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READING RACESpring 2017 Syllabus“The paradox of education is precisely this – that as one begins to become conscious one begins to examine the society in which he is being educated.” – James BaldwinCourse DescriptionThis semester long course will explore race and teach students how to “read” race, typically looked over in major and daily social spaces, events, and objects. We will explore a broad range of contemporary texts- from literature and music to documentaries and social media. We will delve even further and analyze scholarship from critical theory, psychology, anthropology, sociology, and history, historical and legal texts to better understand how society and culture has shaped and influenced race, as well as how race has shaped society from both a historical and modern context. They will help to create a better understanding of the role of race in society and public discourse from past to present. We will learn to take our close reading, discussion, and learn to activate our own voices to advocate and empower themselves and their communities by furthering the conversations on race through productive, constructive, informative, and impassioned projects.This course will be broken up into four sections:Unit 1: BlacknessUnit 2: Native AmericansUnit 3: Latinos/Hispanic AmericansUnit 4: Hillary Clinton and Beyond: The Politics & Rhetoric of Race in the 2016 ElectionThroughout each unit will address key concepts and themes that include: identity, race, representation, racism, racialized rhetoric, language, stereotypes, gender, immigration, citizenship, rights, labor, and alienness.Required Reading/BooksGlenn, Nakano Evelyn. Unequal Freedom, 2002. Delgado, Richard, and Jean Stefancic. Critical Race Theory: An Introduction, Second Edition. 2012.Adichie, Ngozi Chimamanda. Americanah, 2013.Alexander, Michelle. The New Jim Crow. 2012.Anzaldua, E. Gloria. Borderland/La FronteraBurke, Kenneth. A Rhetoric of Motives. 1962.Supplementary ReadingsVarious articles and videos will be provided and screened in class.Essential QuestionsThroughout the course we will be examining a range of essential questions to provide a great framework and key objectives for the course.How has society and culture influenced and shaped identity and representation historically and in the modern-day context?(In what ways can storytellers tackle and shift socially-constructed narratives and stereotypes?)Where do race and gender overlap and diverge?In what ways did Hillary Clinton’s racialization rhetoric and rhetoric on race contribute to her disconnect/loss in the 2016 election?”Reading Race and Representation Curriculum Map Spring 2017Unit 1 Overview: Blackness"The problem of the Twentieth Century is the problem of the color line." – W.E.B DuBois In this unit, the class will explore the very “problem” DuBois refers to, addressing issues with the invention and implementation of race. We will read Americanah + as well as various supplemental (informational) texts, offering a range of multimedia from mini docs, short video clips, news articles, and critical theory excerpts. We will learn to “read race” across various media, allowing us to read, digest, and analyze the roots of race and how it has influenced Black identity and race relations in the U.S. from the past to present. Students will be asked to constantly close read and ask questions, so we can better tackle/dissect complex topics that affect the Black community across the US and the globe. We will not only learn how to better read race, but also develop a stronger vocabulary to better understand it and express ourselves, as well as strengthen our ability to write and discuss various thought-provoking topics, in a concise, interesting, and insightful manner, that constantly stresses using textual evidence to support. Topics we will explore this unit: race, white privilege/whiteness, Blackness identity, education, identity, policing and protests, Black beauty (Black hair and skin color), and Racism. Unit 2 Overview: Native AmericansHaving considered in the previous unit how race, racial hierarchies, and racism, can be traced historically and in turn impact identity, representation, and race relations in the U.S. and globally presently, we will further explore the effects of racial hierarchies in the U.S.In this unit, we will expand our discussion on race, exploring the topics of the effects of Native American removal and misrepresentation from past to present. Students will build the following vocabulary to better close read, discuss, and write about: removal, reservations, representation, and the racialization of “savagery,” as well as the concepts of civilization/assimilation/americation, stereotypes, cultural appropriation, and the “mascotting” of Native American. The following topics will be better understood by looking at a range of texts and media. Our main text for this unit will be the documentary, In Whose Honor?, that questions the use of and profiting from Native American culture from sports teams’ mascots and paraphernalia. Further supplementary readings and videos will be used to dissect the following topics.Unit 3 Overview: Latino(a)/Hispanic AmericansWill a fuller understanding of the