Hayner Unit4 Te[1]

Mr. Hayner ENG 9 Haslett High School

Raise Your Voice: A Social Justice Experiment

or I Am My Brother’s Keeper

Logistics: This unit is for 9thgraders. The only location requirement is that the class be taught in a developed nation. The message of the unit is universal. For my own visualization purposes, the class intended is Mrs. Schnarr’s 9th grade English at Haslett HS, 6th hour. The context of the unit is that our class has just completed an identity unit. The anchor text for this unit was Salinger’s The Catcher in the Rye, and the main message the students were to take from this unit was to understand that formation of an identity takes time and is dependent on some levels to the environment in which one exists. The unit assignment was to write a personal narrative piece titled “Who Am I?”, which required students to reflect on their personal opinion of themselves, as well as explore/analyze the influence their environment plays in their development of personal identity.

Introduction: A critical lesson to be learned by any of my prospective students is that they are extremely fortunate to be able to have the opportunity to receive a quality education. Possession of a sound education is one of the most valuable forms of social capital, allowing countless opportunities both professionally and personally. With the central goal of a liberal arts education being to produce quality citizens, both locally and globally, it is essential that my students are exposed to real people who will never be as fortunate as they are. From this mentality, the goal of this unit is to educate my class on the great amount of people in the world who find themselves in hopeless and dire situations. Such situations are not exclusive to physical poverty and pain; sufferers of emotional and psychological hardships will be examined as well. Through learning about people who are overlooked by society for whatever reason, I will seek to produce an educated class committed to doing social justice by giving such voiceless people a voice. The goal of this unit is to

inspire students to be leaders in their communities and active defenders of humanity and justice, which I hope to allow them to practically manifest in their cumulative unit project. Key Questions: 1. 2. 3. 4.

What is my responsibility to help others in this world? Who has a voice in my world? What is my voice? What injustice exists in my own community? In the United States? In the world? 5. Why is there injustice in my community (local and global)? 6. Who has given me a voice in my life? How did they do this? How did getting a voice make me feel? 7. Can my community (local and global) be better? What is “better”? How can I do this?

Michigan Teaching Benchmarks:

1.1, 1.3, 1.4, 1.5, 2.3, 2.4

Rationale for the entire unit: A main goal of my approach to English curriculum and objectives is to give students the tools, ability, and desire to be contributing members of their community. Community is defined as local (the city of Haslett) and global (Michigan, the United States, Earth). It is the role of the English teacher, I feel, to instill in his students a passion and commitment to making their world—our world—a better place to call home. There are so many ways in which to improve the world, and this philosophy is not confined to the walls of the English class. I feel a hug responsibility of the high school science teacher is to educate his students on how to be a better citizen of the world. With this, I look to have the science teacher teach students about how to live an environmentally sound and friendly lifestyle. In English, language and communication is the key. With this in mind, this unit looks to use language skills (reading, writing, research, communication skills) to give the lesser appreciated members of society a voice. The goal of this unit is to educate students on how to be an active “voice-giver” as well as inspire students to be committed to social justice, which can be accomplished at exploring injustices in both the fictional and non-fiction realms. Such passion for social justice is also accomplished by opening students’ eyes to their many blessings in life, with the main focus being that their economic and social association in the world gives them something that so many people never have: a voice. From this realization, as well as playing on their instilled passion for social justice, the students are given the opportunity to create

positive change in their world by giving a voice to someone in need. This philosophy is applied to the unit project.

Objectives: Students will be able to… – – – – – – – –

Observe social injustices in history and fiction. Explore the common theme of “giving a voice” through several forms of media. Observe how an author gives voice to a subject without one. Analytically explore social injustice in their own community. Use research skills to explore and address a social issue. Identify themselves as members of a local and global community. Bring awareness to an injustice through using a form of communication (writing, film, speech, etc.) Describe a situation of social injustice and offer a possible solution.

Anchor Text: –

Hemmingway, Ernest. The Old Man and the Sea. Triad Grafton. London, 1976.

