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Context and Reality (10th Grade) Standards Covered:

WS 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WS 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WS 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LS 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. RL 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone

SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Understandings: Essential Questions:

Context matters when trying to understand others.

Multiple perspectives reveal the reality

Can we ever truly understand other people or events? How and why?

How can we see beyond stereotypes?

Students Will Know: Students Will Be Able To:

Key Terms:, tone, purpose, context, prejudice, stereotype, perspective, assumption, textual forms, reality, caption

Terms from last unit: metaphor, simile, hyperbole, imagery, personification, sensory details, onomatopoeia, pun, understatement, malapropism, spoonerism, cacophony, alliteration

Concepts: writing and revision process, different

text structures convey meaning differently, identify stereotypes, the importance of multiple perspectives, figurative language influences perception, importance of context

Interpret an image using textual and contextual evidence.

Illustrate the complexities of an image/person/event by writing a multigenre work from various perspectives.

Write, revise, and edit a multiperspective work with a stereotype as theme.

Analyze the effect of structure, form, and figurative language on meaning.

Analyze a stereotype or prejudice in a text and image Add words to images to influence tone, context, and

interpretation. Characterize a speaker using tone of voice.

Daily Lesson Plan/Learning Guide for Day _1____

Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

LS 3, SL1

Essential Questions How can we see beyond stereotypes?

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How do activities, materials, etc, connect to students’ prior knowledge

The pictures and labels will be related to things from the students’ funds of knowledge, such as pictures of teachers, cheerleaders, football players, and doctors.

SWKs/SWBATs Terms: reality, assumption, stereotype, prejudice

Concepts: identify stereotypes, the importance of multiple perspectives

Assessments: formative/summative

Stereotype chart Nearpod responses Discussion and reflection

Learning Activities: include a description and time frame

1. Nearpod: https://share.nearpod.com/vsph/51e6zapFny (there is also a powerpoint version which I have included below) Stereotype presentation and graphic organizer, teaches vocab of reality, assumption, stereotype, prejudice. Have students take notes on the definitions and sentences (45 min)

2. Stereotype labeling. Introduce and set up (10 min). 3. Mingle and talk about future goals: (10 min) 4. Debrief the activity (15 min). How it made them feel. What

prejudices played into their interpretations of each other. 5. 10 min Writing/reflection time. Post Discussion writing response:

How did you feel during the activity and during the discussion? What can we do to see beyond stereotypes?

Accommodations made for struggling and accelerated learners: Grouping patterns, content literacy strategies, etc

Struggling learners: modeling filling in the chart, nearpod so they can see multiple other responses, translations of the stereotype labels materials if necessary Accelerated learners: Think of your own stereotypes and put it in the last couples boxes on the chart. Then, if time, make a T-chart and continue the chart.

Resources Site to find photographs to teach stereotypes: http://www.tolerance.org/lesson/using-photographs-teach-social-justice-exposing-gender-bias https://www.facinghistory.org/resource-library/teaching-strategies/analyzing-visual-images-and-stereotyping Source for my stereotype labeling activity: https://my.vanderbilt.edu/vucept/modules-open-sessions/stereotypes-in-my-community/ Nearpod: https://share.nearpod.com/vsph/51e6zapFny

Stereotype powerpoint or nearpod (We will probably only go up through the band geeks or

cheerleaders). The link to the nearpod is in the lesson plan and the powerpoint is below. The nearpod is

a little different than the powerpoint.

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The following worksheet/chart to fill out during the powerpoint or nearpod

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Name__________________________ Period_______

Seeing Beyond Stereotypes

In this activity, we will be talking about the various labels and stereotypes people have. Please be

sensitive to other people’s feelings because we will be talking about stereotypes that may apply to some

of us. The goal of this activity is to recognize how stereotypes influence the way you judge others. At the

end of this activity, we will challenge the stereotypes to see the real people beyond the stereotypes.

Vocabulary terms:

Reality:

Assumption:

Stereotype:

Prejudice:

Please name a stereotype in the first column, write society’s perception of the stereotype in the second

column, and imagine a possible reality for the third column. See the first example about a teacher. Feel

free to write these explanations in first or third person.

Stereotype Society’s perception of the stereotype (What are these people generally like?)

Reality (What does an individual really do? What is he or she really like?)

1. teacher I grade everything in red ink and write lots of mean comments I can’t wait to ruin somebody's day tomorrow. I spend six hours after school grading essays After school I'm going to read essays for 6 hours I go home and discuss Pride and Prejudice with my husband.

I love teaching and can’t wait to help others learn. I spend about 30 minutes after school grading essays. I only write 1 or 2 comments in blue ink. I go swimming every evening.

2.

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3.

4.

5.

6.

Pick one stereotype and answer the following question in a paragraph of complete sentences. Use the

back of this page if necessary.

How do assumptions lead to stereotypes? Use examples from the chart above to support your answer.

Potential answer key:

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Stereotype Reality

1. teacher I grade everything in red ink and writes lots of mean comments I can’t wait to ruin somebody's day tomorrow. I spend six hours after school grading essays After school I'm going to read essays for 6 hours I go home and discuss Pride and Prejudice with my husband.

I love teaching and can’t wait to help others learn. I spend about 30 minutes after school grading essays. I only write 1 or 2 comments in blue ink. I go swimming every evening.

2. Artist

I spend all my days at coffee shops and drink and smoke a lot. I have lots of very educated friends and I’m very smart and kind of poor. I have lots of fun. Sometimes I go to slam poetry nights.

I love to ski. I spend a lot of time at the library. I have a wife and three kids. I also teach yoga at the rec center.

3. Nerd

I spend lots of time playing video games and talking about pokemon. I know everything there is to know about the French Revolution and I’ve read everything Victor Hugo ever wrote.

I love playing video games, but I also love to ski. I love reading about the French Revolution because of the Scarlet Pimpernel. After school I usually watch my little brothers and draw a little bit.

4. Jock I spend hours at the gym and wear nothing but gym shorts. I’m super tough and that’s all I care about.

After football practice, I go home, help my mom cook dinner. Then I work on homework and play video games with my brother. Sometimes I read a book. I like Brandon Sanderson.

5. Cheerleader

I get bad grades because all I’m worried about is my social life and the type of social power I have. I have lots of friends, but I’m actually pretty mean. I date a football player.

I worry about my friends and I don’t want them to be mad at me. I want to be the best cheerleader I can be. I hope people come to the game to night so I have someone to cheer for.

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Stereotype labeling activity:

First, I will explain that we will each put a stereotype on our foreheads, and we won’t know what it is.

We will then talk to each other about our future goals, and we need to respond to each other as if they

embody the stereotype on their forehead. Be sure to be somewhat dramatic because the goal of the

game is to figure out what stereotype is on your forehead, and you can’t figure it out if people don’t

respond correctly to you. However, if you feel uncomfortable participating, you may observe. Points are

rewarded for those who do figure out their stereotype and can tell me how they figured it out. So don’t

go telling each other what their stereotype is.

I will also put up a list of the stereotypes on the board so students know more or less what they could

possibly be. The idea is that by making it a game and encouraging them to be dramatic, they will

distance themselves from it.

The labels I will use: overweight, playboy, depressed, violent, athletic, good at

math, cute, overemotional, lazy, untrustworthy, unclean, musical,

materialistic, popular, unintelligent, exotic, forgetful, frail, stereotypical girl,

stereotypical boy, teacher, doctor, nerd, jock, cheerleader, druggy, poor, rich,

Source for my stereotype labeling activity: https://my.vanderbilt.edu/vucept/modules-open-sessions/stereotypes-in-my-community/

Debriefing the Activity:

After ten minutes or so of talking to each other, we will sit in a circle and write in our journals. We will

then discuss what we experienced.

Discussion Rules:

1. No names allowed unless you have that person’s permission

2. Be respectful at all times

3. Think before you speak

4. If you do say something that might make somebody else feel bad, apologize.

5. Do not speak out of turn

6. Let everyone have a chance to speak

Questions:

Even though it was a game, you were supposed to be dramatic, and it wasn’t real, how did it

make you feel?

How did you feel being stereotyped by something you had no control over? (the label on your

forehead)

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How did you feel stereotyping others?

Now take the label off:

Was the label what you guessed, or were you surprised by it?

When people stereotyped you, were you able to disregard it?

Did you try to disprove the stereotype? If so, did it work?

How did you feel toward the person who was stereotyping you?

If your attribute was positive (e.g., “good at math”), how did you feel?

When stereotyping others, how easy was it to find confirming evidence?

When stereotyping others, how did you react to disconfirming evidence?

With each of these discussion questions, allow students to speak openly, but establish rules for

speaking respectfully (see above).

Post Discussion writing response to be written on the board: How did you feel during the

activity and during the discussion? What can we do to see beyond stereotypes?

Daily Lesson Plan/Learning Guide for Day _2____

Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

LS 3, WS 9, RL 1

Essential Questions How can we see beyond stereotypes?

How do activities, materials, etc, connect to students’ prior knowledge

This lesson plan mostly connects with day 1 because students will have learned about stereotypes and now they will be looking at them critically in real world situations. They will also be looking at what they can do about stereotypes. In the HW, they will be asked to write a brief news article or informative essay, which we will have covered much earlier in the year since this unit comes closer to the end.