intersectionality of race and race relations in America from past to present, students will engage in now merging race and gender to create a fuller and more inclusive picture of the racial identities? Students will be asked to connect, merge, and expand their growing knowledge and skill sets to better read, discuss, write, and learn to advocate about the effects of race, racial hierarchies, and racism, by examining race through the lens of Latinos/Hispanics in America. They will explore contemporary issues and discourse that historically and currently affect Latino identity and communities, by looking at the following texts: The House on Mango Street (contemporary fiction), Unequal Freedom (historical nonfiction), and Borderlands: La Frontera (critical theory) as well as informational texts, images, and videos. Students will use the resources to examine the complex topics that affect Latinos/Hispanics today - borderlands, labor, land, citizenship, assimilation, rights, immigration, and gender and race intersectionality, Unit 4 Overview: Hillary Clinton and Beyond: The Politics & Rhetoric of Race in the 2016 ElectionAs we have just recently crossed the election result threshold, conversations and theories on why Hillary Clinton lost have continued to run rampant. As a class we will use our newly found racialized lenses to take a deeper look into the rhetoric on and from Hillary Clinton in the 2016 election, dissecting how her racialization rhetoric and rhetoric on race contributed to her disconnect/less in the 2016 election. In reading A Rhetoric of Motive and watching key speeches from Hillary Clinton from past to present (closely looking at the debates), will allow us to further our discussions on race as we connect it to the current state of race and politics in the U.S, particularly looking/dissecting the language and key/popular racial discourse in the 2016 election. We will do so first, by understanding/establishing the principal that race is rhetorical and affects identity, representation, and race relations in the U.S. We will then move forward to begin to create complex and connected meanings behind our discoveries, to learn and inspire students to both activate their voices and advocate for themselves, their communities, and society as a whole, to create true social and political diversity and inclusion.Students will learn to demonstrate facility with the language and analysis Will be able to demonstrate a knowledge of key rhetorical devices Will be able to demonstrate and utilize critical race theory’s rhetorical terms to analyze various texts – written and oral. Students will demonstrate the ability to close read and analyze racialized language and discourse in a range of textsWill be able to demonstrate close reading skillsWill be able to demonstrate knowledge of synthesis and analysis, through inquiry and commentaryStudents will demonstrate the ability to critically engage with digital environmentsWill be able to effectively use digital media (digital annotations and blogging) to construct individual annotations, writing pieces, and letters. Students will demonstrate the ability to write expository or argumentative letters to Hillary Clinton, the DNC, or the President.Will demonstrate strong writing voicesWill demonstrate a strong knowledge of how race affects identity and society to help better advocate for better inclusion and equity for all races/everyone.Reading Race and Representation CURRICULUM MAP 2016-20171ST QUARTER 2ND QUARTER 3RD QUARTER 4th QUARTER TITLE BLACKNESS NATIVE AMERICANSLATINOS/HISPANICSHILLARY CLINTON AND BEYOND: THE POLITICS & RHETORIC OF RACE in the 2016 ELECTIONEND OF UNIT PERFORMANCE TASK Synthesis blog post on class blogSynthesis blogpost on class blogSynthesis blog post on class blogDigital Annotations+ Letters to my president Hillary Clinton or Trump.ESSENTIAL QUESTIONSENDURINGUNDERSTAND-INGS■How has race shaped identity, representation, and race relations historically and in the modern-day context?■What are the dangers of a single-story?■ In what ways can storytellers tackle and shift socially-constructed narratives and stereotypes?■How has race shaped identity, representation, and race relations historically and in the modern-day context?■What are the dangers of a single-story?■ In what ways can storytellers tackle and shift socially-constructed narratives and stereotypes?■How has race shaped identity, representation, and race relations historically and in the modern-day context?■What are the dangers of a single-story?■ In what ways can storytellers tackle and shift socially-constructed narratives and stereotypes? ■ How does race-gender intersectionality contribute to creating narratives that better advocate for multiculturalism, equality, equity, and inclusion?■How has race shaped identity, representation, and race relations historically and in the modern-day context?■ In what ways did Hillary Clinton’s racialization rhetoric and rhetoric on race contribute to her disconnect/loss in the 2016 election?TEXTS (REQUIRED)Critical Race Theory: An IntroductionAmericanah The New Jim Crow.In Whose Honor?