To expand upon my teaching practices, I chose to integrate social networking into my unit on A Raisin in the Sun by Lorraine Hansberry. This lesson, part of my English II curriculum for 10th grade, is more of a culminating activity--a project for students to showcase their learning of the novel and how the themes relate to today's global society. The original version of this culminating activity is posted below, with changes integrating social networking posted in purple. The first major change I made was to have students post their answers to their web quest questions in a Moodle forum, rather than on paper. This provides more opportunity for collaboration and online discussion. I also changed my assessment by having students post their research onto a Facebook group devoted to social awareness. This group page then serves as the basis for further research, and ultimately, a persuasive essay about materialism or social injustice.
Lesson Title: Materialism vs. Social Justice (A Raisin in the Sun)
1. Introduction – Gaining Attention
Students will read the poem “Harlem” by Langston Hughes. They will discuss Hughes’ reference to dreams deferred and decide what makes up the “American Dream.” Students will decide what it means to be successful by today’s standards vs. standards of the 1950’s, as shown through the character of Walter in A Raisin in the Sun.
2. Learner Outcomes (displayed on a handout with directions for the lesson)
Lesson Essential Questions:
How does materialism affect social justice? (Connect to the text and to society.)
How are social injustices apparent globally and how can we help alleviate these injustices?
Objectives:
a. Students will be able to identify and analyze themes within a variety of media
b. Apply themes to the historical context of literary works
c. Synthesize ideas within those themes with globalization of today’s society
d. Speaking and listening: participate in meaningful class discussion
e. Use technology professionally and safely for the purpose of communication and collaboration.
3. Stimulate Prior Recall
After reading A Raisin in the Sun, students will use prior knowledge to assess the character “Walter,” who showcases the theme of materialism vs. social justice. Through a web quest (“Textual Context” link), students will analyze this theme as portrayed in an excerpt from the text. Students will first discuss their responses about Walter’s materialism in collaborative groups.
4. Present New Information
Students will then expand on prior knowledge of how African Americans strived to overcome social injustices in the Civil Rights Movement in the 1950’s and 1960’s through part two of the web quest. Through part two, students will read a web site article about the Civil Rights Movement and some of its major leaders and events. Students will also analyze images showing leaders and events from this movement on the web (“Historical Context” link”). Through inquiry-based learning, students will connect what they read in A Raisin in the Sun to the article and photos in response to prompts given by the teacher. These prompts will be answered in a collaborative forum on Moodle. Students will respond to two prompts for this section and respond to at least two classmates. Responses to classmates should include a respectful dialogue about one thing learned from a student's post, and one question for that student based on their response. They will draw conclusions about social justice during the 1950’s.
5. Provide Guided Learning Experience
The class will pause to review answers to part two of the web quest and “debrief” to alleviate any confusion about the article or photos. Students will share findings and conclusions about materialism and social justice before moving on to part three of the web quest.
6. Independent / Group Learning Experience
Part three of the web quest requires students to apply knowledge of materialism to today’s global society. Working individually, students will follow part three of Walter’s character on the web quest, labeled as “Today’s Global Context.” First, students will examine a condensed version of “Ill Fares the Land” by Tony Judt, and using this, students will use inquiry-based learning to conclude how materialism can impact inequality. Students will again use Moodle to answer these questions and comment on two classmates' responses by offering further insight or opinion in a professional manner. This will complete the webquest.
Assessment Preparation:
Students will then connect inequalities mentioned in the article to today’s global society by researching current events. After thorough research of a variety of news sources, students will focus on one instance of materialism or social injustice occurring in a country throughout the world. Students will document any instances they find are occurring in the country, and decide how the United States relates to any injustices found. On a Facebook group called "Social Awareness" created for this project, students will post their findings about materialism or social injustice, and reply to two of their classmates' posts by sharing any prior knowledge of the instance and sharing their opinions of whether or not the United States should get involved in the issue, or offer suggestions about how the issue could be solved. (This group will be created with a blank account, using the name Miss Lentz.)
Students will then concentrate on one of the injustices posted in the Facebook group. Each student will conduct further research about this injustice and will use this research to write a persuasive essay about this social issue. Student will take a position on the issue, proposing a potential solution to alleviate the injustice.
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