Creating a Shift in Thinking Through Great Literature Social Justice for Teens Mal Keenan [email protected] Amy MacCrindle [email protected] 34th Day of Reading November 6, 2010 Name: _________________________ # __________ Date: ____________________ Circle One: Core 1 / Core 2 My Personal Survey Working through Differences - RESPECT This is an anonymous survey. Do not write your name on it! Complete each statement in a complete sentence based upon your belief and perspective at the moment. 1. 2. The worst problem at our school is ....................... I believe.................... 3. I feel left out when.................. 4. I feel unsafe when..................... 4. I hope........................ Name: _________________________ # __________ Date: ____________________ Circle One: Core 1 / Core 2 What does Social Justice Mean to you? Write 5-7 Sentences Below: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Directions: Stand up if …… (During this activity, students will often suggest topics they want to recognize-so go with the flow!) 1. (Birth Order) you are the oldest, the youngest, the only child 2. (Origin) has lived in the country, has lived in the city, has lived in the suburbs, born in Illinois, born in another state, born in another country 3. (Music) you like rap music, you like country & western music, classical, you like rock-and-roll, you like hip hop music, etc. you like 4. (Schools) you like Northern, like ISU, Northwestern, like Duke, like MCC, like Ohio State, like Syracuse, etc. 5. (Hobbies) you like skateboarding, like karate, playing an instrument, like singing, like football, like dancing, like like cooking, like basketball, like baseball, like soccer, like hockey, like swimming, like reading, like playing video or computer games, like shopping, like going to the movies, etc. Guess Who: Women’s Rights in other Countries I work twice as much as man on any given day I earn 1/10 of a man’s salary I must get my husband’s consent to open my own bank account I account for more than 2/3 of the illiterate people in our continent I dropped out of school at the age of 12 due to being pregnant I struggle with malnutrition: I’m only allowed to eat at the end of the day after the men eat I will be married at a young age to a man that my family chooses… and he will be receive a dowry for marrying me I dropped out of school at the age of 8 because my parents were afraid I would be “tarnished” by the boys in the school In my country, ever hour a woman is raped and ever 93 minutes a woman is burned to death due to a problem with the dowry I will be married at a young age, and my husband was chosen by my family when I was younger than ten I will never see my family again, once I marry my husband (who could be MUCH older than me) If I don’t produce a male heir, I may be beaten, tortured, or killed I may learn a secret language to communicate with my fellow women with called Nu Shu I will go through school, but if my husband is ready for me to marry him, I will drop out and have babies Zambia India China Guess Who: Women’s Rights in other Countries I must have my husband’s permission to obtain a passport My life is only valued half as much as a man’s life I may not leave my home without my husband’s permission There is an 80% chance that I was sexually abused between the ages of 10-17 I can be divorced by my husband without him even telling me about it in advance I can never be President of my country because I am not a man Iran Since 2001, more than 2500 women and girls have been killed Women are prone to rape, mutilation, decapitation, and murder If I’m young , a teen, widow, or single woman I more than likely work in a sweat shop – 6 days a week, 10 hours a day, no restrooms Only 26% of girls complete Primary School (K-4). Guatemala Sir Gawain & the Lady Ragnell (England) ne day King Arthur was hunting in Ingleswood Forest with his men when a deer stepped into view. "Hold still, everyone," said the king, "I'll stalk this deer myself." Holding his bow in one hand and his arrows over his shoulder, the king crept upon the deer until, deep into the forest, he slayed the deer with one shot. As the animal fell, a tall figure stepped from the shadows. "How fortunate for me that we meet this way, with your arrow released from your hand," boomed the voice of a strong and mighty knight. "King Arthur, for many a year, you have done me wrong. Now it is time to quiet you here." It