SWKs/SWBATs Terms: context, caption Interpret an image using textual and contextual evidence. Analyze a stereotype or prejudice in a text and image.

Assessments: formative/ summative

Starter (nearpod) Captions (nearpod) Reading responses to short article and headlines

Learning Activities: include a

1. Nearpod Presentation for #1-4: https://share.nearpod.com/vsph/nMSpqVGDny There is also a powerpoint version included below, but the nearpod is better.

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description and time frame

Starter: they would write their answers first in their notebooks and then in the nearpod. (10 min)

2. Now write a caption (explain what a caption is and write an example) that represents the stereotype or even the reality behind it. Write in notebooks first, share with a partner, then put into nearpod. The best caption will go on the door/wall. (We will be writing a lot of captions during this unit, and the best ones get to go on the door/wall.) (10 min)

3. Presentation on context. They would write their answers to the questions in their notebooks as well as the nearpod. (20 min)

4. Japanese internment camp photo: ask questions about context. Talk about WWII. (10 min)

5. 35 min: read the article and the headlines and answer the questions in groups of 3-4.

6. 5 min: introduce HW: oral histories/writing captions on the pictures

Accommodations made for struggling and accelerated learners: Grouping patterns, content literacy strategies, etc

Struggling: Nearpod, reading groups with assigned roles of summarizer, questions, and connections Accelerated: Read the actual executive order 6099 and summarize, make connections, and ask questions. Identify the stereotypes and what can be done to see beyond the stereotypes. Must do option #2 and maybe even write a historically authentic news article.

Resources Nearpod: https://share.nearpod.com/vsph/nMSpqVGDny https://www.archives.gov/education/lessons/japanese-relocation Really good history lesson: https://www.nps.gov/nr/twhp/wwwlps/lessons/89manzanar/89manzanar.htm Oral histories: http://www.bijac.org/index.php?p=HISTORYWar_ExclusionOrder

Day 2 materials:

Starter:

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Discuss the appropriate terms of “undocumented citizens” and why “illegal” and “alien” are

inappropriate.

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Name____________________ Period____

Japanese Americans in World War II

In groups of 3, you will have a summarizer, questioner, and a connector. Read the following article.

At the end, the Summarizer will summarize what happened.

The Questioner will think of at least three questions about the article.

The connector will connect what happened with the Japanese to a movie, tv show, current event, or something else happening today.

Then you will identify the stereotypes you see You may help each other, and everyone must write the questions, connection, and summary in the space provided. You will then read the headlines and answer the questions that follow. When you finish, see Ms. H for the next step.

Context of Executive Order 9066, authorizing the internment of about 122,000 Japanese Americans:

Between 1861 and 1940, approximately 275,000 Japanese immigrated to Hawaii and the

mainland United States, the majority arriving between 1898 and 1924, when quotas were

adopted that ended Asian immigration. Many worked in Hawaiian sugarcane fields as contract

laborers. After their contracts expired, a small number remained and opened up shops. Other

Japanese immigrants settled on the West Coast of mainland United States, cultivating marginal

farmlands and fruit orchards, fishing, and operating small businesses. Their efforts yielded

impressive results. Japanese Americans controlled less than 4 percent of California’s farmland in

1940, but they produced more than 10 percent of the total value of the state’s farm resources.

As was the case with other immigrant groups, Japanese Americans settled in ethnic

neighborhoods and established their own schools, houses of worship, and economic and cultural

institutions. Ethnic concentration was further increased by real estate agents who would not sell

properties to Japanese Americans outside of existing Japanese enclaves and by a 1913 act passed

by the California Assembly restricting land ownership to those eligible to be citizens. In 1922 the

U.S. Supreme Court, in Ozawa v. United States, upheld the government’s right to deny U.S.

citizenship to Japanese immigrants.

Envy over economic success combined with distrust over cultural separateness and long-standing

anti-Asian racism turned into disaster when the Empire of Japan attacked Pearl Harbor on

December 7, 1941. Lobbyists from western states, many representing competing economic

interests or nativist groups, pressured Congress and the President to remove persons of Japanese

descent from the west coast, both foreign born (issei – meaning “first generation” of Japanese in

the U.S.) and American citizens (nisei – the second generation of Japanese in America, U.S.

citizens by birthright.) During Congressional committee hearings, Department of Justice

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representatives raised constitutional and ethical objections to the proposal, so the U.S. Army

carried out the task instead. The West Coast was divided into military zones, and on February 19,

1942, President Franklin D. Roosevelt issued Executive Order 9066 authorizing exclusion.

Congress then implemented the order on March 21, 1942, by passing Public Law 503.

After encouraging voluntary evacuation of the areas, the Western Defense Command began

involuntary removal and detention of West Coast residents of Japanese ancestry. In the next 6

months, approximately 122,000 men, women, and children were moved to assembly centers.

They were then evacuated to and confined in isolated, fenced, and guarded relocation centers,

known as internment camps. The 10 relocation sites were in remote areas in 6 western states and

Arkansas: Heart Mountain in Wyoming, Tule Lake and Manzanar in California, Topaz in Utah,

Poston and Gila River in Arizona, Granada in Colorado, Minidoka in Idaho, and Jerome and

Rowher in Arkansas.

Nearly 70,000 of the evacuees were American citizens. The government made no charges against

them, nor could they appeal their incarceration. All lost personal liberties; most lost homes and

property as well. Although several Japanese Americans challenged the government’s actions in

court cases, the Supreme Court upheld their legality. Nisei were nevertheless encouraged to serve

in the armed forces, and some were also drafted. Altogether, more than 30,000 Japanese

Americans served with distinction during World War II in segregated units.

For many years after the war, various individuals and groups sought compensation for the

internees. The speed of the evacuation forced many homeowners and businessmen to sell out

quickly; total property loss is estimated at $1.3 billion, and net income loss at $2.7 billion

(calculated in 1983 dollars based on the Commission investigation below). The Japanese

American Evacuation Claims Act of 1948, with amendments in 1951 and 1965, provided token

payments for some property losses. More serious efforts to make amends took place in the early

1980s, when the congressionally established Commission on Wartime Relocation and Internment

of Civilians held investigations and made recommendations. As a result, several bills were

introduced in Congress from 1984 until 1988, when Public Law 100-383, which acknowledged

the injustice of the internment, apologized for it, and provided for restitution, was passed.

For more information and other documents regarding the War Relocation Authority and the

incarceration of Japanese Americans during World War II, visit the National Archives’ Truman

Presidential Museum and Library.

(Information excerpted from Documents from the National Archives: Internment of Japanese

Americans [Dubuque, Iowa: Kendall/Hunt Publishing Company, 1989] pp. 9–10.)

For more information and education lesson plans visit the National Park Service site "The War

Relocation Camps of World War II: When Fear Was Stronger Than Justice."

https://www.ourdocuments.gov/doc.php?flash=true&doc=74

Summary:

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Questions:

Connections:

Stereotypes you see (Use textual evidence to support your response):

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Headlines:

Jap: an offensive term for people of Japanese origin.

Determining the Facts

Fear!

The following headlines and excerpts from articles appeared in The Los Angeles Times between

December 1941 and February 1942. They provide a glimpse of what people living in Los

Angeles could read in the papers in the months following Pearl Harbor:

SUICIDE REVEALS SPY RING HERE. Japanese Doctor Who Killed Self After Arrest

Called Espionage Chief. (Dec. 19, 1941)

WHAT TO DO IN CASE OF POISON GAS ATTACKS. (Dec. 19, 1941)

JAP SUBS RAID CALIFORNIA SHIPS. Two Steamers Under Fire. (Dec. 21, 1941)

JAPAN PICTURED AS A NATION OF SPIES. Veteran Far Eastern Correspondent Tells

About Mentality of Our Enemies in Orient. (Dec. 23, 1941)

[U. S.] REPRESENTATIVE FORD WANTS ALL COAST JAPS IN CAMPS. (Jan. 22,

1942)

NEW WEST COAST RAIDS FEARED. Unidentified Flares and Blinker Lights Ashore Worry

Naval Officials. (Jan. 25, 1942)

OLSEN SAYS WAR MAY HIT STATE. Shift of Combat to California Possible, Governor

Declares. (Jan. 26, 1942)

EVICTION OF JAP ALIENS SOUGHT. Immediate Removal of Nipponese Near Harbor and

Defense Areas Urged by Southland Officials. (Jan 28, 1942)

THE QUESTION OF JAPANESE-AMERICANS by W. H. Anderson

Perhaps the most difficult and delicate question that confronts our powers that be is the handling-

-the safe and proper treatment--of our American-born Japanese, our Japanese-American citizens

by the accident of birth. But who are Japanese nevertheless. A viper is nonetheless a viper

wherever the egg is hatched. (Feb. 2, 1942)

CALIFORNIANS SEEK MORE ALIEN CURBS. Washington and Oregon Members of

Congress Join in Plea for Expansion of Program. (Feb. 3, 1942)

