Unit+Plan+-+Narrative+of+the+Life+of+Frederick+Douglass

Unit Plan: //Narrative of the Life of Frederick Douglass// Douglass, F. (2005).//Narrative of the life of Frederick Douglass: An American slave//. New York: Penguin Books. Author: Lynn Marie Golden Unifying concept: The unifying concept for this theme is displacement related to social injustice. Students will apply Social-Class Theory to identify factors that lead to displacement and will identify polar social responses that serve to enhance narrative conflict. The unit will begin with students reading their choice of one of two Julia Alvarez novels that reflect specific struggles faced by Latinos. Students will then be given the choice of reading either //The Syringa Tree// or //The Book Thief.// Both sets of novels will serve to establish a reference for the concept of displacement related to social injustice and will prepare students to read the //Narrative of the Life of Frederick Douglass.// (In some cases, social injustice will directly relate to political oppression.) Young Adult Literature: Alvarez, Julia. (1994). //In the time of the butterflies.// New York: Penguin Books Set in the Dominican Republic during the Trujillo dictatorship, this novel is based on the true story of four sisters, three of whom were assassinated in 1960.The story is told from the perspective of each of the sisters, recounting their young, vibrant lives, juxtaposed with tyranny and their attempt to fight it. Alvarez, Julia. (2009). //Return to sender.// New York: Random House Set in Vermont in the summer of 2005, this story relates the experience of a boy whose family hires Mexican migrant workers to keep their farm from foreclosure.Tyler and Mari, the daughter of one of the workers, become close friends.Serious issues related to illegal immigration and deportation become a reality for both children and they struggle to navigate the course of social injustice. Gien, Pamela. (2009). //The syringa tree.// New York: Random House Set in 1960’s apartheid South Africa, a woman recounts her childhood experience as the daughter of a doctor who broke the law and social code to aid and protect black citizens.Lizzie is assigned the task of hiding and protecting their friend’s infant daughter but eventually realizes that she cannot protect the child from the powerful effects of forced segregation by law. Zusak, Markus. (2005). //The book thief.// New York: Alfred A. Knopf Set in Nazi Germany in the 1940’s, a young girl and her foster parents risk their own safety to aid a Jewish man.The daily lives of the members of an entire community reflect the painful effects of political oppression and social injustice. Reader Response Activities: Throughout the unit, students will assemble a “Journalist’s Notebook.” The notebook will consist of 3 key writing components, a self-assessment of the group project, a Socratic Seminar Response Sheet, and at least two currents news stories that relate to displacement as a result of social injustice and/or political oppression. Writing Components: Group project: Students will complete a group project related to the //Narrative of the Life of Frederick Douglass// based on one of the following choices: In-class Discussions: Students will engage in weekly discussions that focus on exploring key questions related to the texts through Think-Pair-Square activities and small group Socratic seminars. The entire class will participate in a student directed Socratic seminar related to the //Narrative of the Life of Frederick Douglass.//
 * 1) Students will keep a journal and make weekly entries of personal reflections related to the books they read.
 * 2) Students will conduct an interview with an individual who has been displaced or has suffered, witnessed, or aided a case of social injustice. Students will write a brief summary of the interview.(Students can interview a person who experienced the period prior to the Civil Rights Act of 1964.)
 * 3) Students will write an essay comparing their choice of one of the two YAL novels they read with the //Narrative of the Life of Frederick Douglass//.
 * 1) Staging a mock trial, presenting evidence to the class that supports their view of who or what entity is responsible for the social injustice represented in the book.The class will serve as the jury and vote to condemn or acquit.
 * 2) Performing a scene from the narrative that reflects an important moment related to the overall theme.
 * 3) Creating a museum display that depicts the life of Frederick Douglass and reflects the social injustice represented in the narrative.
 * 4) Creating a multi-media project that incorporates art and/or music to either interpret the narrative or respond to the social injustice represented in the narrative.