was Sir Gromer! Thinking quickly, the king said, "To slay me here, armed as you are and I clothed but in my greens, would bring you no honor. All the knights will refuse to sit by you, and shame will follow you evermore. I'll grant you anything - name it - land or gold, to spare my life." "There is no land or gold that I desire," said Sir Gromer. "However I will get what I seek in an honorable way. I'll give you a chance to solve a riddle. One year and a day from now, you must appear before me, here in the woods as you are, without friends to come with you and without weapons. If at that time you are unable to solve this riddle, no man will object that I will take your life. But if you answer the riddle correctly, there will be no battle. You must swear on your honor that you will return in one year and a day, as I have said." "Lo, I agree," said the king. "What is the riddle?" "You must tell me what it is that women desire most, above all else." "I assure you," says King Arthur, "as I am the true king, that I will come again in one year and a day and bring you the answer that you seek." And so Sir Gromer left. The king blew his bugle and his hunting companions found him with the slain deer at his feet. Yet rather than finding their ruler in good spirits as they would expect, his companions saw heaviness in their king's face. They realized some disturbance must have come about, but when they asked him what could be the matter, he did not say. Only to his nephew, the gentle Sir Gawain, did King Arthur share what had really taken place. "Sir, be of good cheer," said the youthful knight after he heard full through the demand of Sir "The Weddynge of Sir Gawen and Dame Ragnell," a poem from a 16th century manuscript that is currently located in Oxford, England (Bodleian Library MS 11957). Sir Gawain & the Lady Ragnell (England) Gromer. "Let's ready your horse. Together we will ride into country after country. Wherever we go, we will ask every man and woman for the correct answer until we find it." And so the king and his nephew Sir Gawain rode away. Everywhere, they inquired what it is that women desire above all else. All the people who answered were certain their answer was correct, yet each answer was different. Some said women loved to be well adorned; others said they must not be scorned. Some said women want a husband who is handsome and strong; others that they want a man who will not prove them wrong. And so King Arthur and Sir Gawain collected many an answer yet none that seemed right. Soon only a month remained. Back in Ingleswood Forest, King Arthur met a lady. Though she was covered with gold and many a precious stone, she was as foul a creature as ever a man did see. Her face was red, her nose was runny, her mouth was too wide, her teeth yellow and hanging, her eyes bleary, her neck too long, and she was shaped like a barrel. The lady rode up to King Arthur. "Good speed, King Arthur," said she. "Speak with me or go, for thy life is in mine hand." "What do you mean, lady?" said the king. "What would you have with me?" "Of all the answers you have been told," says the loathsome lady, "none of them will help you. Only I know the correct answer. Grant me but one thing, Sir King, and I shall tell it to you, or else thou shalt lose thy head." "What is it that you seek?" said the king. "If I can, I shall grant it." "You must grant me a certain knight to wed. His name is Sir Gawain. Either I marry the Knight Sir Gawain, or you must lose your head." "Alas!" the king thought to himself, "woe is me, that I should cause Gawain, my own nephew, to thus be wed!" He said aloud, "Then we must part, lady. But do tell me, before I go, what is your name?" "Sir King, I am the Lady Ragnell." "The Weddynge of Sir Gawen and Dame Ragnell," a poem from a 16th century manuscript that is currently located in Oxford, England (Bodleian Library MS 11957). Sir Gawain & the Lady Ragnell (England) And so they parted. The king returned to Carylylle where the first man he met was his nephew, Sir Gawain. The king told him all except the request of the loathsome lady to wed Sir Gawain. Arthur said only that the Lady Ragnell will share the secret for the promise of a husband. "Is that all?" said Sir Gawain. "Then I shall wed her and wed her again, or else I would not be your friend. For you are my king and my liege. To save your life, my lord, I will do whatever I can or I would be false and a great