(Screened Film)Critical Race Theory: An Introduction Excerpts from The House on Mango Street, Unequal Freedom, and Borderlands: La Frontera Critical Race Theory: An Introduction Critical Race Theory: An IntroductionA Rhetoric of Motives.Content Connections (SS, STEM, Math, Art, Music, World language) We will close read/interpret historical texts, Black art and music (past and present) to dissect Black community, culture, and identity.We will close read/interpret historical texts to link the past and present to better understand and analyze Native American experience and identity.We will explore language in this unit, covering the many iterations of Spanish and the role it plays for Hispanic/Latino and American identity and inclusion.We will largely explore utilizing the digital space through websites like WordPress (blogging) and hypothesis.is (digital annotations) to be able to analyze and argue through digital spaces and create content. READING STANDARDSKey Ideas and Details:CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidenceCCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the textCCSS.ELA-LITERACY.RI.11-12.3Analyze 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.Craft and Structure:CCSS.ELA-LITERACY.RI.11-12.4Determine 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,CCSS.ELA-LITERACY.RI.11-12.6Determine an author's point of view or purpose in a text Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats CCSS.ELA-LITERACY.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts.Key Ideas and Details:CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidenceCCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the textCCSS.ELA-LITERACY.RI.11-12.3Analyze 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.Craft and Structure:CCSS.ELA-LITERACY.RI.11-12.4Determine 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,CCSS.ELA-LITERACY.RI.11-12.6Determine an author's point of view or purpose in a text Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats CCSS.ELA-LITERACY.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts.Key Ideas and Details:CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidenceCCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the textCCSS.ELA-LITERACY.RI.11-12.3Analyze 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.Craft and Structure:CCSS.ELA-LITERACY.RI.11-12.4Determine 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,CCSS.ELA-LITERACY.RI.11-12.6Determine an author's point of view or purpose in a text Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats CCSS.ELA-LITERACY.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts.Key Ideas and Details:CCSS.ELA-LITERACY.RI.11-12.1Cite strong and thorough textual evidenceCCSS.ELA-LITERACY.RI.11-12.2Determine two or more central ideas of a text and analyze their development over the course of the textCCSS.ELA-LITERACY.RI.11-12.3Analyze 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.Craft and Structure:CCSS.ELA-LITERACY.RI.11-12.4Determine 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,CCSS.ELA-LITERACY.RI.11-12.6Determine an author's point of view or purpose in a text Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats CCSS.ELA-LITERACY.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts.Range of Reading and Level of Text Complexity:CCSS.ELA-LITERACY.RL.11-12.10By 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.WRITING STANDARDS Text Types and Purposes:CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis and sufficient SS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideasProduction and Distribution of Writing:CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and styleCCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing productsResearch to Build and Present Knowledge:CCSS.ELA-LITERACY.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under SS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sourcesCCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and SS.ELA-LITERACY.W.11-12.9.AApply grades 11-12 Reading standards toCCSS.ELA-LITERACY.W.11-12.9.BApply grades 11-12 Reading standards to literary nonfictionRange of Writing:CCSS.ELA-LITERACY.W.11-12.10Write 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.Text Types and Purposes:CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis and sufficient SS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideasProduction and Distribution of Writing:CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and styleCCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing productsResearch to Build and Present Knowledge:CCSS.ELA-LITERACY.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under SS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sourcesCCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and SS.ELA-LITERACY.W.11-12.9.AApply grades 11-12 Reading standards toCCSS.ELA-LITERACY.W.11-12.9.BApply grades 11-12 Reading standards to literary nonfictionRange of Writing:CCSS.ELA-LITERACY.W.11-12.10Write 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.Text Types and Purposes:CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis and sufficient SS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideasProduction and Distribution of Writing:CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and styleCCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing productsResearch to Build and Present Knowledge:CCSS.ELA-LITERACY.