diffuse
racial misunderstandings in the present
T2 Note the similarities between classism and racism.
T3 Recognize the relationship between power, perspective, and
perception.

Meaning
UNDERSTANDINGS
Students will understand that
1. The universal conflict
between desire to be part of
ones racial subset and the
need for the economic
prosperity of another race is a
psychological nightmare.

2. Understanding the racial
tension of the past can help
diffuse racial
misunderstandings in the
present.

ESSENTIAL QUESTIONS
1. How can we develop self-
awareness of active of
latent prejudices?

2. How does society promote
passingof any kind
today?

3. Why does the African
American subgroup tend to
lag behind other groups in
education, health, and
wealth?

4. What historical and cultural
insights can be gleaned
from American passing
narratives and passing
fiction of the 1890s -
subject, demonstrating
understanding of the subject
under investigation.

CCSS.ELA-Literacy.W.11-12.1b
Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audiences
knowledge level, concerns,
values, and possible biases.

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-
12.5 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.RL.11-
12.6 Analyze a case in which
grasping a point of view requires
distinguishing what is directly
stated in a text from what is really
meant (e.g., satire, sarcasm, irony,
or understatement).

CCSS.ELA-Literacy.W.7.7
Conduct short research projects to
answer a question, drawing on
several sources and generating
additional related, focused
questions for further research and
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
1920s?

5. How can we as a society
and as individuals, help
prevent passing?

Acquisition
Students will know

Students will know that the one
drop rule was used to deny black
citizens economic opportunities
afforded to whites.

Students will know that shading
prejudices exist all over the world,
including the Caribbean.

Students will recognize that the
universal conflict between the
desire to be part of ones racial
subset and the need for the
economic prosperity of another
race is a psychological nightmare.

Students will be skilled at
Researching both primary and
secondary documents.

Applying historical knowledge
while analyzing literary and
informational texts.

Planning, Drafting, and
researching a literary criticism
research proposal.

Identifying ways in which to
fight racial injustice around the
world at home.

on others ideas and expressing
their own clearly and
persuasively.

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.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.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-
12.10 Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of tasks, purposes, and audiences.
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.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Demonstrates critical thinking by
asking open-ended questions and
engaging in thought provoking
discussions regarding the
concepts presented in two
different narratives

Discussion via Paideia Seminar format the novella Passing by Nella Larson

Engages with text(s) by analyzing
social structures and power.
Response Journaling

Students will respond to a minimum of five questions in paragraph form for
each of the two primary novels.

Applies appropriate note-
taking techniques, and records
information necessary for
documentation.
Venn Diagram
Students will read chapters 1, 2 and 4 of F. James Davis Who is Black?
and then research Critical Race Theory and compare findings to
Daviss.
Identifies the typical tripartite
structure of passing
narratives
Edmodo blog discussion
Students will independently read excerpts from Running A Thousand
Miles for Freedom in and then discuss the texts in various Edmodo
groups. In addition, references to Passing organization will be
encouraged.

Extrapolates passing as an
attempt to cross racial
boundaries into other various
forms of passing, such as
issues of sexuality.

Timed (25 mins) SAT argumentative prompt where students
agree/disagree/qualify a prompt related to the news article entitled
Israeli Arab who 'raped' a woman says verdict 'racist,' which describes
the outcome of a case in which the court favored a rape verdict because
a Palestinian man passed himself as an Israeli Jew.

Discusses historical and
sociological underpinnings of
a text.
SKYPE with BELIZEAN Classroom
Students will debrief and will
discuss the effects of passing.
Inner/Outer Circle Discussion

Students will Listen to 10:15-10:25 of The Moral and Economic Costs of
Slavery and watch a clip of PBS Frontlines documentary Mixed Race
America regarding Jefferson and Sally Hemmings and listen to a brief clip of
the Tavis Smiley show, entitled 'Passing' for White.

Synthesizes literary meaning
from both non-fiction and
fiction texts

Response Analysis Paper
Student paper should compare Beka Lamb by Zee Edgell and Passing
by Nella Larsen and at least one other text. Use at least three critical
sources to help you develop your comparison and include a Works
Cited. You may choose a broad theme (comparison of different
governmental systems as expounded in the texts; rebellious characters
as a source of identity; the effects and/or healing of historical trauma;
etc.)
Students will research
passing and will
synthesize information in a
cogent research proposal.

