Cultural Conflicts When Things Fall Apart 11 th

Cultural Conflicts: When Things Fall Apart 11 th Grade, English 3, Unit 3

The Process of Backward Design/Modifying Concept Units 1. Select available and meaningful main texts. 2. Brainstorm enduring understandings. 3. Create essential question. 4. Select important concepts. 5. Select supplemental texts. 6. Select standards/objectives. 7. Align assessments. 8. Map unit learning activities. PrintEnglish 3Concept Curriculum English III. htm

Main Texts • Things Fall Apart by Chinua Achebe • Cry, the Beloved Country by Alan Paton (secondary novel)

Enduring Understanding • Things fall apart in individual lives when society experiences cultural shifts.

Essential Question • How does culture shape identity? • Original: How does the writing of a given group of people offer insight into cultural conflicts?

Important Concepts • Symbol • Point-of-View • Rhetoric • Colonialism, Post-colonialism • Apartheid • Paradigm Shift • Globalization

Supplemental Texts • Nobel Prize Lecture, 1991, by Nadine Gordimer • “Post-Script: Nelson Mandela” by Nadine Gordimer • Long Walk to Freedom by Nelson Mandela (exerts) • “The Empire Fights Back” by Chinua Achebe

Standards/Objectives • RL. 11 -12. 1 – I can locate and summarize strong and thorough evidence in the text to support my analysis of what the text says. • RL. 11 -12. 2 – I can determine multiple central ideas of a text and describe how each section develops each central idea. • RL. 11 -12. 5 – I can analyze how structural elements of a text function to shape the overall meaning and aesthetic impact of a text.

Standards/Objectives • W. 11 -12. 7 – I can conduct short as well as more sustained research projects to answer a question I have or one that is assigned to me. • W. 11 -12. 8 – I can synthesize multiple sources on a subject and demonstrate an understanding of the subject under investigation. • W. 11 -12. 9 – I can draw evidence from literary and informational texts to support my analysis, reflection, and research.

Standards/Objectives • L. 11 -12. 2 – I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. • L. 11 -12. 3 – I can apply what I know about language to make effective choices in the language I use to shape meaning and style. • L. 11 -12. 4 – I can vary my syntax for effect, consulting reference guides if necessary.

Assessments • Socratic Seminar – Speaking and Listening, Reading Literature: concept of “things falling apart” (identity crisis); student cultural identity, universe of obligation • Major Essay – Reading Literature, Argument Writing: Discuss the impact of cultural shifts on Okonkwo from Things Fall Apart and James Jarvis from Cry, the Beloved Country. • Multi-Media Presentation – Speaking and Listening, Informational Writing, 21 st century literacy skills: Visual representation and written description of cultural identity • Minor Essay – Narrative Writing, Language: Describe a time in your life when things have fallen apart for you. Explain how you coped with this experience and reflect on what paradigm shifts, if any, it caused you to make.

Assessments • Socratic Seminar – Speaking and Listening, Reading Informational Texts: role of literature in cultural conflicts; relationship between writing and identity • Research Presentation – Informational Writing, Speaking and Listening: Examine how Chinua Achebe or Alan Paton offers insight into a cultural conflict in his novel. Support your explanation with evidence from the novel, as well as research on the author’s background and historical context.

Map unit learning activities • 8 weeks (shortened to allow incorporation of all four English 3 units, as specified by the Concept curriculum map)

Insights/Reflection • Unit and semester cohesion, end goals = more student insights and engagement; students know what is expected • Process becomes easier and faster after the first unit • Easy to make adjustments as you go once familiar w/process – all about looking for connections