coward." A few days later the king and Sir Gawain rode out of town. The king separated and returned to the spot where he had met the Lady Ragnell. He told her she will have her request and marry Sir Gawain. "Therefore tell me now, quickly my lady, the answer to the riddle." "Sir," said Lady Ragnell, "now thou shalt know what women desire above all else. Some men say we desire to be beautiful, or that we desire attentions from many men, or that we desire to be well wed. Thus, these men do not know the truth. What we desire above all else is to have sovereignty, to rule our lives as we see fit, to not be beholden to another. Go forth, Sir King, for now thy life is assured." The king rode as fast as he could to where he had met Sir Gromer. He started by giving one of the answers he had been given earlier. Then another, and another, and yet another. But to each one Sir Gromer shook his head with glee. "Nay, nay," said Sir Gromer, "you are as good as a dead man. Prepare to bleed." "Abide, Sir Gromer," King Arthur said. "I have one answer left." "Very well then," said Sir Gromer, "or else so help me, your death you shalt have." "Now here is the answer," says the king. "Above all, women desire sovereignty, to rule their lives as they see fit." "And who was it that told you this?" roared Sir Gromer. "No doubt it was my sister the Lady Ragnell! May she burn on a fire! Yet now I am compelled to release you - so go!" "Farewell," said King Arthur, and he quickly turned around his horse. Then he sped to the Lady Ragnell to bring her back to his castle for the wedding. Yet so unpleasant was the prospect of holding a "The Weddynge of Sir Gawen and Dame Ragnell," a poem from a 16th century manuscript that is currently located in Oxford, England (Bodleian Library MS 11957). Sir Gawain & the Lady Ragnell (England) public wedding with such a bride that he told her the ceremony will be a morning affair, knowing that meant there would be few or none to attend. But this the Lady Ragnell would not abide. "Nay, Sir King," said she, firmly. "Openly I must be wed, with a full wedding feast and guests aplenty in attendance." On the evening of the wedding feast, the Lady Ragnell carefully watched her groom. Was he disgusted by her? Would he turn his back and ignore her? Strangely, this he did not do. The knight behaved as if he cherished his loathsome bride. Later that night in their wedding chambers, the Lady Ragnell said, "Sir Gawain, now that we have wed, show me your courtesy with a kiss. If I were fair, you would not delay. I pray you do this at my request, with all due speed." Sir Gawain said, "I will at once, that and more!" As he sped around to kiss his bride he saw before him not the loathesome creature he had married, but the fairest creature he ever did see. "Aye!" he cried out. "What are ye? a witch?!" "I am your wife," said she, "that and securely." "Ah, lady, then I must not be in my right mind," said the confused Sir Gawain. "Earlier today you were the foulest sight that ever I saw - pardon me for saying so - and now, it seems my good furtune to have you thus!" And he rushed into her arms, giving her many kisses. "Sir," said she, pulling away for a moment, "There is more you must know. Several years ago I was deformed by enchantment by my brother, the terrible Sir Gromer. My beauty, as you see it now, will not hold. You need to choose whether you will have me fair by night and foul by day, or else have me fair by day and foul by night. With the enchantment, it cannot be both. What do you choose?" "Alas!" said Gawain, "the choice is hard. To have you fair by nights and no more, that would grieve my heart right sore. And if I desire by days to have you fair, then nights I'm sure I could not bear. So I must put the choice in your own hands. Whatever you choose, as your husband that choice will also be my own." "The Weddynge of Sir Gawen and Dame Ragnell," a poem from a 16th century manuscript that is currently located in Oxford, England (Bodleian Library MS 11957). Sir Gawain & the Lady Ragnell (England) "Mercy, courteous knight! Of all earthly knights blessed must you be, for now the evil enchantment is released completely! You shalt have me fair both day and by night, and ever as I live I will be fair and bright. For the only thing that could release me from Gromer's spell was if a husband granted me, of his own free will, sovereignty to choose what I wish for myself. And now, Sir Knight, courteous