Research Proposal:

Students will develop possible research ideas w/ prewriting, will
provide
annotated works cited, will utilize positive exemplars, and will provide
appropriate drafting and revising.

Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
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Title of Lesson: Response Journaling
Subject: English III Honors
Name: Michael Henthorn
Grade level: 10
th
grade English III
Date: Day 1

Objective(s): Students will be able to: Assessment of objective(s)
1. SWBAT engage in journaling while reading
the novel Passing by Nella Larsen and Beka
Lamb by Zee Edgell.
2. SWBAT ask questions of text while engaging
the text.

Connection to CCSS Academic 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.)

Evidence of satisfactory journaling (respond to
at least 10).
Sustained Reading

Materials: Passing by Ella Larsen

Activities:

1. Pass out the Passing texts (99 pages) and Beka Lamb (234 pages)online text only.

2. The teacher will read aloud the beginning chapter of Passing by Nella Larsen and will
engage in think aloud strategy to demonstrate questioning techniques. Read through first
chapter.

3. The teacher will place on Edmodo a list of potential journal questions that students can
ask of themselves while reading the text and journaling to make meaning of the text and
will explain to students that they must interact/converse with the text and demonstrate
how to underline, highlight, make marginal notes. For example, as soon as students
notice recurring images or themes, they must begin to track them in the text and in your
journal. Students should jot down responses as they read, and when they are done, they
should go back and reflect more broadly on the text as a whole. Using journal responses
to generate questions or points will help move discussion and will generate ideas for
further study. The following worksheet developed by renowned transnational literature
scholar, Dr. Ellen Arnold, will be uploaded into Edmodo so that students have a model to
engage with the text during reading.

4. The students goal is to interact/converse with the text; underline, highlight, make
marginal notes and queries; link your journal responses to specific examples and passages
in the text (dont forget page references!); as soon as you notice recurring images or
themes, begin to track them in the text and in your journal (index them). Students will jot
down responses as they read, and when finished, they should go back and reflect more
broadly on the text as a whole. Hopefully, they can use these journal responses to
generate questions or points you wish to bring up for classroom discussion and to
generate ideas for response papers. The following are some questions students can
consider:

Content/Analysis

Who are the main characters? What are their relationships to each other? What are their roles in their communities and in the
text itself?
What point of view is the story told from, and how does point of view affect the way you read the story and the meaning you take
away from it?
Is meaning constructed through a single point of view or position (monologic) or is meaning constructed through multiple
perspectives or exchanges (dialogic)?
Are there any unexpected (to you) uses of language in the text? Any unusual or unfamiliar word choices, punctuation, grammar,
sentence structure, rhythms? How does the language use and the structure of the text contribute to the meaning?
What recurring images and symbols help tie the text together? How do they contribute to the development of what you consider
to be the primary themes?
What historical or cultural forces do you see at work in the texts, both overt and implied?
What cultural and social values are expressed in the text? How are they similar to or different from the social and cultural values
that are familiar to you?

When comparing each text to others, what commonalities of theme, method, and style did you observe among the readings?
What differences did you note?
How do you explain the similarities and differences among the texts?
What silences did you hear in the text? What information was not given? What characters did not speak? What questions
occurred to you that were not answered?
What was extra or didn't seem to fit? What kind of explanations might account for these omissions or inclusions?

Personal

Did you like or dislike the material? What exactly did you like or dislike and WHY?
How did you feel while reading or discussing the reading?
What images, associations, or memories came to mind?
What surprised, shocked, or disturbed you? Disappointed you or made you angry? Enlightened or inspired you?
What internal conflicts did you experience? (Try writing a conversation or debate between two parts of yourself about
conflicting ideas or feelings.)
What bored you? Can you explain WHY you were not engaged?
What experiences or expectations (relating to your life history, your education, ethnicity, class, gender, sexuality, or religion) do
you bring to the reading that might help you understand your reactions?
What did you learn of personal significance to you that has either challenged or confirmed your thinking?

A good Response/Reaction Paper or Journal Synopsis will balance personal reaction with critical analysis. Paying close
attention to your own emotional responses as you read can open many windows into understanding and interpreting a text. For
example, if you feel confused, you can ask yourself whether this is caused by a lack of information or a basis for identification
on your part, or whether it might be a deliberate strategy on the part of the author; attempting to understand the source of your
own confusion can help you see what the story does, what it accomplishes for you, the reader, and how it might affect different
readers differently.