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under SS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sourcesCCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and SS.ELA-LITERACY.W.11-12.9.AApply grades 11-12 Reading standards toCCSS.ELA-LITERACY.W.11-12.9.BApply grades 11-12 Reading standards to literary nonfictionRange of Writing:CCSS.ELA-LITERACY.W.11-12.10Write 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.Text Types and Purposes:CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis and sufficient SS.ELA-LITERACY.W.11-12.2Write informative/explanatory texts to examine and convey complex ideasProduction and Distribution of Writing:CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and styleCCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,CCSS.ELA-LITERACY.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing productsResearch to Build and Present Knowledge:CCSS.ELA-LITERACY.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under SS.ELA-LITERACY.W.11-12.8Gather relevant information from multiple authoritative print and digital sourcesCCSS.ELA-LITERACY.W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and SS.ELA-LITERACY.W.11-12.9.AApply grades 11-12 Reading standards toCCSS.ELA-LITERACY.W.11-12.9.BApply grades 11-12 Reading standards to literary nonfictionRange of Writing:CCSS.ELA-LITERACY.W.11-12.10Write 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.READING RACEUnit 4: Digital Activism Final ProjectsDescriptionAs a new found scholar on race, you will utilize your knowledge and understanding of how race and racialized rhetoric affect identify, representation, and social relations in America, to write a digital letter to Hillary Clinton. You will be utilizing web spaces to help create effective research and discourse on Clinton’s rhetorical choices in key speeches from past to present. You will then take findings/notes and create an expository or argumentative letter to Hillary Clinton that addresses your issues with her rhetoric on race and the racial issues you feel need to be better addressed. MAJOR ASSESMENTS FOR PROJECT Digital Annotations (equivalent to 1-2 pages)As a class we will read and discuss the following first presidential debate between Hillary Clinton and Donald Trump. We will use Hypotheis.is or Genius to first read through annotations I have made about the speech.Students will take note on how I utilized key critical race theory language and knowledge with key rhetorical vocabulary to create fruitful discourse around Hillary Clinton’s approach to discussing race in the first debate.You will then be asked to create digital comments on my annotations (used as a model/practice for making your own annotations) as well as create your own digital annotations on at least two speeches made by Hillary Clinton. One must be a past speech prior to the election, the other must be from the 2016 presidential debates. By looking at past and present speeches by the former candidates will create stronger research, analysis, and arguments, questioning the effectiveness and authenticity of their language/discourse on race.You will use their research and analysis’ to create begin probing the questions:In what ways did Hillary Clinton’s racialization rhetoric and rhetoric on race contribute to her disconnect/loss in the 2016 election?All students must/will keep track/note of their major discoveries in graphic organizers as well.Criteria for Digital AnnotationsMust annotate/comment on my Clinton First 2016 Presidential Debate SpeechMust create at least two Hillary Clinton speeches (1 prior to 2016 1 during the 2016 debates)Must post annotation links in Google ClassroomBlog Explorations & Synthesis (equivalent to 2-3 pages) Taking our inquiry and commentary, you will begin writing your own blog posts that respond to the question:In what ways did Hillary Clinton’s racialization rhetoric and rhetoric on race contribute to her disconnect/loss in the 2016 election?Criteria for Blog:Your post must include textual evidence from A Rhetoric of Motives (2-3 references/quotes you will be examining and analyzing from the book).Must include textual evidence from outside sources (informational texts). Can be sources from class or through your own research. (2-3 references/quotes to analyze and support your arguments)Link to your digital annotationsInclude media (a picture, video, audio, links to other sites, etc.)Create a works cited page that includes the appropriate MLA citations. You will post these on Google doc and attach to Google Classroom.Letters to Hillary Clinton (equivalent to 3-5 pages)Students will channel their inner social justice activists, by organizing and constructing digital letters to Hillary Clinton. The letters will address both the pros and cons of her racialized rhetoric and rhetoric on race from the past to present, that you feel helped to severely impact her presidential loss. These letters will also address the issues (s) that matter to you the most in 2016 and you wish she better discussed in the debates. Criteria for LetterMust relate it to a concept/topic we’ve explored in class (Keep it at 1-2 topics)Must use 2-3 references/quotes from a text/s we have read from classLink to digital