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//To Kill A Mockingbird//, by Harper Lee. 1960.
Integrity and ethics; does what I do as an individual matter? What is an unjust law? Does our society currently uphold unjust laws?
 * Essential Questions:**

New Criticism, New Historicism, Reader Response, Racial
 * Critical Lenses:**

3. Analyze how and why individuals, events and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone. effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of informational text.
 * Common Core Standards for 12th Grade:**
 * Reading Standard for Literature**
 * 9.** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * 10.** Read and comprehend complex literary and informational texts independently and proficiently.
 * Reading Standard for Informational Text**
 * 6.** Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
 * Writing Standard**
 * 11.** Students will develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.

1. “Strange Fruit”, 1939, by Abel Meerpol Strange Fruit : A Poem. Strangefruit.org < []> < []> Poem and website can be used to provide background, New Critical Theory analysis, and New Historicism.
 * Context Texts:**

2. Race, Sex, and Class: Black Female Tobacco Workers in Durham, North Carolina, 1920-1940, and the Development of Female Consciousness Beverly W. Jones //Feminist Studies//, Vol. 10, No. 3 (Autumn, 1984), pp. 441-451. Published by: [|Feminist Studies, Inc.] Article Stable URL: [] Excerpts of this secondary source will allow students to read from a dense, informational text. They will learn first-hand accounts of women being lined up by foreman and being chosen for sturdiness, being told to hold one leg up at a time, bend it, as they were examined (443, 444).

3. Soft Opposition: Elite Acquiescence and Klan-Sponsored Terrorism in Alabama, 1946-1950 Glenn Feldman //The Historical Journal//, Vol. 40, No. 3 (Sep., 1997), pp. 753-777 Published by: [|Cambridge University Press] Article Stable URL: [] Printed hand-out of excerpt will provide New Historic view of class interaction in //To Kill…// often overlooked. Klansmen and vigilante activities were frowned upon by elite Southern whites because they did not want federal government interference in their state affairs, not because of social justice.

4. “A Letter From A Birmingham Jail” 1963. Martin Luther King, Jr. [] Primary source

5. Toni Morrison, //Beloved// 1987. Plume, Nal Penguin Inc., New York, NY. 1988 edition. Print. (106-113) Show Paul D’s prison camp experience during Reconstruction, 1874. Juxtapose with a print-out of the Jim Crow Laws: [] that were in effect until 1963.

1. [] Youtube, Lynchings. “Strange Fruit” poem by Abel Meeropol, performed by Billy Holliday. Warning, graphic photographic images of lynching.
 * Texture text**s:

2. 43 Inmates, Author, Kal Wagenheim, Editor. 2009. //Inside Out: Voices From New Jersey State Prison//. A Collection of poems, short stories and memoirs of 43 male prisoners. Print.

3. “The Mammy Caricature” [] Students can see images still in existence, that shape black females in literature, such as Calpurnia. Racial, feminist Deconstruction can be used, and also a look at how we presently view skin color.

4. The Jim Crow Museum of Racist Memorabilia. Website available for a group work assignment. []

Students will be able to discuss how narrative point of view shapes theme. Although very general (which is fine for long term) it seems to be very complex. Maybe try breaking it down a bit into a few smaller long term objectives. Same goes for the next objective, too. (CH) Students will be able to define and identify conflict through the examination of character. "Understand" is probably not the best word to use - maybe define and identify? Be more concrete (RB) Students will be able to understand, apply and define New Historic-ism to a diverse set of texts through written essay and informal presentation and discussion.
 * Long Term Objectives:**

