Identity in Conflict

Unit Overview

“Reading does not necessarily lead to direct political action, but it fosters a mindset that questions and doubts; that is not content with the establishment or the established. Fiction arouses our curiosity, and it is this curiosity, this restlessness, this desire to know that makes both writing and reading so dangerous.” - from Read Dangerously: The Subversive Power of Literature in Troubled Times by Azar Nafisi

What happens when someone’s identity and voice is at odds with the cultural norms or intellectual ideas of a time or place? Students will explore literature as a response to this question as they work collaboratively to build norms around collegial discussions, both in literature circles and as a whole class. They will think critically about the power of stories as they make connections and ask about the way we engage with them. Whose stories are told? Whose are marginalized? How do authors use literature as a reclamation of power and identity?

Students will make strategic use of multimedia and visuals and refine their presentation skills as they share their new learning and understanding with the class.

Unit Vocabulary

multiple Perspectives
source Reliability
bias
reasoning
fallacy
researched notes
annotated bibliography

Essential Questions

Who controls the narrative and how can exploring multiple perspectives inform our ideas of what is true?

Amidst the pressure to conform, how do we retain our individuality?

How do we advocate for what is right when challenged by those around us?

How do we know if the progress we make benefits us and the world around us?

Unit Standards

All ELA standards can be found listed in the updated 2017 Massachusetts State ELA Grade 9-10 Frameworks:

Students will learn to...

RL. Craft and Structure

Analyze how character’s POV and actions signal acceptance or rejection of cultural norms or intellectual ideas of a time or place drawing on a wide reading of world literature. (6)

RL. Integration of Knowledge and Ideas

Analyze one or more critical responses to a work or body of literature, including how the critical lens (e.g., formal, historical, feminist, sociological, psychological) influences the interpretation. (Grade 11)

RI. Integration of Knowledge and Ideas

Delineate and evaluate the argument and specific claims and argument determining whether reasoning is sound and evidence is relevant and sufficient to support the claim, identify false statements or incomplete truths and fallacious reasoning (8)

SL. Comprehension and Collaboration

Work with peers to create rules for collegial discussions, as well as for goals and deadlines, define roles (1B)
Engage effectively in range of collaborative discussions with diverse partners (8th grade)

SL. Presentation of Knowledge and Ideas