Gawain, you have done just that. You have granted me sovereignty, that which every woman wants above all else. Kiss me, Sir Knight, now, and pray thee be glad!" And so the Lady Ragnell remained beautiful all day and all night, and she and Gawain the Knight lived happily thereafter. "The Weddynge of Sir Gawen and Dame Ragnell," a poem from a 16th century manuscript that is currently located in Oxford, England (Bodleian Library MS 11957). Non-Violent Leaders: Station 1 Instructions: Read and annotate (show your thinking) on each of the poems about Ghandi, King, and Chavez. Annotate means to show your thinking through writing (connections, synthesis, symbolism, questions, inferences, visualizations, etc.) Pass the poems around and read what your group members have written before adding your own thinking. Add at least 3 annotations per poem (take turns!) Violent Leaders: Station 2 Instructions: Evaluate the Political Cartoon Read the Black Panther’s platform “What We Want”. On Your Piece of Butcher Paper write your inferences, questions, comments, emotions, feelings, etc. What was the Black Panther’s vision for the future? Violent Leaders: Station 2 Black Panther Party: An Alternate Dream WHAT WE WANT 1. We want freedom. We want power to determine the destiny of our black community. 2. We want full employment for our people. 3. We want an end to the robbery by the white man of our black community. 4. We want decent housing, fit for shelter of human beings. 5. We want education for our people that exposes the true nature of this decadent American society.... 6. We want all black men to be exempt from military service. 7. We want an immediate end to police brutality and murder of black people. 8. We want freedom for all black men held in federal, state, county and city prisons and jails. 9. We want all black people when brought to trial be tried in court by a jury of their peer group or people from their black communities, as defined by the Constitution of the United States. 10. We want land, bread, housing, education, clothing, justice and peace. And as our major political objective, a United Nations-supervised [vote] to be held throughout the black colony in which only black colonial subjects will be allowed to participate, for the purpose of determining the will of black people as to their national destiny. From Jacqueline Johnson, Stokely Carmichael: The Story of Black Power (Englewood Cliffs, NJ: Silver Burdett Press, Simon & Schuster Elementary, 1990), p. 113. Non-Violent Leaders: Station 3 Instructions: Read the speech below and discuss as a group. List problems still faced by African Americans, according to the speech, on your sheet of paper. The Unfulfilled Dream President of the National Urban League John E. Jacob evaluated the progress made by the Civil Rights movement. BLACK PEOPLE are in trouble today. America is in trouble today. Look at what has happened in America in the past three years: Five million more people are poor. A third of all blacks are poor. Half of all black children are growing up in poverty. The black infant mortality rate in the United States is worse than the national rate of Bulgaria-- that's right, Bulgaria! This is an America in which a black child born today has a fifty percent chance of growing up underprivileged, undereducated, and underemployed. We read about an economic recovery in the newspapers. Where is it? It's the best-kept secret in history for black people. In this so-called economic recovery the official black unemployment rate is frozen at more than twenty percent. A third of blacks who want work can't find it. Two out of three black teenagers who want to work are unemployed. Hunger and want stalk this land. Hundreds of thousands of homeless people search for shelter and for a scrap of food. Here in New Orleans the number of people in need of emergency food aid doubled last year. In Detroit, 50,000 people a month exist on surplus cheese handouts. A lot of very nice people are upset about famine in Ethiopia, about refugees in Afghanistan, about suppression of workers in Poland. They're worried about the arms race. They're concerned about war in El Salvador. But where is the concern about suffering right here in the U.S.A.? What about the millions of Americans, black and white, who go to bed hungry and thank the Lord for having a roof over their heads, knowing full well how many don't even have that. Where is the concern for