When reading across culturesthat is, when reading texts that originate from cultures other than your ownattending to your
emotional and gut level responses becomes an especially important reading strategy to help you stay aware of your position
in relationship to the text:

Who is the primary audience for this text? How might different audiences experience the text differently?
Are you an insider or and outsider to the text? Or both?
Does the story confirm your personal experience and thus help you understand yourself and people in your life?
Does it name and/or validate ideas or experiences for you that help to build self-awareness, self-esteem, or your
identification with a particular group?
Or, does the story defamiliarize your experience, ask you to consciously examine ideas, beliefs, practices you may
have taken for granted?
Are you being asked to experience in a small way what it means to be marginalized, to be discriminated against, to feel
disoriented, to struggle?
Are you being asked to extend yourself to understand something outside your range of experience? To examine your
own attitudes and expectations towards others and toward literature?
Are you being asked to recognize and face your own privilege and power?
Are you being asked to change yourself and/or your world? Etc. etc.

While it is always dangerous to assume authorial intent, sometimes it is very helpful to speculate about what the author might
have intended, in order to open up deeper levels of understanding how the text works (whether the author intended it or n

Title of Lesson: Power structures
Name: Henthorn
Grade level: 10
th
grade English III
Date: Day 2

3. SWBAT identify power struggles inherent in Passing
by Nella Larsen
4.

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.
Note-Taking
Journal
Quick write response


Activities:

1. Introduce the following quote to students:

Dramatist Claudia Johnson states, Whereas the hierarchical or 'vertical' nature of narrative, the
power struggle, has long been acknowledged, there also appears in all narrative a 'horizontal'
pattern of connection and disconnection between characters which is the main source of its
emotional effect. In discussing human behavior, psychologists speak in terms of 'tower' and
'network' patterns, the need to climb and the need for community, the need to win out over others
and the need to belong to others; and these two drives also drive fiction.

2. Spend some time discussing the nature of the rise to power. How does a politician, like
Barack Obama, for instance, become President after only serving two years in the
Senate? The instructor will explain how the more connections one has, the more societal
power; the fewer disconnections, the less societal power.
3. Ask students to move to Reading Groups and then to recall literary instance where
connections led to a rise in power; disconnections to a decline.
4. Play the song Annachie Gordon and provide lyrics by Lorenna McKenna. Ask students
to listen to the music, read the lyrics, and identify or mark instances of the connections
and disconnections in the text.
5. Writing Prompt: Who, in this poem, has the most power? Why?

6. After the writing prompt, provide additional reading time for Passingand ask students
to pay particular attention to the sense of power and powerlessness within the text and
ask themselves about privilege and power as they see in the text.

Title of Lesson: Critical Race Theory
Grade level: 10
th
grade English III
Date: Day 3


Students will develop self-awareness of active of latent
prejudices and will learn coping strategies.
Students will research the one-drop rule as enforced by
the white and black establishments of the 1920s era.


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.

Summaries
Venn Diagram


Activities:

1. Within reading groups, students will read chapters 1 F. James Davis Who is Black
utilizing the Jigsaw method (1 person reads 1/3 and shares notes of his assigned section.)
See PBS site--
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/mixed/onedrop.html
2. Post sharing, students will be asked to research Critical Race Theory by going to the
Media Center website, choosing DISCUSS, and searching with the term Critical Race
Theory. Each member of the Reading Group should read a different article from the first
ten in the queue and take notes. They should provide at least a one paragraph prcis.
3. Afterwards, the three members will create a Venn Diagram noting the commonalities and
subtle differences between Daviss presentation in chapter one and Critical Race Theory.
-The only difference is, of course, that Critical Race Theory seeks to provide legal
protection against the unconscious racial triggers that exist.


Title of Lesson: College Board tryouts
Grade level: 10
th
grade English III
Date: Day 4

Students will extrapolate passing as an attempt to
cross racial boundaries into other various forms of
passing, such as issues of sexuality

Standard:

CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and
counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the
strengths and limitations of both in a manner that
anticipates the audiences knowledge level, concerns,
values, and possible biases.

Exit slip of prompt and outline of planned
evidence.

