th
th
GILPP SPRING Department: ___English_______________
Unit # __ : Race and Identity – Critical Engagement with Booker T. Washington and WEB DuBois
Time Frame: 2 weeks Number of lessons in this unit: ___9_
Learning Outcomes
Common Core Learning Standards addressed in this Unit:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.11-12.1a-e
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2a-f
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.3a-e
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Course Standards addressed in this Unit:
Math only: Standards for Mathematical Practice addressed in this Unit:
Enduring Understandings for this Unit:
1) Students will be exposed to the debate between Booker T. Washington and WEB
Dubois regarding progress and equality among African-Americans.
2) The history of the Reconstruction period as pertains to Jim Crow laws and the challenges faced by African-Americans after the Civil
War.
3) The meaning behind the metaphors used by
Washington (“Cast down your bucket”) and
DuBois (the veil; double consciousness) and how they relate to African-American experience and identity.
4) Race is a social construct, not a biological reality.
5) Identity is a complex thing, constructed of
Essential Questions for this Unit:
1) How does race influence our understanding of our identity?
2) What happened during the Reconstruction period? What were examples of Jim Crow laws?
3)
What is Booker T. Washington’s central idea in his “Atlanta Compromise” speech?
4)
What is the chief metaphor in Washington’s essay, and what does it mean?
5)
Why does WEB DuBois disagree with Washington’s thesis?
6) What does WEB DuBois mean by “double consciousness” and the metaphor of the
“veil”?
7) Which argument is more persuasive—Washington or DuBois?

social and individual influences.
Content of this Unit:
1) Excerpt from article on Reconstruction and
Jim Crow (Plessy vs. Ferguson reader)
2)
“Atlanta Compromise” speech by Booker T.
Washington
3)
Excerpt from the “Souls of Black Folk” by
WEB DuBois
4) 2008 speech on race by Barack Obama
5) Excerpts from bell hooks on women and race
6) Excerpts from Ralph Ellison – Invisible Man and essays
7) Columbia Encyclopedia entry on race
Key Vocabulary & Language of this Unit:

TBD
Skills of this Unit:
1) Close reading
2) Annotation
3) Identifying and analyzing textual evidence
4) Making inferences and evaluations from textual evidence
5) Analytical/Argumentative Writing – short response, formative assessments, summative assessments
Resources used in this Unit:

Copies of all readings.

Writing utensils including pencils, pens, markers, and highlighters

Methods for collecting student work: student folders, submissions (Exit Tickets, worksheets)

Copies of the Short Response and Argumentative Essay Rubric and Checklist
Assessments
On-going and Formative Assessments:
1) Standards Assessed:
Students participate in reading and discussion, write informally in response to text-based prompts, present information in an organized and logical manner, and participate in evidence-based, collaborative discussion.
Mid-Unit and Summative Assessments, including Performance
Tasks:
1) Standards Assessed: RI 12.1-3,6; W12.1-4, 10
Summative Unit: Students write a formal, multi-paragraph response to the following prompt: Choose two writers from the following list