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AMERICAN JAPS REMOVAL URGED. Internment of All Dual Citizens Asked by [Los

Angeles] County Defense Council. (Feb. 3, 1942)

VENTURA COUNTY URGES REMOVAL OF ALL JAPANESE. Supervisor Demands

Drastic Measures in Seeking Evacuation From Coast Area. (Feb. 4, 1942)

LOYAL JAPS MUST AID FIGHT AGAINST SABOTAGE, SAYS OLSON. Governor

Asserts Action Will be Taken to Curb Spy and Fifth Columnist Activities. (Feb. 5, 1942)

JAPANESE HERE SENT VITAL DATA TO TOKYO. American-Born Nipponese Had

Powerful Radios to Transmit Messages, Dies [Chairman, House Un-American Activities

Committee] Will Disclose. (Feb. 6, 1942)

BOWRON ASKS REMOVAL OF ALL JAPANESE INLAND. Mayor would Establish Both

Alien and Native-Born Hundreds of Miles From Coast. (Feb. 6, 1942)

ARMY ORDERS SABOTAGE ALERT HERE. Warning Issued for All California. City

Placed on Air Raid Alert. (Feb. 7, 1942)

ALIEN ISOLATION PLEA MISUNDERSTOOD. Washington Seems to Feel Coast is

Panicky; [Says] All Necessary Measures Have Been Taken. (Feb. 8, 1942)

MILITARY CONTROL OF ALIENS ADVOCATED. Defense Council Wants Army and

Navy to Police Foreigners in Combat Zones. (Feb. 12, 1942)

LINCOLN WOULD INTERN JAPS. [Mayor] Bowron Says Civil War President Would Move

Aliens If In Office Today. (Feb. 13, 1942)

DANGER IN DELAYING JAP REMOVAL CITED. Congress Warned Speed Necessary to

Prevent Widespread Sabotage Attempts on West Coast. (Feb. 14, 1942)

THE FIFTH COLUMN ON THE COAST by Walter Lippmann

The enemy alien problem on the Pacific Coast, or much more accurately, the fifth column

problem, is very serious and it is very special. . . .The peculiar danger of the Pacific Coast is in a

Japanese raid accompanied by enemy action inside American territory. . . . It is the fact that the

Japanese navy has been reconnoitering the Pacific Coast more or less continually and for a

considerable period of time, testing and feeling out the American defenses. It is the fact that

communication takes place between the enemy at sea and enemy agents on land. These are facts

which we shall ignore or minimize at our peril. It is the fact that since the outbreak of the

Japanese war there has been no important sabotage on the Pacific Coast. From what we know

about Hawaii and about the fifth column in Europe, this is not, as some have liked to think, a

sign that there is nothing to be feared. It is a sign that the blow is well organized and that it is

held back until it can be struck with maximum effect . . . The Pacific Coast is officially a combat

zone; some part of it may at any moment be a battlefield. Nobody's constitutional rights include

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the right to reside and do business on a battlefield. And nobody ought to be on a battlefield who

has no good reason for being there. (Feb. 13, 1942)

Following is text from Executive Order No. 9066, signed by President Roosevelt on February 19,

1942:

WHEREAS the successful prosecution of the war requires every possible protection against

espionage and against sabotage, . . . I hereby authorize and direct the Secretary of War . . . to

prescribe military areas in such places and of such extent as he may determine, from which any

or all persons may be excluded, and with such respect to which, the right of any person to enter,

remain in, or leave shall be subject to whatever restrictions the Secretary of War or the

appropriate Military Commander may impose in his discretion. The Secretary of War is hereby

authorized to provide for residents of any such area who are excluded therefrom, such

transportation, food, shelter, and other accommodations as may be necessary . . . to accomplish

the purpose of this order.

Answer the following questions about the headlines:

1. Based on the headlines, what do you think people living in Los Angeles were afraid of? What

do you think W. H. Anderson meant when he said: "A viper is nonetheless a viper wherever the

egg is hatched"?

2. If you were a Japanese American living in Los Angeles, how would you react to these

headlines?

3. Walter Lippmann was a highly respected correspondent for the New York Tribune, who had

just returned to the East after a visit to California. What facts did he cite as justification for his

conclusion that a Japanese "fifth column," or spy network, existed on the Pacific Coast? Japanese

submarines were patrolling off the California coast, but neither the Federal Bureau of

Investigation nor the Federal Communications Commission could find any evidence of

communication from the shore. Why do you think officials and others were so willing to believe

that Japanese living on the West Coast were signaling the submarines? Why do you think

Lippmann said that the fact that no sabotage has occurred proved that it would? Answer this

question on the back of this page.

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4. Why do you think Executive Order 9066 never mentions the Japanese, even though they are

the people most directly affected?

5. How do these headlines compare to newspaper or television coverage of events occurring

today?

https://www.nps.gov/nr/twhp/wwwlps/lessons/89manzanar/89facts1.htm

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For accelerated students: read the following executive order and then provide a summary, questions,

connections to today, and stereotypes you see. Then they would look at the headlines just like everyone

else. They could even move onto to working through the reality-stereotype diagram.

Transcript of Executive Order 9066: Resulting in the Relocation of Japanese (1942)

Executive Order No. 9066

The President

Executive Order

Authorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against

espionage and against sabotage to national-defense material, national-defense premises, and

national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended

by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655

(U.S.C., Title 50, Sec. 104);

Now, therefore, by virtue of the authority vested in me as President of the United States, and

Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War,

and the Military Commanders whom he may from time to time designate, whenever he or any

designated Commander deems such action necessary or desirable, to prescribe military areas in

such places and of such extent as he or the appropriate Military Commander may determine,

from which any or all persons may be excluded, and with respect to which, the right of any

person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War

or the appropriate Military Commander may impose in his discretion. The Secretary of War is

hereby authorized to provide for residents of any such area who are excluded therefrom, such

transportation, food, shelter, and other accommodations as may be necessary, in the judgment of

the Secretary of War or the said Military Commander, and until other arrangements are made, to

accomplish the purpose of this order. The designation of military areas in any region or locality

shall supersede designations of prohibited and restricted areas by the Attorney General under the

Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of

the Attorney General under the said Proclamations in respect of such prohibited and restricted

areas.

I hereby further authorize and direct the Secretary of War and the said Military Commanders to

take such other steps as he or the appropriate Military Commander may deem advisable to

enforce compliance with the restrictions applicable to each Military area hereinabove authorized

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to be designated, including the use of Federal troops and other Federal Agencies, with authority

to accept assistance of state and local agencies.

I hereby further authorize and direct all Executive Departments, independent establishments and

other Federal Agencies, to assist the Secretary of War or the said Military Commanders in

carrying out this Executive Order, including the furnishing of medical aid, hospitalization, food,

clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities,

and services.

This order shall not be construed as modifying or limiting in any way the authority heretofore

granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as

limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with

respect to the investigation of alleged acts of sabotage or the duty and responsibility of the

Attorney General and the Department of Justice under the Proclamations of December 7 and 8,

1941, prescribing regulations for the conduct and control of alien enemies, except as such duty

and responsibility is superseded by the designation of military areas hereunder.

Franklin D. Roosevelt

The White House,

February 19, 1942.

https://www.ourdocuments.gov/doc.php?doc=74&page=transcript

Summary:

Questions:

Connections:

Stereotypes you see:

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Name_________________________

Pick one of the following options for homework. Be sure to complete all the questions.

HW option #1 (3 questions):

1. Write a headline for this image that supports the Japanese Exclusion order.

____________________________________________________________

2. Now write a headline that challenges the Japanese Exclusion order:

____________________________________________________________

3. Pick a headline from above and write a half page news article or informative essay on the

back of this page to add additional context to the picture and your headline.

HW option #2 (2 Questions):

Go to http://www.bijac.org/index.php?p=HISTORYWar_ExclusionOrder and watch an interview of a

Japanese camp survivor. (The third or fourth ones are my favorites! But you pick.).

1. Write a headline based on their story that challenges the headlines we read in class.

______________________________________________

2. Write a half page news article or informative essay based on this headline on the back of this

page to add additional context to your headline. Include some of the information you learned from the

interview.

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Daily Lesson Plan/Learning Guide for Day _3___

Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

RL 1, WS 9

Essential Questions Can we ever truly understand other people or events? How and why?

How do activities, materials, etc, connect to students’ prior knowledge

We will continue discussing the stereotypes in WWII and look at the HW they have done. We will also do a picture hunt which will let them look around everywhere and let energetic and naturalistic learners get active.