the millions of poor children, who face a bleak future, condemned to lives of desperation? Where is the concern about the dangerous drift toward a divided nation, one part largely white and employed, the other largely minority and poor? We ask these questions because the future of black Americans is at stake. From Milton Meltzer, The Black Americans: A History In Their Own Words (New York: Thomas Y. Crowell, 1984), pp. 285-286 Violent Leaders: Station 4 Instructions: Evaluate the Political Cartoon and Read the Malcolm X’s beliefs described in “An Alternate Dream”. Write a 5-7 sentence blog about Malcom X’s view of the relations between the races in America. Respond to at last 2 other member’s of your group’s blogs. Violent Leaders: Station 4 Malcolm X: An Alternate Dream Is white America really sorry for her crimes against the black people? Does white America have the capacity to repent--and to atone? Does the capacity to repent, to atone, exist in a majority, in one-half, in even one-third of American white society? Many black men, the victims-- in fact most black men-- would like to be able to forgive, to forget, the crimes. But most American white people seem not to have it in them to make any serious atonement-- to do justice to the black man. Indeed, how can white society atone for enslaving, for raping, for unmanning, for otherwise brutalizing millions of human beings, for centuries? What atonement would the God of Justice demand for the robbery of the black people's labor, their lives, their true identities, their culture, their history-- and even their human dignity? A desegregated cup of coffee, a theater, public toilets-- the whole range of hypocritical 'integration'-- these are not atonement. From Malcolm X with the assistance of Alex Haley, The Autobiography of Malcolm X (New York: Grove Press, Inc., 1964), p. 370. Head Band Activity Sayings Wealthy Banker Unemployed Biker Pregnant Mom on Welfare, 4 kids Drug Addict Aids Patient Convict on Parole Gang Banger Name: ____________________ # _________ Date: ______________________ Circle One: Core 1 / Core 2 How Can YOU impact Society? Social Justice Project As we have been studying social justice over the past few weeks, we have explored various issues in society. You are now going to pick an issue and choose to do one of the following either individually or is a group of two or three: Research historical and contemporary aspects of a particular issue Determine alternative ways activists in the past could have made their voices heard Create a new way to make people aware of a specific issue You may choose to complete one of these tasks in the following way: Poster PowerPoint Mock Website Timeline Venn Diagram Skit/Play Song Ad Campaign Commercial Magazine Video Propaganda Political Cartoons Children’s Book Surveys to give to your peers and teachers about the issue Issues – remember, you are not LIMITED to any of these, see us to get another one approved Women’s Rights Equality (sport, workplace, schools) Ethnic Differences - Genocide Civil Rights Animal Rights Children’s Rights Environmental Rights Disability Rights Sexual Orientation Rights Religious Rights Name: ____________________ # _________ Date: ______________________ Circle One: Core 1 / Core 2 Social Justice Project Planning Chosen Issue: ________________________________ Individual Project or Group (list those in group): ____________________________________ _______________________________________________________________________________________ _____________________________________________________________________ Ideas for Project: This project will be due on ____________________. You will have PLENTY of time to work on this in class!!! Your Signature or Signature of those in Groups: Name: ____________________ # _________ Date: ______________________ Circle One: Core 1 / Core 2 How Can YOU impact Society? Social Justice Project Websites for Ideas Choose a few websites to help determine what social justice issue you would like to research for your final project. Remember, you may get ideas from them List at least ten ideas/topics you find online … make sure to DEFINE the topic not just list it. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Group Members: __________________________ Social Justice Project Rubric Organization and Professionalism 10 9 8 7 6 5 4 3 2 1 0 Goals of presentation are clearly stated at the beginning of it. Each member is well prepared and visibly interested. Presentation is well rehearsed. Each member participates and can be heard by everyone in audience. The presentation is appropriate length. Content and Comprehension 10 9 8 7 6 5 4 3 2 1 0 Students have an in-depth and sophisticated understanding of material. The information, both spoken and nonverbal, in the presentation is accurate and appropriate. Ethical questions are thoughtful. Students are able to answer questions accurately, thoughtfully, and honestly. Creativity 10 9 8 7 6 5 4 3 2 1 0 Is the presentation visually appealing and do the visuals add to the understanding of the issue? How are the graphics, pictures, music, video used to enhance the presentation? How well was the class engaged? Surveys Other Question/answer Final Score: _________________/ 30 Comments: Social Justice Book List Anderson, J. (2010). Working for our future: An equal chance for girls and Mankato, MN: Sea-to-Sea Publications. women. Anderson, L. (2008). Chains. New York: Scholastic. Angelou, M. (1983). I Know Why the Caged Bird Sings. New York: Bantom. Bartoletti, S. (2008). The boy who dared. New York: Scholastic. Bridges, R. (1999). Through my eyes. New York: Scholastic. Clark, C. (2002). Little rock nine. New York: Scholastic. Currie, S. (1997). We have Marched Together: The Working Children’s Crusade. Minnesota: Learner Publications. Curtis, C. (2007). Elijah of Buxton. New York: Scholastic. Dash, J. (1996). We shall not be moved: The women’s factory strike of 1909. New York: Polaris. Finsterbusch, K. & McKenna, G. (1994). Taking sides: Clashing views on controversial social issues. Guilford, CT: Dushkin Publishing. Freedman, R. (2006). Freedom walkers: The story of the Montgomery bus boycott. New York: Holiday House. Freedman, R. (2005). The voice that challenged a nation: Marian Anderson and the struggle for equal rights. New York: Scholastic. Griffon, J. (2003). Black Like Me. New York: Penguin. Haskins, J. (1992). The day Martin Luther King Jr. was shot: A photo history of the civil rights movement. New York: Scholastic. Hesse, K. (2003). Aleutian sparrow. New York: McEldery Books Hobbs, W. (2007). Crossing the wire. New York: Harper Collins. Hosseini, K. (2004). The Kite Runner. New York: Penguin. Hughes, L. (1994). The dream keeper and other poems. New York: Scholastic. Jimenez, F. (1999) The circuit. New York: Houghton Mifflin Lester, J. (2005). Let’s talk about race. New York: Amistad - Harper Collins. Lewis, J.P. (2005). Heroes and she-roes: Poems of amazing and everyday York: Dial Books heroes. New Meltzer, M. (1994). Cheap Raw Materials: How the Youngest Workers are Exploited and Abused. New York: Viking. Social Justice Book List Continued Mochizuki, K. & Lee, D. (1995). Baseball saved us. New York: Lee & Low Books Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin. Muth, J. (2002). The three questions. New York: Scholastic. Naidoo, B. (2000). The other side of truth. New York: Harper Collins Oppenheim, J. (2006). Dear Miss Breed: True stories of the Japanese American incarceration during World War II and a librarian who made a difference. New York: Scholastic. Perkins, M. (2007). Rickshaw Girl. Watertown, MA: Charlesbridge. Park, L. (2005). Project Mulberry. New York: Yearling. Parks, R. & Haskins, J. (1992). Rosa Parks: My story. New York: Scholastic. Pinkney, A. (2008). Boycott blues: How Rosa Parks inspired a nation. New York: Greenwillow Books. Rappaport, D. (2002). Martin’s big words. New York: Scholastic. Rappaport, D. (2007). Nobody gonna turn me ‘round: stories and songs of the civil rights movement. Cambridge: Candlewick Press. Rodger, E. & Field, J. (2010). Get involved: Social justice activist. New York: Crabtree Publishing. Rodger, E. (2010). Get involved: Human rights activist. New York: Crabtree Publishing. Ryan, P. (2000). Esperanza rising. New York: Scholastic Ryan, P. (2002). When Marian sang. Carmel, CA: Hampton Brown. Sanders, L. (2009). Social justice: How you can make a difference. Mankato, MN: Snap Books. Smith, D. (2002). If the world were a village: A book about the world’s people. Tonawanda, NY: Kids Can Press Ltd. Soto, G. (1997). Buried onions. New York: Harper Collins. Wilson, J. (2008). One peace: True stories of young activists. Custer, WA: Orca Books. Walker, A. (2006). The Color Purple. New York: Mariner Books. Woodson, J. (2002). Hush. New York: Penguin Putnam Books.
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