Materials: Excerpt from Bright and Morning Star, Passing for White, Passing for Black, the news clipping-
- http://www.bbc.co.uk/news/world-middle-east-10717186

Activities:

Read aloud excerpt from Richard Wrights Bright and Morning Star, and then give the students a
photocopied excerpt from Adrian Pipers modern essay Passing for White, Passing for Black. Give them
an opportunity to take notes. (Writing Groups)

Group (25 mins) SAT argumentative essay:

Provide students with the news clipping. Decide, as a group, if they agree,
disagree, or qualify regarding the verdict of the case--Israeli Arab who
'raped' a woman says verdict 'racist, which describes the outcome of a case in
which the court favored a rape verdict because a Palestinian man passed
himself as an Israeli Jew.

--In writing groups, students will be asked to craft a prompt based on SAT prompt guidelines.

--After prompt has been approved, students will be given 30 mins. To plan the evidence and
organization needed to respond to the potential prompt, including a rebuttal.

his assignment and evidence will be become the exit slip.
Title of Lesson: Threes Company
Grade level: 10
th
grade English III
Date: Day 5


Students will identify the tripartite nature of a slave
narrative.

Students will identify and construct tone paragraphs.

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.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.t.

Tone paragraphs
Comparison discussion in Edmodo.

Edmodo blog discussion

Students will independently read excerpts from Running A Thousand Miles for Freedom in stations.

Station 1 (2 copies): Excerpt focused primarily on the present situation of the passing, such as the
Crafts seeking refuge in the free states with Mrs. Craft passing a white slaveholder with her black slave.

--Students will identify the abstract concept located in each piece and write one paragraph that
describes the tone using the Schaffer model.

Station 2 (2 copies): Excerpt focuses primarily on a particular flashback, specifically highlighting the
inherent desire for escape.


Station 3 (2 copies): Excerpt from the shift back to present danger.


Edmodo discussion groups:

Find similarities between the tripartite structure readily apparent in Passing for Freedom. Can this be
found in Passing by Nella Larsen Why or why not?

Respond once in depth and twice to peer group members.
Title of Lesson: PAIDEIA Redux
Grade level: 10
th
grade English III
Date: Day 6

Demonstrates critical thinking by asking open-ended questions
and engaging in thought provoking discussions regarding the
concepts presented in two different narratives.

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.RL.11-12.6 Analyze a case in which
grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).

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.

PAIDEIA Seminar

Book Circle Rubric
Students will engage in a Paideia seminar where all four of the primary essential questions will be
discussed in depth. Students will be scored via a mastery rubric that assesses their ability to stay focused
on the texts studied in class, particularly Passing and Running Thousand Miles for Freedom.
Activity:
Seminar Participation Goals

Respond at least 3 times
Ask at least 2 questions
Refer to the text using specific verbal citation
Some key phrases:
I want connect my thought to . . .
(In reference to anothers comment)
I agree with . . .
(In reference to another participant)
I disagree with . . .
(In reference to another participant)
I have a question about . . .
(In reference to another participants
comment)

How Do We Begin? Each person will briefly share one
line/point/idea from the text that spoke to them or
was the most profound.

In the Middle . . . A collaborative conversation that
discusses the ideas presented in the text.

How Do We End? Each person ends: (Choose 1)
. . . with a question that you may still have,
. . . with a statement that shares their personal
connection to the text or
. . . with a statement that expresses like or dislike of the
text and explains why
Title of Lesson: PowerPoint Notetaking
Grade level: 10
th
grade English III
Date: Days 7


Synthesize literary meaning from both non-fiction and fiction texts

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.

PowerPoint digital note cards as they begin the research
process.

Materials:
ActiveInspire presentation
Social Insecurity in Beka Lamb by Zee Edgell link--http://www.goshen.edu/english/ervinb/BekaLamb.htm

Activities:

After reading Passing and Beka Lamb, write a response analysis essay that explains an abstract concept related to power, such as a comparison
of different governmental systems as expounded in the texts, rebellious characters as a source of identity, the effects and/or healing of historical
Support your discussion with evidence from your research. trauma.

PowerPoint Note Taking-

Show ActiveInspire presentation regarding how to take digital notes from researched sources. Direct quotes should be in red, paraphrases or
summaries in orange, and commentary in red. MLA citation should be on the left side of a split PP slide.

Students will be given the rest of the class to research. However, the following articleSocial Insecurity in Beka Lamb by Zee Edgellis
required reading, but optional for paper.


Title of Lesson: Skyping Trumps Typing
Grade level: 10
th
grade English III
Date: Days 8 (subject to availability)


Ask questions, discuss, and interact with Belizeans in
order to better understand Belizean culture, including
social structures, history, and the development of Beka
Lamb as a typical bildungsroman.