SWKs/SWBATs Term: perspective, purpose, tone Importance of context Interpret an image using textual and contextual evidence. Characterize a speaker using tone of voice Add words to images to influence tone, context, and interpretation

Assessments: formative/summative

Starter +Day 2 HW Diagram of reality-stereotype Nearpod responses Captions for Migrant Mother Picture Hunt questions

Learning Activities: include a description and time frame

1. Starter: Share your headlines with a partner and answer the following question about your partner’s headlines: (Write the questions on the board)

a. How does the headline support or challenge the Japanese Exclusion Order?

b. How does the context provided by the news article and headline support or challenge the Japanese Exclusion Order?

c. Based on your partner’s responses to your HW, write one thing you might do to improve your own work. Write down your answers to a, b, and c and the name of your partner. Turn in your HW with your answers. (10 min)

2. Fill out and discuss the diagram. Set guidelines of respect for the discussion. reality-----prejudice. Be sure to use textual evidence in each column. (15 min)

3. Nearpod: https://share.nearpod.com/vsph/xCP97ydEny for #3-5. #4-5 can possibly be done without a nearpod if necessary and #3 can be done with a powerpoint which is below. Vocab: tone, perspective, purpose. Do a freyer model for each one. (15 min)

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4. Nearpod: Pass out a discussion guide to accompany the Image: Answer first question and discuss. Then second question and discuss. Then third question. Do in pairs (15 min)

5. Read the Migrant Mother story and write captions. Submit the captions on Nearpod and discuss the context of each of the captions. At the end, ask “How do words enhance the tone of the image?” (20 min)

6. 10 min: Picture hunt! A bunch of random images are hidden throughout the room. Students find the image, answer the questions on the back, write two different captions, and then put it up on the board. The most creative caption goes on the caption door!! We’ll vote on them if we have time…

7. 5 min: Explain HW: picking an image and answering the questions

Accommodations made for struggling and accelerated learners: Grouping patterns, content literacy strategies, etc

Struggling: precision partnering to share headlines and talk about HW, reflection and writing time with nearpod, freyer models and direct vocabulary instruction Accelerated: Encouraged to explore deeper ways of writing captions. Write headlines as if it were part of a newspaper.

Resources https://thehistoricpresent.com/tag/migrant-mother/ for context on the photo to be used. Includes at least three different perspectives about the actual picture!! So cool!

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Name____________________________ Period______________

Based on our study of the Japanese internment camp, fill out this diagram as we discuss these

topics in class. Be sure to include textual evidence to support your answer for each column.

Reality Assumption Stereotype Prejudice

What is the reality behind the stereotype?

What assumption connects the reality to the stereotype?

What is the stereotype? How does the stereotype influence people’s judgement of Japanese?

Reflection: What could you have done at the time to see beyond the stereotype? To help others see beyond the stereotype?

What are some stereotypes in today’s world? What can we do to see beyond them?

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POSITIVE TONE WORDS NEUTRAL (+, –, or neutral)

NEGATIVE TONE WORDS

admiring adoring affectionate appreciative approving bemused benevolent blithe calm casual celebratory cheerful comforting comic compassionate complimentary conciliatory confident contented delightful earnest ebullient ecstatic effusive elated empathetic encouraging euphoric excited exhilarated expectant facetious fervent flippant forthright friendly funny gleeful gushy happy

hilarious hopeful humorous interested introspective jovial joyful laudatory light lively mirthful modest nostalgic optimistic passionate placid playful poignant proud reassuring reflective relaxed respectful reverent romantic sanguine scholarly self-assured sentimental serene silly sprightly straightforward sympathetic tender tranquil whimsical wistful worshipful zealous

commanding direct impartial indirect meditative objective questioning speculative unambiguous unconcerned understated

abhorring acerbic ambiguous ambivalent angry annoyed antagonistic anxious apathetic apprehensive belligerent bewildered biting bitter blunt bossy cold conceited condescending confused contemptuous curt cynical demanding depressed derisive derogatory desolate despairing desperate detached diabolic disappointed disliking disrespectful doubtful embarrassed enraged evasive fatalistic fearful forceful foreboding frantic frightened frustrated furious gloomy grave greedy grim harsh haughty holier-than-thou hopeless

hostile impatient incredulous indifferent indignant inflammatory insecure insolent irreverent lethargic melancholy mischievous miserable mocking mournful nervous ominous outraged paranoid pathetic patronizing pedantic pensive pessimistic pretentious psychotic resigned reticent sarcastic sardonic scornful self-deprecating selfish serious severe sinister skeptical sly solemn somber stern stolid stressful strident suspicious tense threatening tragic uncertain uneasy unfriendly unsympathetic upset violent wry

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Nearpod presentation: https://share.nearpod.com/vsph/xCP97ydEny

Freyer models:

Definition

Image

Examples

Non-examples

Definition

Image

Examples

Non-examples

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Name____________________________

The Migrant Mother: Discussion Guide

As we look at this picture, answer the following questions. Be sure to use textual evidence from

the picture in your response. You will also type your response into nearpod. As we look at the responses

of the class, feel free to add to your response. Make it the best it can be!

1. What do you notice about this image?

2. What do you think this image is about?

3. Who was the photographer?

4. What was the photographer’s purpose in taking this photo?

5. Who might have been the audience?

6. How would you describe the tone of this image?

7. What is a caption you might give this image?

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Name________________________________ Now that we have looked at the image and analyzed it, let’s read about the actual context of the image. This article is broken up in sections based on the point of view of each section. After you finish reading each section, answer the questions that follow. We will then type some of them in nearpod and go over them as a class. Others we will simply share in groups. As you hear other responses, add to your own. Make it the best it can be!! But don’t copy!!! This is your own work and your own creativity. Show yourself what you can do.

The Migrant Mother (1936) That Migrant Mother was Florence Owens Thompson, a migrant worker originally from Oklahoma. She married Cleo Owens and moved with him and their three children to California in the late 1920s, where he had relatives, and they worked in saw mills and farms in the Sacramento Valley. Owens died in 1931, leaving Florence pregnant and with five children to support at the height of the Depression. Florence met Jim Hill and had three more children with him, supporting her family by picking cotton, doing manual labor in hospitals, working as a cook—anything to bring in money. The family was on the road in March 1936, looking for work in the fields after finishing a hitch picking beets. Their car broke down on the highway, near a pea-pickers’ camp. That was bad news; worse was to come. There were around 3,000 migrant workers at the camp, all unemployed after a freezing rain had destroyed the crop. There would be no work for anyone. As Hill and two of the boys walked into town to get parts for the car, Florence waited in the camp with the younger children. At this point, Dorothea Lange appeared with her camera. Lange was a photographer working for the Farm Security Administration to document the human toll of the Depression. She took six photos of Florence and her three youngest children, and wrote these notes: “Seven hungry children. Father is native Californian. Destitute in pea pickers’ camp … because of failure of the early pea crop. These people had just sold their tires to buy food.” The Library of Congress gave it the following description: “Destitute pea pickers in California. Mother

of seven children. Age thirty-two. Nipomo, California”. With the context of the picture in mind, write a

caption you would add to the picture to influence the interpretation of those who saw the picture.

Later, Lange described her encounter with Florence:

I saw and approached the hungry and desperate mother, as if drawn by a magnet. I do not

remember how I explained my presence or my camera to her, but I do remember she

asked me no questions. I made five exposures, working closer and closer from the same

direction. I did not ask her name or her history. She told me her age, that she was thirty-

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two. She said that they had been living on frozen vegetables from the surrounding fields,

and birds that the children killed. She had just sold the tires from her car to buy food.

There she sat in that lean-to tent with her children huddled around her, and seemed to

know that my pictures might help her, and so she helped me. There was a sort of equality

about it.

Lange sent her photos to the San Francisco News and to Washington, DC. When this photo ran

in the newspaper, people were so moved and appalled by the conditions at the camp that the

federal government sent 20,000 pounds of food to the camp.

Write a caption for this picture from the photographer’s perspective.

How does the photographer want people to see this image? Was she successful in her

purpose? Use at least one piece of textual evidence.

How does your caption reflect the photographer’s tone of voice? Use textual evidence in

your response.

By the time it arrived just a few days later, Florence and her family had moved on to work at

another farm. So much is history, and legend. Florence Owens Thompson (she remarried in

1945), however, told a different story. She claimed that Lange never spoke to her at all, and just

started taking pictures. She also ridiculed the idea that they had sold their tires for food—how

would they drive the car if they sold the tires? “I don’t believe Dorothea Lange was lying,”

Thompson said, “I just think she had one story mixed up with another. Or she was borrowing to

fill in what she didn’t have.” Thompson also claimed that Lange had promised not to publish the

photos. Florence was humiliated by her family’s poverty and didn’t want it broadcast around the

nation. Luckily for her, the family’s name was never published, and the identity of the family

and the Migrant Mother remained unknown until 1978, when a California reporter saw Florence

in her mobile home and recognized her. The newspaper published his article that quoted

Florence as saying “I wish she hadn’t taken my picture. I can’t get a penny out of it. She didn’t

ask my name. She said she wouldn’t sell the pictures. She said she’d send me a copy. She never

did.”

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Now write a caption from Florence’s perspective.

How does your caption reflect Florence’s tone of voice? Use textual evidence to support

your response.