http://www.ferris.edu/jimcrow/mammies/ //Do you recognize any of these images?// //What physical characteristics do these images have in common with one another? Describe physical characteristics aloud. Describe Calpurnia.// (Bring up 2nd image in 3rd row) "We Needs". //How is the author using the mammy image and language? Why? How does Calpurnia speak?// After whole class discussion introducing the Mammy image,allow students time to explore the Jim Crow website and find a topic for a group presentation. || Assessment: Find a topic from Jim Crow website, Teacher circulates offering suggestions and guidance for informal presentation. Students will convey main idea in article to class by researching, then posting their research findings. Power Point images and oral presentation. Informal. || Students will read 153--251, TKAMB || In groups, have students choose passages to discuss. Provide study guide questions such as, What does Scout's first day of school show us about her character (26)? about the school? What is Lee setting us up to see in the future of the text? || . || Texture text #4 Youtube clip Billy Holiday singing "Strange Fruit". Warning GRAPHIC IMAGES of lynching victims.  Purpose to show students the horrifically true occurrences and apply them to the potential violence Tom and Atticus face at the jail and the mob of countrymen. || Conduct a class discussion on lynchings, the nature of brutality, mob mentality. What is violence used for? Why do the town folk support the country folk. What could happen to Atticus? What was it in Scout's innocent conversation that turned the men around? What does Lee want us to see in Scout's pov? || How is race viewed today as opposed to the 1960's? How about 1960's to 1930's? Look at the number of mixed-race people in our popular culture today as opposed to the 60's, '35. Would foremen be allowed to assess female workers as in the article? Does this happen? || Research instances of sexual harassment, racism, gender-based, sexual orientation, etc on the internet. Post links on blog. || Students bring in passages from TKAMB to examine pov, or have questions on. || Bibliography as homework. || Final Assessment Project: Students have researched a topic which uses at least 6 sources, 2 literary sources and 4 non-fiction sources. They are to examine aspects from a historical perspective relating to theme in TKAMB or "A Letter..." using outside sources. They can use a journalistic style news inquiry series, write a 5-6 page paper including visual creations, stage/film play, conduct an historical tour through a real or imaginary site as expert/docent, or anything they come up with that proves to equal the rigor enlisted in the preceding examples. Students will present their 10-15 minute final projects in class.
 * Day 1 || //What is dehumanization and how is 3rd person narrative technique illustrating dehumanization through Paul D's prison experience?// Students have read to page 98 in //To Kill...// and now, 106-113 in Toni Morrison's //Beloved// . I've already talked about the lack of legal justice for slaves in the South which went as far as not having any formal jails. Paul D's experience represents dehumanization vividly. Our class will share impressions and I will clarify discrepancies and bring out any symbolism, metaphor, plot development missed by the students which exemplify the dehumanization needed in order to maintain unjust laws which allow slavery and get them to discuss how Paul D's experience is related by 3rd person narrative to illustrate dehumanization. || Assessment: Class blog. Apply examples from Paul D's experience which show unjust law(s) being upheld by the ruling class by writing a response to: 1. 3rd person narrative allows us to see Paul D's experience as well as his fellow prisoners. Find a passage from the text and discuss how our impression of the severity and danger he is in during his prison stay is enhanced by 3rd person omniscient. ||
 * Day 2 || Students view Mammy caricatures. We count off and get into groups of 3. I put up the page of " Mammy Stereotypes, Picture Grid 1" found at the link titled, "MORE PICTURES":
 * Day 3 || Talk about the use of the word "nigger", (99,135,144) Teacher reads text containing the word. //Who has heard of banned books? How does reading/saying/discussing the word n_ make you feel? How does it affect the characters in the book? Compare their reactions to a reaction you might have at school//. //Would you agree the book should be banned? What impact does the n// //word seem to have in the 1930 setting compared to today? Does the "n" word have more effect on us as readers than an expletive with sexual/gender connotations? If so, why?// || Post group written work portion on class blog so students can read before tomorrow's class presentations. ||
 * Day 4 || Class group presentations. Students will present their Power Points. || Finish Part One in TKAMB (149). ||
 * Day 5 || Review Part One in TKAMB. Ask if students have any questions, ask for example of human rights injustices, how Lee presents them, discuss plot, interesting symbols, metaphors, character development to assess where students are in the reading.
 * Day 6
 * Day 8 || "Soft Opposition: Elite Acquiescence and Klan-Sponsored Terrorism in Alabama" printed hand-out. Read in class. Define New historicism. Tie the reading and discussion of the article to Atticus and his family. How does classism relate to Aunt Alexandra? How does this affect the white population? Country, city? Is Atticus a believable character? Aunt Alexandra? How are we feeling towards A. Alexandra through Scout's point of view? || Blog responses to discussion today and read 251-283, TKAMB ||
 * Day 9 || Race, Sex, and Class: Black Female Tobacco Workers in Durham, North Carolina, 1920-1940, and the Development of Female Consciousness. Read hand-out in class.
 * Day 10 || Introduce:“A Letter From A Birmingham Jail” 1963. Martin Luther King, Jr. to be read in class. Explain to students the context in which MLK wrote the letter, his intended audience and the evolution of its iconic nature. Using New Crit examine King's rhetoric. Teacher facilitated close reading in class. Students are in groups of 3 or 4. || Finish TKAMB
 * Day 11 || "A Letter..." cont. Look at images from Civil Rights era. Lee's novel & MLK's work were produced around the same time. What approaches do the 2 authors take? How does pov from a letter create power in the language? How does pov from TKAMB create power? How does Lee develop ideas through Scout? Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone || Start looking for ideas in TKAMB or MLK's work to research in class. Brainstorm for research ideas.
 * Day 12 || Share out ideas, clarify research and make sure students are doing individual projects. If students are interested in the same topics, have them narrow their research topic. No repetition and fresh views for final presentation is the key. Ugly rough draft for homework. || Bibliography due. I will post some resources on our Blogsite to reference. They don't have to use these, it is a guide. JSTOR ||
 * Day 13 || Meet in the library. Go over MLA citation and encourage use of others' works and research, but proper citation is key. || Work on rough draft, ||
 * Day 14 || Meet in the library for research. Have a 6 minute share-out of research topics. || Students work on research paper. ||
 * Day 15 || Workshop for one on one support. Students have library time to work on research paper. Presentations start next week. || Students sign up for presentation times before class ends today. ||
 * Students will develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.