Use of anchor text: Ernest Hemmingway’s The Old Man and the Seawill serve as our anchor text for this unit. There are a few key reasons why this text is chosen to bear the load of such a meaningful and necessary unit for high schoolers. While reading the text, students will be introduced to a character (Santiago) who is depressed, unlucky, and disregarded by society. We will analyze how the occupation of a fisherman is regarded with contempt by people in the book, as well as by modern society. From this, we will discuss the many occupations that are snuffed at by our own society, as well as other types of social groups that are given a bad rap by the society we live in. Once the class becomes aware of the depressing life Santiago lives, we will then explore how Hemmingway, through the power of the pen, gives voice to Santiago. We will explore how Hemmingway glorifies Santiago in the same way that Santiago glorifies Joe DiMaggio. Students will be able to see how Hemmingway’s novel gives a voice on several different levels. At its most basic level, the author gives a voice to Santiago. A step back shows that the glorification of fishing portrays this profession in a positive light to the public, thus inspiring those who identify with this trade. Finally, Hemmingway’s public glorification of the humble and meek Santiago stands as a clear example of how a fortunate person can use their abilities to

positively give a voice to someone in need. Such an act allows the voiceless to develop a positive and confident identity, which is shown through Santiago’s personal pride at the end of the novel.

Unit Assignment: The unit assignment gives students freedom to choose any media to accomplish a single personal goal: Give someone a voice. Students are required to think on the different ways in which we have observed people without a voice given a chance to be heard. From this, their assignment is to give one person whom they feel is voiceless a voice. There is no restriction to this assignment. The chosen voiceless person can be a personal relationship, overlooked historical figure, fictional character, or even someone who is deceased. Students are encouraged to use whatever form of media they choose to complete this project, with each student having the chance to present their project to the class.

This lesson allows students to put into action what they have been studying for the entire unit, as well as get a personal encounter with the actions necessary for making a positive change in their world. Students will take away from this assignment (and unit) a deeper understanding of the importance of not overlooking any member of our global community. The ethics and morality that go along with this mentality of being a “citizen of the world” allow students to grow through respect and knowledge, as well as instilling in them a commitment to doing justice.

Week 1 (Monday-Wednesday): The poor (literature) As a class we will read OMAS and discuss different ways Hemmingway gives Santiago a voice, as well as fishermen and all occupants of humble professions. Topics during our close readings include: – – – –

How Hemmingway’s background of Santiago allow the reader to create a relationship with the fisherman. How Santiago’s humble and hard-working character portrays all men of his profession in a positive light. How Santiago’s glorification of Joe DiMaggio mirrors Hemmingway’s glorification of the profession of fisherman. How the great marlin Santiago catches represents the respect and dignity a profession like a fisherman requires (it is elusive).

Week 1 (Thursday): Using our voice Class begins with a journal entry. Students are to answer the following question in their notebooks: “What is my voice?” Students write for 10 minutes on this prompt, with no insight given by the teacher. We as a class then go outside to the parking lot that overlooks Marsh Rd. (weather permitting). With the notebooks in hand, I encourage each student to consider what they wrote about in regards to their own voice, then instruct them to look at each car pass by and consider the voice of each person driving by. Pick out one person that drives by and write something about them just from the small observation and interaction you have with them. This should take 10-15 minutes, then lead class back into the classroom. Students are then given the unit assignment. We run over the handout briefly, which requires each student to give a voice to someone who doesn’t have one. Students are then assigned to reflect on what we just did outside…we gave people we didn’t know a voice. This is a “spark note” version of what we are trying to do for this assignment. Students are informed that the next two weeks we will be exploring different ways in which people gave voices to others people in need. Just as we gave voices to the folks on marsh Rd. passing through our community, each student will pick a subject in need and give that person a voice.

Class will end with a follow-up to the journal assignment, where students write down initial ideas of people who may need help being heard. It is essential to inform the students that the subject they give voice to can be real or fictional.

Week 1 (Friday): The prisoner (music) Texts used: – – –

Cash, Johnny. “Folsom Prison Blues”. Folsom Prison Blues. Sun Records. December, 1955. Cash, Johnny. “Man in Black”. Man in Black. Colombia Records. 1971 Dylan, Bob and Levy, Jacques. “Hurricane”. Desire. ColombiaRecords. November, 1975.

Rationale/procedure: We will examine how famous musicians use their talent and popularity to speak the message that most people cannot. The class will consist of listening to the song, reading its lyrics, and then discussing the following: – – –

Who is addressed? Who is the audience/who is being spoken for? How is the group given a voice by this music? What is the intent and effectiveness of the song?