There was no way for Florence to know that, as a government employee, Lange gave up all

rights to her work and never received any money from the photo herself. The photo became more

and more famous as the single best illustration of the nightmare of the Depression. In 1998, it

was put on a U.S. stamp—the first time that living people (the daughter on the left and the baby

in Florence’s arms) were featured on a stamp. According to her children, Florence was

humiliated all over again by the celebration of the photo, but when she became ill in August

1983, her children appealed to the public for help, and over $25,000 in donations for the Migrant

Mother’s medical bills came in. For the first time, Florence felt like she was more than a symbol

of failure and shame. Florence Owens Thompson died the next month. Her gravestone reads

“Florence Leona Thompson, Migrant Mother—A Legend of the Strength of American

Motherhood.” Migrant Mother is rightly famous, but for Florence’s sake, this photo should have

its due, too:

This is a re-enactment of the photo taken in 1979. Katherine and Ruby stand on either side of

their mother, and Norma, the baby in Florence’s arms, kneels beside her mother. Florence

managed to provide for her family and get them through the Depression, despite all odds.

Katherine’s tribute to her mother is fitting: “We never had a lot, but she always made sure we

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had something. She didn’t eat sometimes, but she made sure us children ate. That’s one thing she

did do.” Next time: Raising the Flag at Iwo Jima

https://thehistoricpresent.com/tag/migrant-mother/

Write one final caption for the picture above. It can be from a daughter’s perspective. It can even be

from your own perspective now that you know all the context for the Migrant Mother.

How does knowing the context for The Migrant Mother change your reading of the photo?

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Picture Hunt:

The pictures will come from my random picture collection of pictures from magazines, online, and more.

Here are a few examples:

And more…

Or, I could not do a picture hunt and instead talk about the perspective, purpose, tone, and context of a

youtube cat diary….

The following questions would be on a separate piece of paper that I would hand out before the picture

hunt began. After they find a picture and answer the questions, they could pick up another piece of

paper and continue searching.

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The picture questions:

Names:______________________________________________ Period__________

Do your creative best to answer the following questions. They have to make sense and you have to

support your answers. The best answers and caption will earn a place on the door! When you’re done

answering the questions, turn in this picture and the questions and hunt for another one!

1. What is the tone of this picture? Use textual evidence to support your response.

2. What is the purpose?

3. What is the perspective?

4. What is the context of this picture? Support whatever crazy answer you think of with textual

evidence from the picture.

5. What is a possible caption for this picture that matches your tone and context?

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Day 3 Homework: Your own image!

Name_______________________

Period_______________________

Find an image you think tells a story, preferably a story you are passionate about or a story from your

own life. Then answer the following questions. Be sure to support your answer with textual evidence.

Bring your picture and answers to these questions to class tomorrow. We will be using them.

1. What is the story behind your image?

2. What is the tone of your image and why?

3. What is the context of your image? Make it believable.

4. What is the purpose of your image? (Why did the photographer take the picture or why did the

artist paint the picture?)

5. Write two captions, each from a different perspective. Think about how you can reveal some of

the context of your image in each caption.

Perspective 1:

Perspective 2:

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Homework Day 3: Your own image, a conversation

Name_______________________ Period_______________________

Find an image you think tells a story, preferably a story you are passionate about. Then answer the

following questions. Be sure to support your answer. Bring your picture and answers to these questions

to class tomorrow. We will be using them.

1. What is the tone of your image and why?

2. What is the context of your image? Make it believable.

3. Write two captions, each from a different perspective. Think about how you can reveal some of

the context of your image in each caption.

Perspective 1:

Perspective 2:

Now pick a picture that represents another side of the story. For example, if the first picture is of you

riding a bike down a street, you might pick a picture of the bike lying in the middle of the road. Or you

might pick a picture of you walking down the street. Or a picture of you riding a tricycle. You may pick

more than one picture.

4. What is the tone of this picture? How is it different from the first picture? Use textual evidence

to support your reponse.

5. Write a caption from the new picture’s perspective.

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6. If the perspectives of the two pictures were to speak to each other, what would they say? Write

a brief dialogue between the two pictures.

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Daily Lesson Plan/Learning Guide for Day _4____

Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

LS 3, RL 4

Essential Questions Can we ever truly understand other people or events? How and why?

How do activities, materials, etc, connect to students’ prior knowledge

Throughout the year before this unit, they have been learning more and more literary devices. In this lesson, we will review literary devices and apply them to the images and concepts we have been talking about. They will be working with images they have selected from their own funds of knowledge (homework from last time). We have also been practicing writing poetry throughout the year, so they will be familiar with writing poems. They even have a portfolio of poems to refer back to… if they haven’t thrown it away.

SWKs/SWBATs Figurative language influences perception Characterize a speaker using tone of voice

Assessments: formative/summative

Image with captions of literary devices Annotation of “The Lamb” HW Share and response Poem about the image

Learning Activities: include a description and time frame

1. Starter: Read and annotate “the lamb”, Identify as many literary devices as you can. Then draw a quick sketch of what you think it might be about. After several minutes, pass out the list of literary devices. (10 min)

2. Annotate the poem as a class and review the literary devices. How can words create a picture? (10 min)

3. Share HW with a partner and answer these questions about your partner’s captions. (write these questions on the board)

a. How does the caption capture the tone of the image? b. How does it add context to the image? c. What do you think are the perspectives of the two

captions? d. Write one thing you could do to improve your captions

based on your partner’s responses to the above questions. (10 min) turn in your responses and your HW.

4. Add captions to the images students brought from home using literary devices. Write the following directions on the board:

Write a caption for the picture using a literary device and any perspective you want.

At the beep, pass it.

You cannot repeat two literary devices in a row.

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The students pass the images around and each student adds a caption using a different literary device. I may dictate the literary device; I may not. They can write the captions from any perspective so they can be as creative as they want. They get 4 min per caption. Share the craziest, the prettiest, the funniest. Really amazing ones can be nominated for our caption door. (20 min)

5. Review tone. Look at your captions. Pick a couple that really enhance the tone of the image. Circle them and then explain to your partner why those captions enhance the tone of your image. Then write a paragraph of why those captions enhance the tone of your image. Use textual evidence. (12 min)

6. Teacher model looking at the image and captions that were HW and write a poem using literary devices. Emphasize how the poem adds additional context to the image and how literary devices add emotion and relate to the tone. (8 min)

7. Now write a poem about your image using several literary devices, how can your poem capture the tone of your image? (15 min)

8. Explain HW (5 min): posting to the website and commenting on a peer’s post.

Accommodations made for struggling and accelerated learners: Grouping patterns, content literacy strategies, etc

Struggling: list of literary devices, teacher modeling, student groups and share, passing the picture around, Accelerated: edit HW option 1a for Day 3. Expand the dialogue to include literary devices. Write a poem for each picture and try to make them communicate. To complete the HW, students must have access to the internet. For those without access to the internet, I will simply give them the following additional directions: You may bring your poem to class next time and post it to the website during the beginning of class. Also, you will answer one of the questions above about your own poem.

Resources

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Day 4 materials:

List of literary terms from last unit and other units throughout the year. You should already have all

these terms in your binder, but here’s a refresher anyway. I am way too nice!

Alliteration: Repetition of the first letter in a group of words. “The Wicked Witch of the West went her own

way.”

Cacophony: Lots of loud sounds to make lots of noises. “His fingers rapped and pounded the door, and his

foot thumped against the yellowing wood.”

Ekphrastic: when an author describes another work of art, usually something visual by giving it emotions and

interpretation. For example, a poem about a landscape might say things about a desolate and lonely

place. “Empty doorway” is about the image of a door, but implies that since it’s empty not a lot of

people go through it.

Euphemism: Using a less nasty term for a nasty act. “Downsizing” is a nicer way of saying “firing lots of

people.” “Passed away” is a nicer way of saying “Died.”

Hyperbole: overexaggeration. “I am so bored I can’t even think!”

Imagery: paints a mental image for the reader. “The gushing brook stole its way down the lush green

mountains, dotted with tiny flowers in a riot of colors and trees coming alive with gaily chirping

birds.”

Malapropism: substituting some words for similar-sounding words that have different meanings. “It’s all

Walter under the bridge,” or “Wish upon some tar.” Or “I’m singing in the oil.”

Metaphor: Henry was a lion on the battlefield

Onomatopoeia: A word that sounds like the sound: Ow! Bang!

Personification: An object is given human qualities. “The sun spoke to me this morning!”

Pun: A play on words. Myra Remains: 1900-1945

sensory details: Using the five senses to describe something.

Simile: Henry fought like a lion.

Spoonerism: interchanging the first letters of some words. “blesh and flood”

Symbol: when something means something beyond itself. The phrase “a new dawn” does not talk only about

the actual beginning of a new day but also signifies a new start, a fresh chance to begin and the end

of a previous tiring time. “Global Warming is a symbol for the destruction of humanity!!!! We’re all

going to die!!”

Understatement: stating something that is way less or even the opposite than the truth to draw attention to

the truth. For example, when an extremely busy person says, “Oh, and I have all the free time in the

world,” they obviously mean they are very busy.

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Name__________________________ Period___________

Read and annotate the following poem.

Ask questions

Make connections

Identify literary devices: How many can you identify?

The Lamb By Linda Gregg

It was a picture I had after the war.

A bombed English church. I was too young

to know the word English or war,

but I knew the picture.

The ruined city still seemed noble.

The cathedral with its roof blown off

was not less godly. The church was the same

plus rain and sky. Birds flew in and out

of the holes God’s fist made in the walls.