Standards:
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.

Exit slips
Question development

MaterialsSkpe connection via iPad with students at Belizean Christian Academy.

Activities:

Since all students in Belize must read Beka Lamb, I would like to incorporate a question/answer discussion with a classroom of students in the
area. My students, since we have studied passing, will likely ask students if the discrimination of the Caribsthose with West African heritage
still exists and if the matriarchal structures present in Beka Lamb are indicative. I am hopeful that this exchange may help students understand
the independence movement from British controlled Honduras, and how this post colonialism affected the character of Beka Lamb, specifically.

Students will come up with a list of possible questionsand I will choose 5 in order to keep the first part of the conversation manageable.

Title of Lesson: Inner/Outer Discussions
Grade level: 10
th
grade English III
Date: Day 9


Identify points of intersection between Carib
socioeconomic disaffection with African Americans.

Identify three examples from the Skype exchange that
helped them understand Belizean culture in general
and Beka Lamb in particular.

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.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.

Participation/Discussion


Materials: Beka Lamb, Passing novels
Trailer of Twelve Years a Slave
Listen to 10:15-10:25 of The Moral and Economic Costs of Slavery http://thedianerehmshow.org/shows/2013-10-31/moral-and-economic-
costs-slavery/transcript
Students will watch a clip of PBS Frontlines documentary Mixed Race America regarding Jefferson and Sally Hemmings and listen to a brief clip of the Tavis Smiley
show, entitled 'Passing' for White.

Activities:

Debrief about the Skype session with the Belizean school. Inquire as to how the relationship can be cultivated in the future. Ask students to come up with three
examples of increased understanding-and then give them time to discuss in their base groups.

Show the Trailer of Twelve Years a Slave and listen to the excerpt from the Diane Rehm show.
watch a clip of PBS Frontlines documentary Mixed Race America regarding Jefferson and Sally Hemmings and listen to a brief clip of the Tavis Smiley show, entitled
'Passing' for White.

6. Ask this question: Why does the African American subgroup tend to lag behind other groups in education, health, and wealth? And, as a corollary, why
do Creoles lag behind economically?
--Discuss whether or not economic disparity is primarily due to the evils of slavery in a Socratic seminar. The outer circle must record notes while inner
circle discusses. Students will switch after 30 mins.

Title of Lesson: Lit Crit Increases Wit
Grade level: 10
th
grade English III
Date: Days 10-12


Synthesizes literary meaning from both non-fiction and
fiction texts

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.

Participation
Notetaking
Conferencing
Drafting

Materials: Models of Response Essays


Students will be given 3 days in the media center to complete their assigned Response Analysis essays. The teacher will provide several models
for review. And, students should utilize their time to effectively complete the product.


EXTENSION: RESEARCH PROPOSALS
Title of Lesson: Proposal
Grade level: 10
th
grade English III
Date: Days 12-13

Planning Phase

Students will develop a deeper understanding
of the history of racial divisions that
constitute our nations and our worlds
history.
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.

Brainstorm of possible ideas.
Citation practice

Materials:
EBSCOHOST or DISCUSS access

Rationale:
Before a university or businesses owner will allocate funds for a research project, a proposal must first be expertly written. This proposal is like
an outline in written form. It contains a specific thesis or hypothesis and sets up what the researcher plans to find and how he/she plans to
implement his/her plan. First, the proposal frees the student to focus more on exploring various avenues of interest rather than focusing on the
final, full-fledged research project. Next, students must write an annotated works cited page, which is an essential skill for summarizing the key
points of any article. Third, students learn the value of proposing research in a format they may be expected of them in the business world
Activities:
Students will have been provided with several examples of passing literature as well as a sociological texts and videos. Topics will vary but could
include Passing in Hollywood (Whoopi Goldberg versus Halle Berry, Julie Chen and Michael Jackson plastic surgeries), Passing for Heterosexual,
Passing for Brahmin versus the Untouchable Paravan castes in India, Passing for Israeli Jew versus Palestinian, etc. I will spend time direct
teaching and modeling how to write a desired annotated citation. For my purposes, students must include at least two direct quotes and
commentary in a well-written citation.
To help students become familiar with annotated citations, I will divide class into partnerships and will ask students to devise a citation for an
article. Responses will be compared and evaluated
To help facilitate research conceptualizations, I have students to come up with a list two to three possible proposal ideas (in a simple paragraph).
During my conference with each student, I will give the student feedback regarding

Instructional Phase

Students will craft and begin working on research
proposals.