annotationsInclude media (a picture, video, audio, links to other sites, etc.)Must be typedMust use at least 3-4 vocab words from this unit.Must attach a works cited page (MLA formatted) – PLACE IN GOOGLE CLASSROOMDUE DATES (SCHEDULE)6/19 – First Debate Digital Annotation comments 6/20 – Past Hillary Clinton Digital Annotation (1)6/21 – 2016 Debate Annotation (1)6/22 – Student responses to modeled digital exploration – Student blog exploration6/26 – Letters to Hillary ClintonSAMPLE LESSON 1 FOR UNIT 4 DAILY LESSON PLAN Class/Instructor Ms. MaitlandUNIT: 4: Hillary Clinton and Beyond: The Politics & Rhetoric of Race in the 2016 ElectionDATE(S):2017 UNIT/ESSENTIAL QUESTION: In what ways did Hillary Clinton’s racialization rhetoric and rhetoric on race contribute to her disconnect/loss in the 2016 election?”Common Core Standards: CCSS.ELA-LITERACY.RI.11-12.1Cite 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 SS.ELA-LITERACY.RI.11-12.6Determine 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 SS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.Focus Question/What Am I learning? Hillary Clinton: Conservative or liberal ideas and rhetoric?Lesson Content/Skills Alignment: Interpret The difference between liberal and conservativeAnalyze Hillary Clinton’s rhetoric (more liberal or conservative?)Define Political socialization, liberal, conservative Summarize Hillary Clinton’s rhetorical socialization from past to present Why am I learning it:To enhance our close reading skillsTo apply our knowledge of rhetoric and political socialization and apply it to our objectivesTo better understand Hillary Clinton’s rhetoric from past to presentTo examine if her rhetoric leans more toward conservative or liberalHow am I going to learn it (Lesson agenda):InquiryClass DiscussionVideoNotesGroup WorkReadingHow will I know I learned it: Individual oral exit ticketDO NOW4 minsList 2-3 major differences between a “conservative” and” liberal.”MINI-LESSONStudents will discuss their responses to the do nowStudents will watch the following video “Political Ideology: Crash Course Government and Politics #35,” addressing the key differences between a conservative and a liberal. + students respond to the questions.What do American conservatives believe? (list 2-3 bulleted points/responses)What do American liberals believe? (list 2-3 bulleted points/responses)Define political socialization What are the 4 main agents that most contribute to our political identities? Review responses Students will write down key vocab phrases on a graphic organizer that asks for the 1) Word 2) Definition 3) Word associationAcademic VocabPolitical SocializationLiberal ConservativeACTIVITY PLANThe question will create a great framework for students to start thinking through the type of rhetoric Clinton tends to use then and now. This will allow us to further explore if her rhetoric on race leans toward more conservative appeals. Explain to students that we will be using our prior knowledge, notes, and the following readings (multi-perspectives) to help us better respond/probes to the day’s objective/question:Hillary Clinton: Conservative or liberal ideas and rhetoric?Students will read the following blog posts and reading and fill out their graphic organizersStudents will be placed into three different stations with each reading. They will be timed for 7 mins each to read and respond to the following question by providing textual evidence (1 quote per reading), notes (3-5 bulleted points or sentences per reading), and commentary (2-3 sentences per reading). Readings The post is great because it allows for a historical background of Hillary Clinton as the first lady of then Arkansas Governor Bill Clinton. It provides a heavy context/summary for why Clinton shifted her rhetorical to being more conservative at the timeThe post then synthesizes several sources to help address whether or not Clinton’s rhetoric reflects conservative ideals. This post dissects and summarizes the shift in Clinton’s public persona by also tying it to her past becoming a Governor’s wife in a majority conservative state.It then synthesizes various sources to address Clinton’s possible conservative rhetoric or ideas?The post then provides inquiry, posing the questions:But does new identity shape her ideas or does she expose only what she thinks the public can handle? Does she shape herself as a rhetor in order to fit where the public thinks she belongs or where she thinks the public wants her? And more importantly, is there distinction?between her public rhetor identity as a politician and her personal identity as a politician, or are they binary? HYPERLINK "" This informational text examines how both Donald Trump and Hillary Clinton spoke about race and racism throughout the 2016 campaign.EVIDENCE OF LEARNING (DAILY)Closure/Learning Log/Exit Ticket, etc. 1-2 students from each station provide a brief response to the question, using their reading to support:Hillary Clinton: Conservative or liberal ideas and rhetoric?2 minsHOMEWORKUsing textual evidence, respond to the following question on Google Classroom in 4-5 sentences:Hillary Clinton: Conservative or liberal ideas and rhetoric? ................
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