All our desire for love or children

is treated like rags by the enemy.

I knew so much and sang anyway.

Like a bird who will sing until

it is brought down. When they take

away the trees, the child picks up a stick

and says, this is a tree, this the house

and the family. As we might. Through a door

of what had been a house, into the field

of rubble, walks a single lamb, tilting

its head, curious, unafraid, hungry.

Sketch a brief picture or doodle of the image this poem conveys:

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Possible Powerpoint to use in case I’m tired of explaining directions:

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Homework for Day 4: Name___________________ Period___________________

Post to the Class Website!!

1. Use the same image from today, or pick another image that also tells a story.

2. Write a poem that gives the image context and influences our interpretation. You must use at least three different literary devices. (You may use what you worked on in class today.)

3. Post the image and the poem to the class website.

4. Make one positive comment on at least one other student’s post. In your comment, answer one

of the following questions. Use textual evidence to support your response.

a. How does the poem give the image context?

b. How does the poem influence your interpretation of the image?

c. What does the tone of the poem enhance the image?

d. What literary devices does the poem use?

e. Is the poem written from a certain perspective?

Warning!!! You cannot comment on a post that has already had two comments on it! Please be mature and respectful in your comments. Important: If you do not have access to the internet, you must see me.

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Daily Lesson Plan/Learning Guide for Day _5____ Course, Unit Theme and Grade Level

10th Grade Language Arts, Context Matters

Utah State Core Standards

RL 4, RL 1

Essential Questions How can we see beyond stereotypes?

How do activities, materials, etc, connect to students’ prior knowledge

We will be discussing the many different ways information is conveyed so they can notice the many different texts they see in their own lives. We will also be looking further at different stereotypes we see happening in the real world.

SWKs/SWBATs Analyze a stereotype or prejudice in a text and image Textual forms convey meaning differently

Assessments: formative/summative

Snowball of textual forms Anticipation guide Immigration article packet with a directed reading guide and annotation, literary devices rewrite, stereotype diagram, and transfer info to a textual form

Learning Activities: include a description and time frame

1. Starter: How many different ways do you see words and communication? List as many as you can. Ex: facebook post, billboard, etc. then each group compares answers and writes as many on the board as they can think of. (10 min)

2. Nearpod: https://share.nearpod.com/vsph/O80TQ6O0fy Textual forms. We would use responses from the starter for the nearpod. To fill in the blank, I would write the specific text form on the board. We would try to do 8-10 forms For each text form the students thought of, what is the purpose? What is the audience? We will also consider how each form could be used to help others see beyond stereotypes. A facebook post expresses our identity to our friends. A billboard advertises to a variety of audiences. A text message communicates informally between friends and family. An email is for longer, more professional conversations, etc… As we discuss, I will write a list of the purposes and audiences we think of. I will then select a random purpose, and they will name a text form for that purpose on a piece of paper, crumble it up, and throw it at me. (15 min)

3. Classroom discussion: Briefly explain about immigration. Explain that the terms ‘alien’ and ‘illegal’ are not welcome in our discussions. In their writing and in the classroom, they use the term undocumented citizens. What kind of stereotype does “illegal” represent? What prejudices are behind the term “illegal aliens?” (15 min)

4. In groups of 3-4, read and discuss the articles and do the reading guide as groups. They could potentially take this home for homework, depending on how well they understand what they

Hermansen 54

are doing. I may also stop the class at various points and share some of the possible answers so students better understand what is expected at each section. (50 min)

Accommodations made for struggling and accelerated learners: Grouping patterns, content literacy strategies, etc

Struggling: groups with assigned roles, directed reading guide, newsela article on immigration can be adapted to any reading level and students can still complete the directed reading guide, #7 can be adapted to be easier: They can simply write a headline for the article—depending on how long it takes them to do the rest of the reading. #4-6 can also be adapted or even saved for the next day depending on how much they struggle to read their article and complete the questions. Accelerated: #7 would be emphasized more. They may even have to edit each other’s responses to #7. the LA times article is a higher reading level

Resources http://www.latimes.com/local/california/la-me-california-immigrant-rights-20150811-story.html newsela.com: US Supreme Court agrees to hear controversial Immigration case

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Name________________________________ Period_________

Anticipation Guide

Put a check if you agree. Save this guide. Tomorrow, after our discussion about the articles, we will

come back to these questions.

______Americans want to deport all undocumented citizens.

_______Undocumented citizens have the right to an education and healthcare.

_______Undocumented citizens want to be legal.

_______Undocumented citizens are criminals.

_______Undocumented citizens come in all different types of people.

What is a stereotype in the above list of statements?

What can you do to help others see beyond that stereotype?

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Article 1:

California gives immigrants here illegally unprecedented rights, benefits, protections

On Monday, Gov. Jerry Brown signed a measure striking the word “alien” — seen as derogatory

to those not born in the U.S. — from California's labor laws.

(Rich Pedroncelli / Associated Press)

Melanie MasonContact Reporter

It started with in-state tuition. Then came driver's licenses, new rules designed to limit

deportations and state-funded healthcare for children. And on Monday, in a gesture heavy with

symbolism, came a new law to erase the word "alien" from California's labor code.

Together, these piecemeal measures have taken on a significance greater than their individual

parts — a fundamental shift in the relationship between California and its residents who live in

the country illegally. The various benefits, rights and protections add up to something experts

liken to a kind of California citizenship.

The changes have occurred with relatively little political rancor, which is all the more

remarkable given the heated national debate about illegal immigration that has been inflamed by

GOP presidential candidate Donald Trump.

"We've passed the Rubicon here," said Mike Madrid, a Republican strategist. "This is not an

academic debate on the U.S. Senate floor about legal and illegal and how high you want to build

the wall.... [The state] doesn't have the luxury of being ideological.... The undocumented are not

going anywhere."

Democratic lawmakers and immigration activists, with diminishing opposition from the GOP,

continue to seek new laws and protections. These measures include cracking down on employers

withholding pay from low-wage workers and expanding state-subsidized healthcare to adult

immigrants without papers.

These new initiatives face obstacles, but backers say such hurdles center on the hefty price tags

of the programs, not political fallout from the immigration debate.

California officials have been spurred into action in part by the lack of action in Washington to

overhaul the nation's immigration system. The stall in Congress has motivated advocates to push

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for changes in state laws. But they acknowledge that their victories are limited without national

reform.

2. Stop!!!

[The state] doesn't have the luxury of being ideological.... The undocumented are not going

anywhere. — Republican strategist Mike Madrid

"The reality is, despite the bills that we've done, there are up to 3 million undocumented

immigrants that still live in the shadows," said Assemblyman Luis Alejo (D-Watsonville),

chairman of the Latino Legislative Caucus. "Their legal status as immigrants does not change —

only Congress can do that."

Karthick Ramakrishnan, a public policy professor at UC Riverside, calls what's emerging "the

California package": an array of policies that touch on nearly every aspect of immigrant life,

from healthcare to higher education to protection from federal immigration enforcement.

Other states have adopted components of the package; Connecticut, for example, offers in-state

tuition and driver's licenses, and passed legislation known as the Trust Act to help limit

deportations before California did.

But Ramakrishnan said California is unique in how comprehensive its offerings are.

Most of these laws were passed after 2000, and became especially plentiful after 2012, when

President Obama took executive action that shielded from deportation people who were brought

to the country illegally.

California was one of the first states to authorize driver's licenses for those affected by Obama's

order; two years later, Gov. Jerry Brown signed a law enabling all immigrants in the U.S.

illegally to seek licenses. The same year, the state expanded in-state tuition for more students in

the country illegally and allowed people without legal status to obtain law and other professional

licenses.

There have been symbolic wins too, such as a law last year to repeal vestiges of Proposition 187.

The initiative, which overwhelmingly passed in 1994, denied immigrants in the country illegally

access to public services; it had been mostly overturned by the courts. And on Monday, Brown

signed a measure striking the word "alien" — seen as derogatory to those not born in the U.S. —

from the state's labor laws.

3. Stop!!!

Still, advocates at times have fallen short. They made the expansion of healthcare coverage a

signature issue in recent years, but the estimated price tag of such proposals runs in the hundreds

of millions of dollars. So far, they've notched a narrower victory — $40 million in the most

recent state budget to provide Medi-Cal coverage to children younger than 19 regardless of legal

status.

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Brown also vetoed a measure in 2013 that would have allowed legal immigrant residents to serve

on juries, saying in his veto message that "jury service, like voting, is quintessentially a

prerogative and responsibility of citizenship."

A handful of Democrats — mostly from swing or politically conservative districts — had also

opposed that measure.

Brown has appointed a number of noncitizens in the country legally to state agencies and

departments, according to his office.

Other policies have run into criticism. The death last month of Kathryn Steinle, who authorities

say was shot by a Mexican national who had previously been deported several times, thrust San

Francisco's "sanctuary city" policy into the national political debate. The policy limits local law

enforcement's cooperation with U.S. immigration officials.

