| Preface |
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xi | |
| The Purpose of This Book |
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xiii | |
| Literary versus Informational Texts |
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xiv | |
| Literary plus Informational Texts |
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xv | |
| And, Finally |
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xv | |
| Acknowledgments |
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xvii | |
| Introduction |
|
xix | |
| Otherness in the Classroom, in the World, and in Literature |
|
xix | |
| Otherness in Our Students' Daily Lives |
|
xx | |
| Activity One Examining our In-Group |
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xx | |
| Activity Two Demonstrating the Other |
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xxi | |
| Otherness in Literature |
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xxii | |
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1 Syntactical Othering and The Merchant of Venice |
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1 | (20) |
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Did Shakespeare Just Do That? Did He Mean to Do That? |
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2 | (2) |
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Activity One The Dangers of Otherness |
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3 | (1) |
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When the Bad Guys Seem Good, When the Good Guys Seem Bad |
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4 | (4) |
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Activity Two Whom Are We Supposed to Be Rooting For? |
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4 | (2) |
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Activity Three That Stupid Casket Test---Symbolism, or a Nasty Trick |
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6 | (2) |
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Monkeys and Marriage, Rings and Regrets |
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8 | (5) |
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Activity Four A Play in which the Enemy Seems Kind of Right |
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8 | (3) |
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Activity Five Annotating for the Cost of Otherness |
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11 | (2) |
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This Play Is either Very Feminist or Very Anti-feminist |
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13 | (3) |
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Activity Six A Close Reading of Gender Dynamics |
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13 | (3) |
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Written in 1596, 1857, 1943, and Today |
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16 | (3) |
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Activity Seven This Is How It Happens. Tracing Syntax in Tyranny |
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16 | (3) |
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19 | (2) |
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2 Systemic Racial Injustice and A Raisin in the Sun |
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21 | (18) |
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Otherness and Socioeconomic Injustice in U.S. Housing Policies |
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22 | (4) |
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Activity One Redlining in Your (and Your Students') Own City |
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24 | (1) |
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Activity Two Socratic Seminar |
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25 | (1) |
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Sample Socratic Seminar Transcript |
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26 | (2) |
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Applying Knowledge from Research to Hansberry's Play |
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28 | (2) |
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Activity Three Considering the Play's Title |
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29 | (1) |
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30 | (2) |
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Activity Four Researching Hansberry vs. Lee |
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31 | (1) |
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Block Associations: "The New Neighbors Orientation Committee" |
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32 | (1) |
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33 | (1) |
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33 | (3) |
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36 | (3) |
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3 Intertextuality in The Merchant of Venice and A Raisin in the Sun |
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39 | (8) |
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Activity One Researching the Origin of the Ghetto |
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40 | (1) |
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Activity Two Comparing Walter's and Shylock's Speeches |
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41 | (1) |
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Activity Three Syntactical Othering |
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42 | (3) |
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Activity Four Was There a Way around This? |
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45 | (1) |
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46 | (1) |
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4 Abuses of Power and One Flew Over the Cuckoo's Nest |
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47 | (16) |
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Activity One An Uncomfortable Quickwrite |
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48 | (1) |
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Why Do Societies Kill Their Heroes? |
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49 | (3) |
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Activity Two Researching Assassinated Heroes |
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50 | (1) |
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Activity Three The Righteousness of Anger |
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51 | (1) |
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A Book about Stigmas and Their Power |
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52 | (1) |
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Power, Power Everywhere, and Nary a Drop to Drink |
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53 | (2) |
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God and Monsters, Whales and Men: Does Power Innately Corrupt? |
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55 | (1) |
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Activity Four Analyzing Allusions |
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55 | (1) |
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Big Nurse: Possibly the Best Antagonist in the Last 100 Years |
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55 | (3) |
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Activity Five Are We Hardwired to Obey? |
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56 | (2) |
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58 | (1) |
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58 | (2) |
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60 | (3) |
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5 Authoritarianism in 1984 and Animal Farm |
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63 | (18) |
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63 | (1) |
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Pairing Animal Farm and 1984 |
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64 | (1) |
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Allegory of the Russian Revolution |
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64 | (2) |
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Activity One Researching the Russian Revolution |
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65 | (1) |
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Propaganda: Understanding Power, Language, and Otherness |
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66 | (1) |
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66 | (1) |
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Activity Two Propaganda Posters |
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67 | (1) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (5) |
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Activity Three Pairing Informational and Literary Texts |
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70 | (3) |
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Additional Formative Activities |
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73 | (4) |
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Activity Four Comrade Ogilvy and Wilbur S. Howard |
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73 | (2) |
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Activity Five The Principles of Newspeak |
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75 | (1) |
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76 | (1) |
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Summative Activity: Authoritarianism Research Project |