Dylan’s “Hurricane” tells the story of Hurricane Carter, a promising young AfricanAmerican boxer who was framed for a murder and wrongly convicted of the crime. Racism had a strong hand in this sentence, yet the timeframe when Hurricane lived did not see social justice exist between blacks and whites. Dylan uses his songwriting ability and fame to tell the story of Hurricane, allowing the world to hear the unfair story of the man…something he could not do on his own. Johnny Cash has a reputation for representing the working-class man, as well as the men and women of the world that society looked down on. Such is the case in his song “Folsom Prison Blues”, which publically voices the depression and hardships prisoners face. Cash truly took on the role of voicing the struggle and identity of prisoners when he preformed his famous concert for the inmates of San Quentin prison. Though society shunned these men as outcasts not fit for civil interaction, Cash saw the humanity in all men and women, inspiring him to voice the lives of these overlooked people. Cash emphasizes this mentality in his ballad “Man in Black” as he discusses his rationale for wearing black. This consistent wardrobe choice conveys to the world that there is injustice and pain going on all over the world. Through this song, as

well as his consistent black attire, Cash takes on the role as the representative and voice of those who struggle and suffer hardships, giving such people a figure to look up to and maintain hope. Johnny Cash is a prime example of someone who gives a voice to the voiceless.

Assignment: See handout Rationale for assignment: This assignment allows students to start to explore how different forms of media are used to give a voice to those who need one. This mini-project allows students to explore media that they find interesting (their own music collection) and explore this idea. Also, by presenting their chosen song and reasoning for choosing it to the class, it gives them a taste of what is required for the final unit project.

Week 2 (Monday-Tuesday): Class presentation on their assignment over the weekend.

Week 2 (Wednesday): The worker (art) Texts used: –

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Rivera, Diego. “Detroit Industry”. Viewed at “Local Choices: Help support our farm workers with Merced County’s Binational Health Week”.

Rationale/procedure: Students are exposed on this day to a famous piece of artwork by Diego Rivera titled “Detroit Industry”. Accompanied by a brief history of the mural, students will be able to observe how Rivera’s inspired mural brings meaning and pride to the professional commitment of Detroit’s automobile assembly-plant workers. Though this mural was painted with this specific profession in mind, we will discuss how the hard behind-the-scenes workers all around the world are commonly overlooked, as well as grossly underpaid. Artwork like Rivera’s is drastically sparse in art galleries and public walls, seeing as there are so many factory workers around the world. Along the lines of the Rivera mural, we will also explore the identity of the migrant farm worker. Appreciation of this facet of humanity will be mediated through our

exploration of the event popularized on the website above. We will explore the painting shown on this website, and discuss the similarities between it and Rivera’s Detroit mural. This will lead our discussion to the similarities between farm hands and factory workers, and the common lack of appreciation shared by the two groups. It is necessary to point out to my students that the food we ate at lunch would not be on our plates if not for the tireless work of countless faceless workers. The students should leave this class with a greater knowledge and appreciation of the manual laborer. Also, students will be able to see how the efforts of the organizers of the website, as well as Rivera, give these workers a voice so that we can recognize their presence and appreciate their struggle. The questions posed to the students as we explore and discuss these examples follow the same guidelines as the ones I pose for the music analysis lesson: – – –

Who is addressed? Who is the audience/who is being spoken for? How is the group given a voice by this artwork/movement? What is the intent and effectiveness?

Week 2 (Thursday): The wrongfully accused (fiction/theatre) Texts used: –

Maguire, Gregory. Wicked. Harper Collins. New York, 2008.

Rationale: We return to fiction on Day Nine by exploring the novel that is now a popular musical: Maguire’s Wicked. It is essential to look at this story to explore how giving a voice can be done factiously, as well as to fictitious characters. As a class, we will initially go over the story of The Wizard of Ozand briefly look at how the Wicked Witch of the West is portrayed only in a negative and evil light. From this, I will lead a discussion about how it is unfair and unjust to only show someone’s negative characteristics, as is done for the Witch of the West in Oz. This fictional example will allow students to develop a better understanding of how some people do not have a voice because society has a preconceived opinion on them. This can be related to the homeless, prisoners, protesters, and common worker. Wickedallows students to see what happens when someone in such a preconceived stereotype is given a voice and allowed to defend herself. Though exploring the story presented in this piece of “response fiction”, students are able to see the necessity of giving those without a voice a chance to speak. This case study also allows students to understand the importance of allowing someone to speak on their own behalf, as well as the injustice that preconceived opinions perpetuate.