San Francisco adopted sanctuary city status in 1989, and other major cities in California,

including Los Angeles and San Diego, have followed suit. Under a statewide law passed in 2013,

local law enforcement officials are prohibited from detaining immigrants for longer than

necessary on minor offenses so that they can be turned over to federal officials for possible

deportation.

Steinle's killing prompted swift criticism of the city's more permissive policy from GOP

presidential candidates and U.S. Sen. Dianne Feinstein, a Democrat from San Francisco. Steinle's

parents testified in an emotional hearing on Capitol Hill and Republican lawmakers in Congress

have pushed several measures to clamp down on sanctuary cities.

In California, however, the backlash has been notably more muted. One Republican state

senator, Jeff Stone of Temecula, has said he intends to introduce a bill that would require cities

and counties to fully cooperate with federal immigration authorities. But none of his GOP

colleagues in Sacramento has so far chimed in with calls for action.

4. Stop!!!

The shift in tone is also evident in Republicans' voting records. Some of the earlier immigration

measures —benefits such as in-state tuition and financial aid for higher education, for example

— were generally opposed by Republicans, as were measures intended to limit deportations and

enforcement.

A handful of GOP members voted in 2013 in favor of the driver's license law; several more

backed the measure allowing professional licenses the next year.

This year, a sizable number of Republicans have voted for a proposal that would grant work

permits to farmworkers living in the country illegally. GOP state Sen. Andy Vidak of Hanford

authored a resolution calling for federal immigration reform that included a path to citizenship.

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"There is a growing recognition now that we're a state of rich diversity. We're a state of

immigrants and that's a positive," said Assemblywoman Kristin Olsen (R-Modesto), the GOP

leader of the Assembly.

Olsen, who said the national debate around illegal immigration has taken on a tone that's "too

strident, too harsh," said her party is increasingly open to state action in the absence of

immigration reform at the national level.

Nevertheless, she said some of California's new laws have gone too far — particularly those that

dip into the state's coffers, like expanding college financial aid or healthcare to those who are in

the country illegally.

The shift in the GOP's tone is coming in part because of demographic realities — Latinos have

surpassed whites as the largest ethnic group in the state, and California's sizable Asian

population also has large numbers of immigrants.

Recent polls by the USC Dornsife/Los Angeles Times and the Public Policy Institute of

California have found broad support for a path to citizenship for those in the country illegally.

Even those who advocate for stricter immigration laws acknowledge their side has won few

victories in recent years.

"Citizens are out of the loop on these immigration bills," said Joe Guzzardi, spokesman for the

group Californians for Population Stability. "I question whether or not any of them would have

passed on the ballot, especially the ones dealing with outlays of taxpayer money."

5. Stop!!

melanie.mason@latimes.com

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Article 2:

US Supreme Court Agrees to Hear Controversial Immigration Case Newsela.com (this article’s grade level can be changed to further differentiate)

WASHINGTON, D.C. — The Supreme Court agreed Tuesday to review President Barack

Obama's executive action on immigration.

The president's plan would allow up to 5 million immigrants living in the U.S. illegally to "come

out of the shadows" and work legally in the United States. It so far has not gone into effect, as it

has been challenged in the lower courts.

The justices said they will consider undoing lower-court orders that blocked the plan from taking

effect. Their announcement comes in the midst of a presidential campaign in which the issue of

immigration has played a central and divisive part.

Case Will Be Decided By Late June

The case will be argued in April. It will be decided by late June, about a month before both

parties gather to nominate their candidate for this year's presidential elections.

The immigrants who would benefit from the administration's plan are mainly the parents of U.S.

citizens and lawful permanent residents.

Texas is leading 26 mainly Republican-dominated states in challenging the Democratic

administration's immigration plan.

2. Stop!!! Go to handout.

States Have Won In Court – So Far

So far, the federal courts have sided with the states. Their rulings have kept the administration

from issuing work permits and allowing the immigrants to begin receiving some federal benefits.

If the justices eventually side with the administration, that would leave roughly seven months in

Obama's presidency to implement his plans. "We are confident that the policies will be upheld as

lawful," White House spokeswoman Brandi Hoffine said Tuesday.

The plan at issue is known as the Deferred Action for Parents of Americans program. It was first

announced in late 2014. At the time, Obama said it would allow people who have been in the

U.S. more than five years and who have children who are in the country legally to "come out of

the shadows and get right with the law."

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Texas Has Led The Challenge Against The Plan

Texas quickly led a legal challenge to the program and has won every round in court so far. Most

recently, in November, the 5th U.S. Circuit Court of Appeals ruled in favor of the states,

prompting the appeal to the Supreme Court.

Solicitor General Donald Verrilli Jr. said in his court filing that allowing those rulings to stand

would force millions of people "to continue to work off the books. They would be left "without

the option of lawful employment to provide for their families," he said.

The administration said Texas and the other states do not even have the right to challenge the

plan in federal court. The lower courts decided Texas does have the right, or standing, to sue. It

has that right, the lower courts said, because at least 500,000 people living in Texas would

qualify for work permits and thus become eligible for driver licenses, the cost of which are

covered by the state. Texas would have "millions of dollars in costs," the state said in its brief to

the Supreme Court.

The justices also said they would consider whether Obama exceeded his authority under federal

laws and the Constitution.

3. Stop!!!

Future Of 11 Million Immigrants Is At Stake

Texas asked the court not to hear the case. However, Texas Attorney General Ken Paxton said he

was pleased the justices will examine the president's constitutional power to act without

congressional approval. "In deciding to hear this case, the Supreme Court recognizes the

importance of the separation of powers," Paxton said.

Democratic officials and immigrant advocates praised the court's action. Senate Democratic

Leader Harry Reid of Nevada said "law-abiding men and women continue to live in constant fear

of being separated from their children. These families must be allowed to step out of the shadows

and fully contribute to the country that they love and call home."

The future of the estimated 11 million immigrants living in the country illegally has been much

discussed by Republican and Democratic presidential candidates. Democratic front-runner

Hillary Rodham Clinton has pledged to go further than Obama to protect large groups of

immigrants from deportation.

Republican candidate Donald Trump has proposed deporting all people who are living in the

U.S. illegally. His idea has been embraced by some of his fellow Republican candidates and

dismissed by others.

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Immigration Enforcement Has Shifted

Obama said he was spurred to act on his own by Congress' failure to pass comprehensive

immigration legislation.

An earlier government program, Deferred Action for Childhood Arrivals, is not being

challenged. It shields immigrants brought to the country illegally as children. More than 720,000

young immigrants have been granted permission under that program to live and work legally in

the United States.

The White House also has shifted its enforcement actions. Its focus now is on criminals, on those

who pose a threat to national security or public safety, and on recent border-crossers. People who

are here illegally but who are not otherwise violating the law are now less likely to face

deportation.

4. Stop!!!

Deportations Have Dropped

About 235,000 people were deported in the 12-month period between October 2014 and

September 2105. That was the smallest number since 2006 and a 42 percent drop since a record

high of more than 409,000 in 2012.

Still, the administration drew criticism from Democrats and immigration advocates for raids that

took place this month. The raids resulted in the arrest of more than 120 immigrants from Central

America who came to the country illegally since 2014. Such recent arrivals are not among

immigrants who would benefit from Obama's plan.

5. Stop!!

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Name________________________ Period_______

The Stereotypes and Prejudices of Immigration

Look at the title and subheadings on your article: Prediction: What do you think this article will be about? How will it respond to some of the questions from the anticipation guide? Read and annotate the article. As you read, look for stereotypes, prejudices, assumptions, and realities. Each student in the group will have a role. The summarizer will summarize, the questioner will ask some questions, the vocabulary person will define challenging words, and the predictor will make predictions. If it is a group of three, the predictor and the questioner are the same person. At every STOP!! Discuss with your group your role and every member fills out this sheet. So write down what the summarizer, vocab expert, questioner, and predictor says! 2. Stop: Summary: Vocabulary: What words did your group not understand? List them below and look up the definition. Questions: Predictions: 3. Stop: Summary:

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Vocabulary: Questions: Predictions: 4 stop: Summary: Vocabulary: Questions: Predictions: 5 stop: Summary: Vocabulary: Questions:

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Predictions: Stereotypes: Now look over the article and your annotations.

1. What stereotypes or prejudices did you notice?

2. What stereotypes or prejudices are slowly changing as our nation changes? Why are they changing?

3. According to your answers above and the article you read, fill out the chart on the next page.

Look familiar?? Use textual evidence to support each of your answers.

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Reality Assumption Stereotype Prejudice

What is the reality behind the stereotype?

What assumption connects the reality to the stereotype?

What is the stereotype? How has the stereotype influenced people’s judgement?

Reflection: What is being done to see beyond the stereotype? How can you see beyond it? Feel free to draw from your own personal experiences as well.

What are some other stereotypes in today’s world? What can we do to see beyond them? Feel free to draw from your own personal experiences as well.

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Literary Devices:

4. From our list of literary devices, find two examples of them in the article. Write or describe them

below.

