American Identities
and the
American Dream
By Brandon Bolyard
& Cecilia Pattee
(Boise State Writing Project)
Objective
 Students will establish a learning
community through activities related to
American identities.
 Students will examine the ways they
define themselves and character traits
we might associate with being American.
 Students will develop ideas through
writing and share these ideas in small
and whole groups settings.
Day #1
-Create the following “Place Mat” chart
on a full page in your writer’s notebook.
Place Mats
• List your own thoughts in the top section of
the place mat (ex. Student 1).
• Each student reads their list “Round Robin”
style with the group; peers record these
answers in the appropriate blanks
(ex. Student 2, Student 3…)
Place Mats (cont’d)
• Finally, each group will record the
most common—-or important–-points in the
center space AND report these orally.
EXAMPLE:
Octopus
Essential Question
Guiding Questions
• How do we define ourselves?
• How do others define us?
• How do we shape our identities?
• How do we express our beliefs?
Remember to write your peers’ answers down!!!
Sample Class Responses
Confidence
Difficult
Diverse
Fat
Football
Free(dom)
Hard-working
Ignorant
In debt
Independent
Lazy
Obese
Serving country
Open-minded
Patriotic
Political
Proud
Racist
Religious
Rude
Stuck up
Reflection
Now go back to your place mat and do the
following:

CIRCLE

UNDERLINE the negative traits
the positive traits
Reflection (cont’d)
• Which negative trait could
Americans fix the easiest?
(*Provide one reason why we should do this.)
“Little Boxes” by Anthony E. Wright
• Read the essay independently.
• As you read, think about the ways
in which people are categorized in
society.
Discussion Questions
• What was Anthony’s main argument?
• How did the issue make him feel?
• Why do we categorize/stereotype people
in society?
Now you will create an identity map
that shows Anthony Wright’s
personality traits/characteristics.
Example:
Identity Map – Anthony Wright
Day #2
Create an identity map of your own that
shows personality traits/characteristics.
Identity Map – YOU!
Identity Map – Mr. McDonald
Group-Share
Now have each group member share
“Round Robin” the characteristics
they included in their identity maps.
I See/I Think/I Wonder charts are
used to actively respond to a reading
passage through writing.
Now complete one of these charts
after viewing the next photo!!!
Day #3
“America is not like a blanket —one
piece of unbroken cloth, the same color,
the same texture, the same size…
…America is more like a quilt— many
patches, many pieces, many colors, many
sizes, all woven and held together by a
common thread.” —Reverend Jesse Jackson
-Read the poem, “Century Quilt” by
Marilyn Nelson Waniek, and complete an
I See/I Think/I Wonder chart.
 What do you SEE?
 What do you THINK?
 What does it make you WONDER?
Quilt Square & Essay
-Now sketch or draw a quilt square
that represents your personal identity.
-Each quilt must include the following:
• Name
• Birthplace
• 1 Symbol/image
relating to you
Day #4
What is
American Moral Exceptionalism?
Are Americans Really Exceptional?
“American Moral Exceptionalism”
By Uhlmann, E.L., Poehlman, T.A., & Bargh, J.A.
-Read the excerpt with the claim:
“American culture stems from
Puritan-Protestant heritage.”
-Discuss the validity of this claim and
any evidence that could be brought to the
argument.
Day #5
Japanese vs. American Values
-Read through “U.S. & Japan Culture
Comparison” taking notes on a T-Chart.
AMERICA
JAPAN
-Discuss the information and facts with
your group members as you write.
Japanese vs. American Values(cont’d)
-Now read “Differences Between Japanese
and American Schools” and add more details
and facts to your T-Charts.
AMERICA
-
177 days (48%)
62 fewer days
Less Stress
Better Technology
No testing for HS
JAPAN
-
240 days (74%)
62 more days
More Stress
Less Technology
Testing for HS
DEBATE:
“The American school year should
be increased by 33%.”
-Break into four groups:
*administrators *teachers
*parents
*students
-Groups discuss and create an argument
about the claim above (FOR/AGAINST).
-Groups present their case (5-minute)
for or against the claim.
-Class will discuss who had the most
effective position and evidence.
Day #6
Poetry Jigsaw
-Student “expert groups” will be assigned
one poem or song to examine and discuss:
What connection do the
poem’s/song’s words
have to our identity
and values?
-One student from each expert group
will join a “cooperative group” to
teach the other members about their
assigned poem.
Day #7
-Now find another poem or song of your own that
explores American values or identity.
-Then write an argument of judgment about the
song or poem you chose:
• What point does it make?
• Is the point explicit (direct) or implicit
(indirect) in nature?
• What reasoning or evidence does it provide?
Day #8
Persona, Audience, Purpose, Argument
(PAPA Square)
*Create this chart in your Writer’s Notebook!!!
“Hounding the Innocent”
by Bob Herbert
This I Believe - Essay #1
-Read “The Right to be Fully American”
(aloud with class)
-Complete a PAPA Square
(aloud with class)
This I Believe - Essay #2
-Read “Tomorrow Will Be A Better Day”
(partners)
-Complete a PAPA Square
(partners)
Day #9
This I Believe - Essay #3
-Read “Life, Liberty and the Pursuit…”
(independently)
-Complete a PAPA Square
(independently)
Day #10
-Students write their own TIB essays:
• View Guidelines
http://thisibelieve.org/guidelines/
•
•
•
•
Brainstorm using organizers
Create a rough draft of your essay
Complete peer-editing tool (partners)
Revise and submit final drafts