CCSS Writ 2 (a-f)
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.
.

Effective theses

Post theses to www.polleverwhere.com for analysis by peers .

Activities:

Teacher will invite a business professional, a chemist w/ a PhD, who will spend ten minutes speaking via Skype about the value of
project proposals in her practice. She will likely stress substance as well as grammatical clarity.

Teacher will explain rationale for proposal format and will engage in direct teaching of the art of writing an effective thesis and
planned proposal. (see OWL links regarding debatable theses). In addition, the teacher will direct students to view/analyze several
examples of positive exemplars of proposals.

Students will practice brainstorming for effective ideas about areas of interest. Students will be assigned idea partners to whom they
can talk about what piqued their interests during the previous unit of study. Partners could decide that they have the same area of
interest and could work together if they so choose. The teacher will spend time conferencing with each partnership or group regarding
the efficacy of proposed ideas. After intensive research, the instructor can spot check proposed thesis statements and answer questions
about proper annotated works cited entries. Select students can also post thesis statements to polleverywhere.com for feedback by
peers.

RESEARCH PROPOSAL For this project, the sky is the limit but the research must be connected to the idea of passing or closely
connected to the idea of critical race theory.

Purpose Statement and/or Research Question:

A. The purpose statement should provide a specific and accurate synopsis of the overall purpose of the study (Locke,
Spirduso, & Silverman, 1987, p. 5). If the purpose is not clear to the writer, it cannot be clear to the reader.

B. Key points to keep in mind when preparing a purpose statement.

1. Try to incorporate a sentence that begins with The purpose of this study is . . .
This will clarify your own mind as to the purpose and it will inform the reader directly and explicitly.
2. Clearly identify and define the central concepts or ideas of the study. Some committee Chairs prefer a separate
section to this end. When defining terms, make a judicious choice between using descriptive or operational
definitions.

Write an introduction:

C. The introduction is the part of the paper that provides readers with the background information for the research
reported in the paper. Its purpose is to establish a framework for the research, so that readers can understand how it is
related to other research (Wilkinson, 1991, p. 96).

D. In an introduction, the writer should

1. create reader interest in the topic,
2. lay the broad foundation for the problem that leads to the study,
3. place the study within the larger context of the scholarly literature, and
(Creswell, 1994, p. 42)

E. Summary of Research

Essentially, summarize the research paper you will write. Think of this as an expanded outline. In my example, I break it down to
three sections and a brief conclusion. Use my example, written for my graduate class, as a model.

--Portions adapted from Pajares, F. (2007). Elements of a proposal

Implementation

Students will be involved in an ongoing
research assignment.

CCSS.ELA-Literacy.W.11-12.10 Write
routinely over extended time frames
(time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a
range of tasks, purposes, and
audiences.
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.
Students will be evaluated via a research rubric.
.

Implementation Phase

Research Fridays:

To incorporate this major proposal into the curriculum, we will devote 45 mins. each Friday for a nine week period to allow for conferences,
work time, collaboration with peers, etc.

Rubric:
Research proposal = ____/300 Works cited = ____/100

1. MLA Format headingname, class, date in upper right and title in center)
5 points

2. Pre-write and outline
10 points

3. Research proposal contains an introductory paragraph w/ clear thesis and a concluding paragraph. 20 points (10 points each)

4. Research proposal contains well-developed paragraphs that contain main ideas that support the central thesis. Research is
organized and the sources are authoritative in nature.

Exceeds =25 points

Meets=20 points

Partially Meets=15 points

Does not meet=10 points

4. Research paper contains signal phrases and employs in-text documentation in order to avoid plagiarism. The writer was also
careful to avoid copying sentence structure.

Perfectly employed=40

Almost always=35

Sometimes (or at least you tried)=30

Very little, but some evidence=15

Not at all=no points

Works Cited Page
(MLA FORMAT)
3-5 sources
Alphabetized entries

All sources are properly cited=100 points

Most sources are properly cited=90 points

Few sources are cited properly=70 points

No effort at all to properly cite sources=0 points

Annotated Works Cited

3 note cards per source with notes

Exceeds=50 points

Met=40

Partially Meets=25 points

No evidence =0

Student sample:

Mr. Henthorn
English III
3 January 2014
Research Question:
Are people today employing the 'one drop' rule to gain minority and personal benefits by identifying as Native American, and does
that negatively affect more legitimately established members of Native American tribes?
Research Proposal:
My research will prove that many people today attempt to pass as a Native American based on the "one drop" rule, or without
basis at all. My data will show that actors, environmentalists, and teachers alike have claimed to be Native American when in fact
their ethnicity was either extremely diluted by multiple generations or completely nonexistent. I will also discuss the reasons and
motives for this 'passing' as Native American, which range from minority benefits, credibility in certain issues, and work opportunities.
The purpose of this study is to show that many people of other ethnic backgrounds attempt to pass as Native American to further their
own personal gain and create a new identity for themselves.
In my first paragraph, I will explain that many colleges and universities will rely on students' self-identification when
attempting to diversify their student body, giving students the opportunity to stretch the truth or lie altogether. As said in Neal Conan's
NPR interview, it is evident that since race cannot be measured in any standard form, the school must take the students' word for what
race they are or risk potential litigations. I will add how this passing can yield minority benefits to those who simply check a box, such
as the case with Elizabeth Warren, who claims to be native American due to her 1/32 heritage. I will also cite Ashley Parker's article,
which mentions Warren's self-identification as a minority during her time at Harvard, and also during her campaign, an act that one
interviewee described as getting leverage to further her career. The Chicago Tribune stated that the one drop rule that Warren seemed
to be employing is neither applied uniformly or consistently in the US, such as the case with George Zimmerman, who is 1/8 black,
much more than Warren, but yet identifies as Hispanic. The research will show that as obscure as the one drop rule is, many people
use it as a tool to gain leverage in certain aspects of life.
In the second section of my paper, I will show how people in many other fields of work have claimed to be Native American,
and will cite Tim Giago's article, where he talks about Ward Churchill, who passed as Native American in order to get key positions at
the University of Colorado. I will also mention the actor Iron Eyes Cody, who passed as a Native American in many movies and
commercials, but was in fact Italian. Other notable cases are Grey Owl, an Englishman who posed as an Ojibwa tribe member to gain
credibility as an environmentalist, and also Sylvester Long, an African American who claimed to be of the Blackfoot tribe to avoid
racism against blacks in the South. I will cover the various motives for passing as Native American, some of which being the simple
desire to be different, such as the case with author Margaret B. Jones, mentioned by David Trueur in an NPR article. He adds,
"History is littered with examples, some of them really fascinating, some of them really sad. The case of Nasdeesh, a man who
fabricated a Navajo identity for himself, he's not at all Navajo, is both fascinating and sad." By the end of this section I will have
proven the allure and usefulness of pretending to be Native American by showing various examples from the modern day and
throughout history.
In the third part of the research proposal, I will discuss the Native American tribes' dissent against the one drop rule, and show
that, in contrary to the notion in Clarence Page's article that people with one drop of Native American blood are entitled to claim the
ethnicity, many tribes will show dismay at people who pass, possessing only 3% or less Native American blood. Mary Annette
Pember, member of the Ojibwe tribe, explains in an interview, saying, "I think people who may be knowingly [fraudulent], would
make a fraudulent claim and then use it to further their career in some way. And I think particularly objectionable are those then that
would hold themselves as arbiters of Native culture, either teachers or arbiters. That is, I think, particularly objectionable." The article
will show that Pember and many other enrolled tribe members realize the fraudulence of many who claim to be Native American, and
feel it is unfair to for them to receive minority benefits on solely self-identification. I will also explain the process by which Indian
tribes will accept members who are verified as Native American, using npr.org to show that while five million people identify
themselves as Native American, only two million have been registered with a tribe.
Ultimately, though the one drop rule has dwindled in importance with other races, it is still prominent in the Native American
ethnicity, as shown by the actions of Elizabeth Warren and others who possess extremely obscure or fictitious lineage. The research
proposal will prove that people today are still using the one drop rule that results in gains for them, and possible losses for the tribe
members.

Works Cited:
Admin. "A Scandalous Activist." Brownsafe.com. N.p., 15 Aug. 2013. Web. 3 Jan. 2014.
In this brief biography of actor Espera Oscar de Corti, also known as Iron Eyes Cody. It tells how de Corti's parents were Italian
immigrants, and glosses over his career in which he acted as a Native American in over 200 roles. Regarding de Corti as a helper to
the Native American Race, the article comments on his famed role as the "crying Indian" in a public service announcement.