1. Literary device_____________________: Sentence from the article:

2. Literary device_______________________: sentence from the article:

5. Pick two lines from the article and rewrite them using a literary devices.

1. Literary device_____________________: Rewrite:

2. Literary device_______________________: Rewrite:

6. Do your rewrites change or enhance the article? Why?

7. Pick one of the text forms below and translate the message from the article into that form. You can

use the back of this page or some other material such as a piece of cardboard or a computer.

a) Billboard

b) Text message conversation

c) Bathroom stall graffiti conversation

d) Meme

e) Comic strip

f) A paragraph from an extremely dry and boring textbook followed by a couple lame

comprehension questions

g) (other)__________________________

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Check out this interesting website with immigration stories! https://defineamerican.com/stories/view/

Day 6: We would finish the immigration article packet and go over the discussion diagram and the

literary devices. We also would have a peer review of the last question. Then I would introduce the

authentic assessment and go over an example. We would look at the rubric. Then we would start

brainstorming.

Day 7-8: Writing workshop time. There would also be a mini-lesson on matching words and images on

one day, and a mini-lesson on revising and editing another day. They will have plenty of time to write,

revise, and evaluate their progress and learning.

Day 9: More writing workshop and creating the poster time. Spend about 15 minutes talking about what

will be on the post-assesment.

Day 10: Poster due. Take the post-assessment. Write the reflection.

Day 11: Full project due (Poster+drafts+reflection)

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Looking Beyond Stereotypes: Context matters when judging others

As a class, we are going to promote awareness and empathy of stereotypes in our school. You will select

one of the stereotypes we have discussed in class or another stereotype that interests you. Then you

will select an image that tells a story of that topic and write three or more pieces about it. Each piece

will be from a different perspective (see below). Every piece must also use a different textual form

(facebook post, letter, diary entry, tweet, poem, etc).

Then, using these three pieces, you will create a poster to hang in the hall to help your friends and

classmates see multiple perspectives of a stereotype and therefore see beyond the stereotype.

To complete this assignment, we will brainstorm the events, people, and issues represented by our

images. We will explore our ideas, write our pieces, and workshop our work. We will spend an extensive

time collaborating, editing, revising, and creating our posters.

Remember, our purpose is to show others the importance of looking at multiple perspectives to see

beyond stereotypes. Please be sensitive to other people’s personal experiences and backgrounds.

Piece #1: The perspective of someone in the picture Select the subject of the picture. For example, you may be the woman on the cover of the National Geographic. Think about your subject’s perspective. Research the background and context. Select a textual form and style of writing to convey your subject’s emotions and thoughts.

This perspective should help others empathize with the person behind the stereotype.

Piece #2: A perspective of someone else who participated in the event Select or create another character who took part in the event, but interpreted it differently. This person might stereotype the subject and so misjudge them. For example, you might pick the perspective of another member of her culture who judges her for letting her picture be taken. This perspective should add additional interpretation to the image and stereotype.

This perspective should help others identify the stereotype.

Piece #3: Perspective, Your choice Write a third piece from an additional perspective that either illustrates the stereotype of your image or helps your audience see beyond that stereotype. You may write from the perspective of an outsider who knows nothing or from the sun, who sees everything but does not judge. Use your imagination.

This piece must provide some context for the stereotype, whether it supports or challenges it.

Every piece must: Include enough textual clues to relate to the image.

Include figurative language to enhance meaning

Characterize your speaker through tone of voice

Help your audience identify and see beyond the stereotype

Use a different textual form than the other pieces

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Poster: You are now seeking to influence the political climate. Your goal is to create empathy for the people behind stereotypes. Using canva.com or another digital presentation format, present your pieces and your image. Think about your audience and your purpose. What is your message? Give the poster additional headlines or subtitles to guide your audience through your three pieces. This is a campaign against social ignorance and prejudice. We will be looking at several examples in class.

Reflection: After finishing our posters and hanging them up, you will write a reflection answering the following questions. Be sure to structure your answers to each of these questions in a paragraph using extensive textual evidence and in-depth analysis.

1. How do context and perspective change people’s perception of events? 2. What structures did you use in each of your three pieces and how did they enhance your

meaning and purpose? 3. What stereotype did you address and how did you address it? 4. For each of the pieces, what textual clues did you use to relate your writing to the image?

Provide an example from each piece. 5. How did the figurative language you use enhance your meaning? Provide two examples. Analyze

their effect on the image and your words. 6. After looking at all the posters, which one is the most effective at promoting other perspectives

and looking beyond the stereotype? Why? 7. How has your work changed as you have brought it through the various stages of the editing

process?

By the end of this unit, you will have turned in: Your final product

Three drafts of your product with peer edits

Reflection I expect respectful classroom conversations among all of you. You never

know if the stereotype you’re writing about personally affects someone

else. Be aware and respectful of others’ perspectives and opinions.

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Rubric goes here!!!

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Name_____________________________

Context and Stereotypes

Part I: A Passage

Read the following speech and label examples of prejudice, xenophobia, stereotype, and

assumption. They may not be clearly stated, but justify your response in the space provided

below.

“According to federal data, there are at least 2 million, 2 million, think of it, criminal aliens now

inside of our country, 2 million people criminal aliens. We will begin moving them out day one.

As soon as I take office. Day one. In joint operation with local, state, and federal law

enforcement.

Now, just so you understand, the police, who we all respect -- say hello to the police. Boy, they

don't get the credit they deserve. I can tell you. They're great people. But the police and law

enforcement, they know who these people are.

They live with these people. They get mocked by these people. They can't do anything about

these people, and they want to. They know who these people are. Day one, my first hour in

office, those people are gone.

And you can call it deported if you want. The press doesn't like that term.

Beyond the 2 million, and there are vast numbers of additional criminal illegal immigrants who

have fled, but their days have run out in this country. The crime will stop. They're going to be

gone. It will be over.”

Justify your examples in the space below. Make sure your examples are clearly labeled. If

not, cite the paragraph it’s in (para. 3).

1. Prejudice:

2. Stereotype:

3. Assumption:

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4. Reality:

Answer the following questions:

5. What is the difference between prejudice and assumption? Use textual evidence from the

speech above.

6. What is the reality behind the stereotype you found above?

Part II: Image

Use this image to answer the following questions:

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1. What seems to be happening in this image and why? Support your response with

evidence from the picture.

2. What is a possible purpose of this image? Support your response with evidence from the

picture.

3. What is stereotype in this image? Support your response with evidence.

4. What is the reality behind this stereotype? Support your response with evidence.

5. Pick a perspective related to this image that allows people to see beyond the stereotype.

You may:

a. Draw a different perspective on the picture that provides additional context.

b. Write additional information from a different perspective to add context.

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6. How does your response to #5 help people see beyond the stereotype you listed in #3?

Support your answer with evidence.

7. Figurative Language: Match the following terms on the left with the sentences on the

right by writing the correct number in the space provided.

____Cacophony

____Personification:

____Hyperbole:

____Simile:

____Imagery:

____Malapropism:

____Spoonerism:

____Metaphor:

____Alliteration:

____Understatement:

1. “The gushing brook stole its way down the lush green

mountains, dotted with tiny flowers in a riot of colors and

trees coming alive with gaily chirping birds.”

2. “Wish upon some tar.”

3. “The sun spoke to me this morning!”

4. “blesh and flood”

5. Henry fought like a lion.

6. “The Wicked Witch of the West went her own way.”

7. “His fingers rapped and pounded the door, and his foot

thumped against the yellowing wood.”

8. “I am so bored I can’t even think!”

9. “Oh, and I have all the free time in the world”

10. Henry was a lion on the battlefield

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Part III: Poetry

8) Match the 4 poems above to the images below. You may write the poem number below the image, or you can cut and paste the poem next to your image. Then justify your match.

Explain how the poems and images add context and meaning to each other.

Use at least two textual clues from the images and 2 from the poem to justify your match.

Poem 4:

the farther away it gets

the more magical it becomes,

in the back seat,

my parents taking us someplace . . .

as I sit here

taking in the river view

I see my feelings for this life

quite like the trees

leaning slightly downstream

in a reverie

at the long traffic light

it occurs to me

why would I want

to do more, faster

Poem 1:

I I am told by many of you that I must forgive and so I shall after an Indian woman puts her shoulder to the Grand Coulee Dam a and topples it. I am told by many of you that I must forgive and so I shall after the floodwaters burst each successive dam d downriver from the Grand Coulee. I am told by many of you that I must forgive and so I shall after the floodwaters find t their way to the mouth of the Columbia River as it enters the Pacific

Poem 2: He who binds to himself a joy

Does the winged life destroy;

But he who kisses the joy as it flies

Lives in eternity's sun rise.

Poem 3: Holding up my purring cat to the moon I sighed.

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a)

b)

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c)

d)

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e)

f)

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9) There are more images than poems. Pick a leftover image and compose a poem or similar textual form such as a song. If you like, you may use the ipads to record your creation and upload it to canvas. Your poem must:

Add context to the image

Use at least two different types of figurative language, underline and label them in your poem. o Your figurative language must add meaning to both the image and poem.

After writing your creation, record your song, or recite your poem. You may use the IPADs to record and upload your creation on the link in canvas. If you want to put music to it, you may use another IPAD to play the music while you sing your song.