How do writers use fiction to educate on social injustices?
How do writers distinguish their communities’ values from mainstream American values?
How has the idea of being American changed over time? Why have those changes happened?
How do authors use characters’ belongings, homes, and careers as symbols of heritage and values?
What is the struggle between who you are (your identity) and how you represent it to others?
Notice aspects of Identity in different pieces of art, embodiment, and text
Make meaningful connections between identity, conflict, and art
Pose questions about artist and author intent
Identify the major conflict in the story
Notice choices made by artists and authors
Investigate alternative perspectives through narrative writing
Analyze a short story through character representations
Identify quotes in the short story representing identity.
Infer the plot of the story based on pieces of the story provided and working with classmates.
Assessment and Resources
Assessment Oral presentation: Near the beginning of the unit, students will be put in groups to research and create a presentation on a particular time period, movement, racial group etc. in America that the class will be discussing in one of the short stories. Presentations should be 3-5 minutes long. Narrative: Students will use the literary elements they have learned about to construct their own narrative that focuses on identity. Works My Son the Fanatic by Hanif Kureishi Baby Shoes by Earnest Hemmingway Eleven by Sandra Cisneros The Man in the Well by Ira Sher Racitatif by Toni Morrison Subtotals by Gregory Burnham Polar Breath by Diane Glancy Cathedrals by Raymond Carver