(Booker T. Washington, WEB DuBois, Barack Obama, bell hooks, Ralph
Ellison) and write a short argument that analyzes and explains why one writer’s ideas are more persuasive than another’s. In your essay, make sure to briefly summarize the ideas and positions of the respective writers
Instructional Pathway
Learning Activities & Teaching Strategies Used in This Unit
See Examples of Learning Activities & Teaching Strategies in a Math Classroom at the end for ideas and edit/add to the list!
1) Small group discussion and written responses (G)
2) Quick Writes (I)
3) Gallery Walk exercise/activity (G)
4)
Whole class discussion, review terms, “think aloud” (C)
5) Jigsaw scenes/lines (G)
Lesson Content Activities & Strategies Standards Aim
1.
Students explore the influence of race on
RI1-3
W12.10 their identity. Students will read and discuss historical background on the Reconstruction
Era
RI1-3
2.
Students focus on the emergence of central ideas in Booker T.
Washington’s “Atlanta
Compromise” Speech
Read an excerpt on Reconstruction and Jim
Crow laws (Plessy vs. Ferguson reader).
Analyze sculpture/image “lifting the veil” at the
Tuskegee Institute. Begin reading excerpt of
Washington’s “Atlanta Compromise” speech.
1)
2)
Grouping Structures
(I) = individual
(P) = with a partner
(G) = in a student group
(C) = whole class
Students begin with a QW on exploring their identities and how race influences their identities.
Students participate in independent and whole-class readings of the PvF reader.
Jigsaw, popcorn reading of Washington.
SL1,2
W12.1-3
3.
To debate
Washington’s argument for racial progress.
4.
Students demonstrate mastery of
Washington’s central ideas.
Students explore and debate Washington’s central metaphor in his speech. Students debate
Washington’s argument for racial progress through economic gain and reconciliation.
Review and summarize student ideas from debate in connection with Washington’s ideas.
Assess student understanding of Washington’s reading.
Students participate in a debate-style activity; philosophical chair.
Whole class discussion; short-answer quiz on the reading.

RI1-3
W12.10
SL.4
5.
Read and analyze
Obama’s 2008 speech on race. Debate his premise of the complexity of racial identity and history.
6.
To discuss and debate issues of gender and race.
Students read and explore Obama’s 2008 speech on race. What is his central idea? Do we agree or disagree?
The woman question – how does gender connect to questions of race and identity?
Excerpts from bell hooks, African-American feminist writer.
Small group discussion. Jigsaw reading.
HW: Read bell Hooks excerpts
Socratic Seminar on bell hooks essay.
Students write key agreement and disagreement ideas on post-its. Preparation for Gallery Walk.
SL.1-4
NA
W12.1-3
7.
To analyze classroom responses to the debate the previous
Students walk around the room posting their remarks from the previous day on the excerpts around the room.
Reflect on how classmates are organizing their thoughts according to the arrangement via hooks.
Exam review. 8.
Students review central ideas for unit exam.
9.
Students demonstrate mastery of unit texts and ideas.
EXAM
Gallery Walk – post-it, “idea stations.”
Students participate in a Jeopardy-style review game.
Differentiation strategies used in this unit & modifications embedded within this unit to provide access for all learners
Previewing Discussion Questions
Scene Synopsis
Audio and Visual supplementary material
“Side by Side” translations of original text to modern English
Development of Academic & Personal Behaviors and 21 st Century Skills
NA

Evidence of Common Core Instructional Shifts
Where in this unit is there evidence of the Common Core Instructional Shifts in ELA/Literacy and/or Math? ( Instructional Shifts )
1) Shift towards reading informational texts. See readings by Booker T. Washington, WEB DuBois, bell Hooks.
Unit 4 Performance Task with Rubric
Unit Exam:
Choose ONE prompt from the list below. For all essays, make sure to incorporate textual evidence, an organizing structure (five paragraphs), and a coherent and clear thesis and concluding statement.
1) Write an analysis of the main problem that Booker T. Washington was attempting to address in his “Atlanta Compromise” speech. Using the article on “Reconstruction and Jim Crow” in addition to Washington’s speech, describe some of the problems that blacks faced during his lifetime. What was his central message in attempting to deal with these problems? Finally, at some point in your essay, answer this question: how are Washington’s ideas applicable today?
2) Write an argument that supports a position on the following question: which writer, Washington or DuBois, provides a more convincing statement on the perspective of African-American experience and identity? For Washington, he is concerned with the practical realities of blacks in his time period; DuBois seems to be concerned with the identity of blacks now and in the future. Explain your position using evidence from the text.
3)
Write an essay that analyzes DuBois’s ideas about African-American identity. Summarize and paraphrase some of his key ideas including his thoughts on “double-consciousness.” Your essay should address the following question: how are DuBois’s ideas applicable today for other minority groups (Latinos, Asian-Americans, etc.)?