TOPIC: CONTROVERSIAL ISSUES (Language Arts, …



TOPIC: CONTROVERSIAL TOPICSDisciplineLanguage Arts, HistoryGrade Level9-12Type of ActivitySmall Group, Entire Class, Research, Pre-Reading, DiscussionObjectivesBefore reading The Grapes of Wrath, students will understand some of the controversial issues (racism, sexism, violence, language).Students will work collaboratively in small groups to discuss/understand the documents provided. See Materials Needed/Preparation.Students will understand why The Grapes of Wrath has been on many banned book lists over the years.Students will understand that Steinbeck was neither a racist nor a sexist, but he just reflected the social climate of the time.Students will understand the nature of censorship.OverviewEven though some of the controversial issues in The Grapes of Wrath may not seem as controversial today as they were in the 1930s, students still need to be prepared for what they will encounter in the classroom. Steinbeck used words and images in an attempt to write as realistically as possible, and this included the way people spoke; it can be difficult for students to see that this was for effect and not Steinbeck’s personal beliefs.Through class discussions, reading of documents, and some small group work, students should be well equipped to read and understand The Grapes of Wrath.Materials Needed/PreparationThe Grapes of WrathInternet accessBookmark these sites:American Library Association: “Banned and Challenged Books”Valley Public Radio: “The Grapes of Wrath and the Politics of Book Burning”Estimated Time About 1 class period for a lecture/interactive class discussion about controversial issues.About 1 or 2 class periods for students to break into small groups and discuss why The Grapes of Wrath has been banned.ProceduresDay 1Discuss the usage of some of the following words, references and imagesUse of the N-wordReferences to sex and prostitutesReferences to rapeReferences to Native Americans as “Injuns”Questioning religion, sin, and virtueThe language (mild by today’s standards), but students will encounter “son of a bitch,” bitch” (not the dog reference), “full of piss an’ vinegar,” and the like.The ending of the novel has been referred to as vulgar.Discuss with students Steinbeck’s purpose for using such language: to be as realistic as possible.Discuss: What is censorship?Ask students what “censorship” means.Ask students to provide examples of censorship.ResearchHave students access “Banned and Challenged Books” on the American Library Association websiteHave students spend 10-15 minutes looking up books they have read and why they have been bannedPair-share: what did you find? What do you think of these reasons?Class discussionHave students share what they found.What do students think about banning books? Is there ever a reason to ban books?What about Mein Kampf?What about websites? Consider current events and how social media and the internet have been used to spread propaganda, false information, and hate speech.Day 2The banning of The Grapes of WrathSteinbeck was called a Communist by his detractorsListen to in class (or assign as homework the night before) “The Grapes of Wrath and the Politics of Book Burning”Discuss the political reasons behind the banning of The Grapes of Wrath in Kern County in the 1930s.Political reasonsThe Associated Farmers (called the Farmers Association in the novel) was depicted as corrupt, violent, and exploitative.“Threatened” and advocated revolution and violence by migrantsChallenged the capitalismDepicted local officials in Kern County as corrupt and violentSupported workers’ rights and strikesPost Activity/Takeaways/Follow-upTakeawaysAs students begin to read and discuss the novel, they should be taking notes about controversial issues, citing examples from the novel itself. These issues should be incorporated into class discussions.Follow-upAddress controversial language, images, and ideas during class discussions on the novel. Remember to discuss how the language, images, and ideas were perceived by different groups at the time the book was published.AssessmentDuring the course of reading the novel, students can be tested or quizzed on their knowledge of the different controversial issues, language, and ideas found in the novel. Use short quizzesUse the Writing Prompts for written assignments that cover these issues and how they connect to the broader themes of the novel.Standards MetReading Standards for Literature 6-12Key Ideas and Details: 1,2,3Craft and Structure: 4,5,6Integration of Knowledge and Ideas: 9Range of Reading and Level of Text Complexity: 10Writing Standards 6-12Text Types and Purposes: 1Production and Distribution of Writing: 4Research to Build and Present Knowledge: 7,8,9Speaking and Listening Standards 6-12Comprehension and Collaboration: 1,2Language Standards 6-12Conventions of Standard English: 1,2Knowledge of Language: 3Vocabulary Acquisition and Use: 4,5,6Reading Standards for Literacy in History/Social Studies 6-12Key Ideas and Details: 1,2Integration of Knowledge and Ideas: 9Range of Reading and Level of Text Complexity: 10Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12Text Types and Purposes: 1Research to Build and Present Knowledge: 7,8,9Range of Writing: 10 ................
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