Week 2 (Friday): Final unit brainstorming/active participation

**This is the most important lesson of the unit because it shows students an active way in which they can participate in bettering their world and giving someone a voice. If the lesson goes well, I am not opposed to bringing the students back to the computer lab on Monday to further explore the options that kiva.org offers. If this is the case, I will either eliminate one day of peer review/discussion, or simply push the whole unit back one day and make compromises on my next unit. Texts used: –

www.kiva.org

The rationale for all of the days is to show students different ways in which people give needy people a voice. Each day we explore a different way in which this is accomplished, so as to spark different ideas in the students for ways in which they can choose to give someone a voice in their unit project. For today, class will meet in the computer lab. Today is a critical day of the unit because the material we cover today will allow students to see one way in which they can give someone in need a voice in their global community. At the computer lab, I will introduce students to the website www.kiva.org. This website is run by a revolutionary non-profit organization that looks to help entrapraneurers in different developing nations through micro-loans for businesses. Any visitor to the website can view a long list of needy people from around the world who need money donations for multiple reasons. Some reasons for need of money include to buy a cow and start up a small restaurantin a developing nation. The beauty of www.kiva.orgis that anyone who wishes to submit money to one of their many causes is providing a loan…not a donation. With this in mind, any donation to the organization goes directly to the party in need, and then the receivingparty does its best part to pay the loan back over time. Rather than have to deal with interest, the loan provided by a donator to www.kiva.org is interest-free, so as to allow the third-world entrepreneur to start up a successful business without bearing the burden of bank-loans and interest. This lesson provides a quality example of how they can give a voice to someone truly in need. As a class we will explore the main idea of www.kiva.org, as well as discuss how its existence gives hope and a voice to many people who are legitimately deserving. After I go over the website’s structure on the SMARTboard, the students will then spend the rest of class time looking at different stories on the website that are looking for business micro-loans. This day is critical to the overall unit because it offers students a clear example of how they can use their own fortune to aid in the betterment of someone else’s life. Also, the prospect of funding one of kiva.org’s micro-loans is an acceptable way to complete the unit project, so it can get the ball rolling for students who are struggling to find a focus area at this time.

Week 3 (Monday-Tuesday): The protester (non-fiction) Texts used: –

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The U.S. National Archives and Records Administration. “Teaching With Documents: Court Documents Related to Martin Luther King, Jr., and Memphis Sanitation Workers” Photo of sanitation workers claiming human dignity from <www.afscme.org/images/photos/memphis2.jpg>

Rationale: These two days serve to introduce students to the commonly overlooked individual who stands up for the rights of those who have no voice…yet on many levels struggles to have a voice of his own. We then take a critical look at the famous historical protest of the sanitation workers of Memphis. This protest, the first major event led by Dr. Martin Luther King, Jr., sought to bring justice and public recognition to the sanitation workers in Memphis, Tennessee. Exploration of this case will have the students read government records of the protest, as well as explore the build-up that inspired the protest, all of which are found on the website above. Critical analysis of this case will also require the class to examine the photo of the sanitation workers holding their famous protest slogan, “I am a man.” Exploration of this case provides an excellent example of how one educated and persuasive man, Dr. King, can positively use his abilities to bring social justice to a deserving group of voiceless people. Again, discussion and assessment will be dictated by the following questions: – – –

Who is addressed? Who is the audience/who is being spoken for? How is the group given a voice by this example? What is the intent and effectiveness?

Week 3 (Wednesday-Friday): The homeless (documentary) Text used: –

Kicking It documentary by ESPN Films. Directed by Susan Koch and Jeff Warner. Viewed at

Rationale:

Wednesday through Friday of week three are devoted to viewing the text Kicking Itwhich tells the story of the 2009 Homeless World Cup. The event is funded by various charitable organizations, and it provides an athletic arena where homeless men from around the world can feel important and accepted. The documentary chronicles several nations from their selection process to their performance at the Cup. Also, the audience is shown the lives and stories of several of the participants. A really interesting story within the documentary (though all the player’s stories are extremely interesting and eye-opening)is that of the Russian homeless team. The members of the team are homeless because they were not able to obtain the proper documentation after the fall of the Soviet Union. Though their country does not recognize them as citizens, the Homeless World Cup allows these overlooked me to represent their entire nation through sport. The Russians are successful throughout the tournament and go on the win the Cup, which brings media attention to them and pride to their nation…the same nation that does not recognize them as citizens. I feel the class will really enjoy this film because it draws on the human spirit and captivates its audience with a great story of charity and humanity. Conceptually, we view the film to see how the organizers of the tournament give a voice to a widely overlooked part of humanity: the homeless. All of the men who participate in the tournament share a common demon with the worldwide homeless population—they have very little self-confidence or sense of self-worth. By being able to participate in a global tournament and represent their country, the men are given a sense of purpose and identity. This documentary is a cornerstone for this unit due to its ability to provide a valuable example of the importance of giving a voice to those who are not heard. Weekend assignment: Students are to reflect on the film’s effectiveness in giving the homeless men a voice. For the assignment, I will write the following on the SMARTboard: Choose one of the countries focused on by the documentary and write a 1-2 page reflection that addresses the following questions: – – –

How were the men of this team without a voice when they were individuals? What factors gave them a voice? Was their participation in this event a successful way to give them a voice, or are there down sides to such exposure?