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77 | (1) |
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78 | (1) |
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79 | (1) |
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80 | (1) |
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6 Genocide and Ethnic Internment in Night and Farewell to Manzanar |
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81 | (18) |
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82 | (2) |
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Activity One Contextual Research on the Holocaust |
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82 | (1) |
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Activity Two Comparing Family Separation |
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83 | (1) |
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Activity Three Theme of Dehumanization |
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83 | (1) |
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Reading Farewell to Manzanar |
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84 | (1) |
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Activity Four Contextual Research on Japanese Internment |
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84 | (1) |
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Intertextuality between Night and Farewell to Manzanar |
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85 | (1) |
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Activity Five Comparing/Contrasting Night and Farewell to Manzanar |
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85 | (1) |
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Genocide and Internment Today |
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86 | (1) |
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Internment of Uighur Muslims |
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86 | (2) |
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Activity Six Incorporating an Informational Text on Uighur Muslims |
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87 | (1) |
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88 | (1) |
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Activity Seven: Incorporating an Informational Text on the Rohingya Genocide |
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88 | (1) |
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89 | (1) |
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Genocide Awareness Campaign |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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90 | (3) |
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93 | (4) |
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97 | (2) |
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7 Gender Inequality and The Handmaid's Tale |
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99 | (22) |
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Activity One Reimagine Your Classroom Space |
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100 | (3) |
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Activity Two What Do You Want for You, and What Do You Want for Your Society? |
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103 | (2) |
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Activity Three Quickwrite on Feminism |
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105 | (1) |
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Activity Four Do We Even Need an Equal Rights Amendment? |
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106 | (1) |
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Things Women Couldn't Do in the 1960s |
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107 | (4) |
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Activity Five Intertextuality in the Epigraph |
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108 | (1) |
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Activity Six Freedom to and Freedom from |
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109 | (1) |
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Activity Seven That Couldn't Happen Now, Could It? |
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110 | (1) |
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Syntactical Oppression: How Does Atwood Demonstrate Denying Personhood and Value and Complexity by Changing/Editing/Abridging Language? |
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111 | (2) |
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Activity Eight: Can You Find the Denial of Language |
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113 | (3) |
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Neologisms, Musings, and Scrabble: Language Is Access, Language Is Lack of Access |
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116 | (1) |
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Activity Nine: But Do Words Really Matter? |
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116 | (1) |
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Using a Study Guide to Anchor Learning throughout a Unit |
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117 | (1) |
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The Handmaid's Tale Study Guide |
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117 | (1) |
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118 | (3) |
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8 The Tragedy of Growing Up in Romeo and Juliet and To Kill a Mockingbird |
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121 | (36) |
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Teaching Romeo and Juliet |
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123 | (3) |
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Activity One Who Teaches Us What to Love and What to Hate? |
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124 | (1) |
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Activity Two Annotating for Inferences |
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125 | (1) |
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It Can Be Dangerous to Be Young |
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126 | (6) |
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Activity Three Tracking Causes of Death in the Young |
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127 | (4) |
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Activity Four The Problem (?) with Passion |
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131 | (1) |
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Is It Foolishness, or Is the Clock Ticking? |
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132 | (4) |
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Activity Five Fortune's Fool or Tampered with by Time? |
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132 | (1) |
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Activity Six The Tragedy of Growing Up |
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133 | (3) |
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136 | (1) |
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Option 1 Group Presentation |
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136 | (1) |
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137 | (1) |
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Intertextuality between Romeo and Juliet and To Kill a Mockingbird |
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137 | (1) |
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Teaching To Kill a Mockingbird |
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138 | (2) |
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Activity One Considering Nostalgia, and How Misleading It Can Be |
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138 | (2) |
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The Ultimate Bildungsroman |
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140 | (1) |
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The Southern Gothic Novel |
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140 | (4) |
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Activity Two Tracking Moments of Bildungsroman throughout the Text |
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143 | (1) |
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Activity Three When It Happened to Us Writing Your Own Bildungsroman |
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143 | (1) |
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144 | (3) |
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Activity Four Idealism versus Cynicism |
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144 | (3) |
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To Kill a Mockingbird Final Essay |
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147 | (1) |
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Banning To Kill a Mockingbird |
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148 | (1) |
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The Publication of Go Set a Watchman |
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149 | (1) |
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150 | (1) |
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Aaron Sorkin's 2018 Broadway Adaptation |
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150 | (1) |
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151 | (1) |
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The Way Forward: Final Words on Our "Sea of Troubles" |
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152 | (5) |
| Bibliography |
|
157 | (6) |
| Index |
|
163 | (8) |
| About the Authors |
|
171 | |
Lisainfo e-raamatute kohta