Conan, Neal. "Proving Native American Ancestry Can Be Tricky." Npr.org. N.p., 7 June 2012. Web. 3 Jan. 2014.
In this lengthy NPR interview, Neal Conan talks to several people of various Native American tribes, discussing the concept of ethnic
fraud and the case of Elizabeth Warren. They also examine the allure and benefits that come with associating one's self with a Native
American heritage, and discuss the racial and identity factors that go into 'passing'. They finish with discussing about the tribe's view
of people who 'pass', and deal with opposing viewpoints, as several interviewees have contrasting ideas concerning how to prove a
Native American heritage.

Giago, Tim. "Claiming Indian Heritage Does Not Make It So." Huffingtonpost.com. N.p., 18 Sept. 2012. Web. 3 Jan. 2014.
Tim Giago's article strongly advocates for anyone who identifies as a Native American to register with a tribe and obtain basis for
their claim, mentioning that the services provided to the ethnicity are not in abundance and should be reserved for legitimate members.
He voices the objections of many enrolled tribal members who believe it is unfair for people with 'one drop' of native blood to receive
equal benefits. Giago continues to emphasize that anyone who applies for a job claiming to be Native American should also submit
proof of tribal enrollment to avoid ethnic fraud.

Latour, Francie. "The Myth of Native American Blood." Boston.com. N.p., 1 June 2012. Web. 3 Jan. 2014.
In her analysis of the perception of race, the author explains that while the 'one drop' rule concerning African Americans is a very
controversial topic nowadays and in the past, the same rule involving Native Americans has been more overlooked. The author
interviews a member of the Oyate tribe, Kim Tallbear, who voices her concerns about the 'one drop' rule, saying "If you want to
understand Native American identity, you need to get outside of that binary, one-drop framework. Native Americans do not fit into
that binary. We have been racialized very differently than whites." She also adds how it is easier for a white person to claim to be a
minority based on a Native American heritage rather than an African American heritage, as they could "absorb a Native American
ancestor and still maintain an identity as white." Tallbear also suggests that one should not judge heritage based on appearance,
however, saying that Native Americans can look asian, black, white, etc, and that what matters is the legitimate bloodlines.

Howes, David, and Constance Classen. "Grey Owl, White Indian." Canadianicon.org. N.p., n.d. Web. 3 Jan. 2014.
This short biography briefly glosses over the Englishman Grey Owl, who assumed an Objibwa identity in order to obtain credibility
and fame in his conservationist writings and attempts to save the Canadian wilderness. The authors explain how even though Grey
Owl was an Englishman from Sussex, he helped the Native American population and gained a more native perspective on the world.

Page, Clarence. "Is 'one-drop' Rule Overruled?" Articles.chicagotribune.com. N.p., 9 May 2012. Web. 3 Jan. 2014.
In this article, the author brings up a different viewpoint, emphasizing that Elizabeth Warren is completely entitled to her claim as
Native American. He asks "Whatever happened to the one-drop rule?" and continues to analyze the use of the rule both in African
Americans and Native Americans. He brings up Warren's family records, stating that her great-great-great-grandmother listed herself
as Cherokee, technically giving her Native blood. However, the author also speculates on how the 'one drop' rule is used differently
with different races, adding how its importance is fading, and race is becoming more of a privilege than a problem.

Parker, Ashley. "For Warren, Bad Blood Over Ethnic Claims." Nytimes.com. N.p., 5 Sept. 2012. Web. 3 Jan. 2014.
In her analysis, the author gets opinions from several members of Native American tribes, who hold some suspicions toward those
who claims to be Native American, such as Elizabeth Warren. The author describes the "still-simmering' controversy as resonating
badly with the American Indian community. Many of the people interviewed showed disappointment or annoyance at Warren's claim,
some calling for her to take a DNA test, or to show more involvement in Native American issues, rather than simply checking a box.
The article ends with a request from a Sioux tribe member, saying, "I'd like to hear her speak her native language."

b. Why have you chosen to highlight this component of your Global Education Resource Guide?
The great Global Educator, William Gaudelli of Columbia University, deftly talks about the Here/There Global Continuum, suggesting that
globalism should not sacrifice global issues within their own communities. I have embraced this idea and have encouraged my students to study
Passing narratives of the 1930s and to think about the concept of passing, or pretending to be someone we are not, in our current society, and
then to craft a detailed research proposal. Some students focused on Passing, as it related to piracy, which is a violation of Article 27 of the
Universal Declaration of Human Rights

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