Students should address the fact that this event gave these men confidence, something that they did not have as homeless individuals. Factors to be addressed include that the event allowed the men to develop teamwork skills, as well as great confidence and pride by representing their nation.

Week 4 (Monday-Tuesday): Brainstorming/Peer Review Students are given these two days to take care of any business related to their project. Opportunities for these two days include having one-on-one discussions with me, group brainstorming, and peer editing of what each student will say/do for their presentation.

Week 4 (Wednesday): The victim (poetry) Text used: – – –

“Alabanza.” Martin Espada. YouTube.com clip of Espada reading his poem from YouTube.com clip explaining “Alabanza” from

Rationale/procedure: Our final category of voiceless persons to cover allows students to look at how victims are often overlooked and left without a voice. The events of September 11, 2001 claimed many victims. Though there were clear heroes that immerged from this tragedy, there are still countless heroes of different caliber that got overlooked. Espada’s poem “Alabanza” offers praise to those victims of the terrorist attack whose only mourners were individual family. By glorifying these victims, Espada gives them a voice. My class can gain further insight on the importance of giving a voice to those who can’t speak by exploring how Espada creates a legacy for these people. Though their bodies lay dead with all the other tragic victims, any audience that hears the words of “Alabanza” can feel for these people, their passion and love of life, and thus they live on in the memories created by Espada’s poem. I feel it is absolutely necessary to listen to the poet himself read his words because he delivers and performs with such passion and conviction that he really does justice to the fallen lesser-known victims of the World Trade Center attack. The procedure for today will be part modeling, part peer review. Viewing Espadaspeak (through the YouTube video) allows the students to see how inspired some people get about giving a voice to the voiceless. Not only does this material show the students one final example of someone giving a voice, but it shows how to captivate an audience through dramatic presentation. Once the video is viewed, students are encouraged to discuss any way in which they can incorporate an aspect of his presence while they present their project to the class.

Week 4 (Thrusday-Friday): Give a Voice Students give the voiceless a voice by presenting their finished projects to the class.

Handout for Week 1 (Friday)

How does music a voice to those who need it? How does some music encourage justice Assignment: Over the weekend, go through your music collection and look in the world? for one single song that does what you are required to do for your unit project—give a voice to someone in need. Requirements: Write a one page paper about the song that answers the following questions: –

What is the message of the song?

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Who is the audience?

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Who does the song give a voice to?

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Is the song effective in accomplishing its goal?

Include with the short paper a printed out version of the song’s lyrics. On Monday, bring your paper, the song lyrics, and a media version of the song. The media version can be a CD, version of the song on an Mp3 player, or digital copy of the song on a flash drive. We will devote Monday and Tuesday to listening to the songs that you choose for this assignment. You are required to present to the class your song, as well as describe why you chose it and what who it is intended to help. With this in mind, please bring an edited version of the song if the original version of the song is profane, and be ready to present to the class the reasons you chose your song.

Sources used (chronologically) Day 1-3 –

Hemmingway, Ernest. The Old Man and the Sea. Triad Grafton. London, 1976.

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Cash, Johnny. “Folsom Prison Blues”. Folsom Prison Blues. Sun Records. December, 1955. Cash, Johnny. “Man in Black”. Man in Black. Colombia Records. 1971 Dylan, Bob and Levy, Jacques. “Hurricane”. Desire. ColombiaRecords. November, 1975.

Day 4:

– – Day 5: –

– Day 6-8:

Rivera, Diego. “Detroit Industry”. Viewed at “Local Choices: Help support our farm workers with Merced County’s BinationalHealth Week”.

– –

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Kafka, Franz. “The Hunger Artist”. The U.S. National Archives and Records Administration. “Teaching With Documents: Court Documents Related to Martin Luther King, Jr., and Memphis Sanitation Workers” Photo of sanitation workers claiming human dignity from <www.afscme.org/images/photos/memphis2.jpg>

Day 9: –

Maguire, Gregory. Wicked. Harper Collins. New York, 2008.

Day 10-12: –

Kicking Itdocumentary by ESPN Films. Directed by Susan Koch and Jeff Warner. Viewed at

Day 13: – – –

“Alabanza.” Martin Espada. YouTube.com clip of Espada reading his poem from YouTube.com clip explaining “Alabanza” from