The texts I have chosen are imagined for a freshman or sophomore high school English class. The purpose of these texts is to introduce inequality and discrimination in an effort to encourage positive discussion while creating perspective around these issues. The texts would be presented in the order listed with the hopes of building an understanding of how inequality and discrimination impacts the students personally, before widening the scope to a more global perspective. While I realize that the issues of inequality and discrimination are as broad as they are complex, I feel these texts, in this structure would serve as a solid introduction to these issues and create conversation at a level we would strive for in 9th and 10th grade classrooms.
Text #1 The Inequality Race
This video is easily relatable, as it asks questions the students can answer themselves. It serves to highlight how inequality plays a role in our every day lives. I would reiterate that inequality isn’t always at the fault of someone else. The families we are born into, whether parents stay together are not things we can control. However, it is important to understand the impact of these inequalities on our ourselves and in our peers, and realize we may not always know what people are dealing with. The purpose of this video is to introduce inequality and encourage the students to ask themselves where they would fit in at the starting line.
Text #2 Freedom Writers Clip
This clip from the film Freedom Writers is intended to build upon the impact and discussion around the first clip. The questions are more personal and more applicable to students from areas of low socioeconomic status, and as I aspire to make a positive impact in the MPS system, this feels very culturally relevant. The clip will also build up themes and situations central to the next text. Following this clip I would ask students to think about how many times they would’ve stepped to the line. I would then ask how they think students from other schools in the area would’ve answered. Other schools in Wisconsin? Other schools in the United States?
Text #3 Monster by Walter Dean Myers
Myers, Walter Dean. Monster. HarperCollins, 1999.
“Half of those jurors . . . believed you were guilty the moment they laid eyes on you. You’re young, you’re Black, and you’re on trial. What else do they need to know?”
This story follows 16-year-old Steve Harmon as he stands trial for felony homicide. An aspiring film producer, Steve writes his story through screenplay and notes, making the book a much different read than the typical text. The story follows Steve throughout his imprisonment while on trial, highlighting his relationships with his parents, friends, and the nightmare that is criminal justice system for a person of color.
The quantitative measure of this text is between the 7th and 10th grade level. I agree with this measure, as the language used is representative of a young teenager in non-traditional form. However, the subject matter is certainly a bit more mature which is why a feel as though it is perfect for freshmen and sophomores. From a qualitative measure, the text does not require much background knowledge but would effectively build on any prior knowledge students may have with discrimination in the criminal justice system. I feel as though many students would be able to see themselves as Steven Harmon, making the text incredibly relatable and relevant.
Throughout the text, I would ask students to reflect on how they felt Steve was treated and to put themselves in his shoes. I would ask them if there was anything Steve could’ve done differently. And I would ask them to think about if this would’ve happened if Steve was white.
Some vocabulary words for this text would be; Discrimination, Monster, Allege, Defendant, Acquaintance, Implicate.
Text #4 On the Subway by Sharon Olds
https://isak.typepad.com/isak/2011/02/poem-on-the-subway.html
“We are stuck on
opposite sides of the car, a couple of
molecules stuck in a rod of light
rapidly moving through darkness. He has the
casual cold look of a mugger”
This poem highlights a white womans feelings as she rides the subway sitting across from a black man and has an average quantitative level of 9th grade. From a qualitative standpoint, I feel like the poem doesn’t require much background knowledge and would be relevant to anyone who as ever experienced these types of feelings on either side. For this text I would ask students if they have ever felt “unsafe” as the narrator in the poem explains, clutching their bag or purse a little tighter. Then I would ask students if they have ever felt as though they were being thought about like the man in the poem, where other felt unjustifiably threatened by them.
Text #5 Monster (2018) Film
Following the reading of Walter Dean Myers Monster, from 1999, I would show the film adaptation released in 2018. The film serves to reinforce the story while being culturally relevant. Watching the film not only summarizes the story, it also brings to life the pain and emotion felt by Steve through his story. I believe the impact of the story would only be strengthened by bringing it to life. I would ask students to take note of moments throughout the film in which Steve experienced discrimination and any other examples of inequality.
Text #6 The Rose that Grew from Concrete poem by Tupac Shakur
https://allpoetry.com/The-Rose-That-Grew-From-Concrete
“Did you hear about the rose that grew
from a crack in the concrete?
Proving nature’s law is wrong it
learned to walk with out having feet.
Funny it seems, but by keeping its dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.”
While the quantitative measures for this poem are low, at an average 5th grade level, its the message of the poem that is most important. From a qualitative level, students background understanding following the above texts will be imperative to driving home the most important message of the lesson; that despite inequalities and discrimination, we can all succeed. The purpose of this text is to remind students that no matter the circumstances, there is a path to flourish; and to end the unit on a positive note.
Check Your Tone 