COURSE DESCRIPTION: This exciting and challenging two-semester course is not only an introduction to ethnic studies, but is also designed to facilitate student leadership and developing conflict resolution skills. This leadership development applies not only to students' own academic inquiry and achievement, but also to the school and local community. Courageous Conversations students work to understand the dynamic interaction between race, culture, class, identity and educational outcomes. Additionally, we will explore how those factors are assets that we can use to tell our own stories, and in sharing these with our classmates and others we will increase our critical understanding of our world and ourselves.
We will use these stories as we develop our listening, writing, and speaking skills in a discussion-based learning climate. Engaging in various experiential activities, community cultural events, online forums etc. are an expectation of this class. The curriculum utilizes a combination of academic articles, short stories and novels, poetry, writing exercises, films, and discussion protocols designed to provoke critical thinking skills. Students will be encouraged to see themselves as academically vital, as powerful people allied with one another, and as agents of positive change in the larger community. Second semester we move even deeper ‘beyond the surface’, exploring the interconnections among social oppressions in everyday life. We will look at gender and sexuality, the media, and continue to examine the cultural myths that infiltrate our understanding of American society and ourselves. During the last weeks of the course, students ‘take the lead’, creating and delivering meaningful and truly engaging lessons that demonstrate that in this space, it is the students who shape the curriculum, the conversation, and ultimately, the world!
UNITS OF STUDY:
SEMESTER 1
SEMESTER 2
Throughout this course we will delve into each of the following texts. For some texts, we may only be reading a portion of the text.
PRIORITY STANDARDS: Courageous Conversations is an English choice course, and thus adheres to the same teaching standards as other English 5-6 course offerings at Franklin High. The following common core standards will be taught and assessed throughout the year:
Writing
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.11.2 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11.7 Conduct 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 investigation.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Reading
RI.11.4 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.
RI.11.6 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.
RI.11.7 Integrate 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.
RL.11.1 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.
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Language
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Speaking and Listening
SL.11.1 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.
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.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CLASSROOM CONDUCT:
Guidelines to create a positive environment:
Punctual and regular attendance is expected. If you are late, please take your seat quickly and quietly. If you are tardy, you will be asked to make up time during tutorial. If you are absent, you are responsible for all missed work. If your absence is prearranged, it is your responsibility to request assignments beforehand and meet deadlines. If your absence is unexpected, it is your responsibility to get assignments and explanations.
COURSE REQUIREMENTS AND GRADING:
Grading is based on daily participation and assignment points. Extra credit opportunities are available. 90-100%=A, 80-89% =B, 70-79%=C, 60-69%=D Grades will be assessed on completion of the following:
Students will need to bring the appropriate materials to class each day. These include:
DIFFERENTIATION/ACCESSIBILITY STRATEGIES AND SUPPORT:
Special Education/Struggling students:
Accommodations indicated by the Individual Education Plans and 504 plans will be made in cooperation with students, special education teachers, and parents/guardians. Some standard accommodations include, but are not limited to:
Strategies used in this class to address ELL needs include those found in Sheltered Instruction Observation Protocol (SIOP), such as:
Assignments and activities are designed to allow students to work to and beyond their ability if so desired, and include reader responses, dialogue journals, levels of questioning, text annotation, open-ended learning tasks and writing prompts, flexible grouping, and discussion protocols. Frequent teacher feedback is given to students, along with suggestions for further exploration of academic content and development of reading and writing skills. Enrichment activities, such as field trips vary from year to year depending on local offerings and relevance to academic content.
We will use these stories as we develop our listening, writing, and speaking skills in a discussion-based learning climate. Engaging in various experiential activities, community cultural events, online forums etc. are an expectation of this class. The curriculum utilizes a combination of academic articles, short stories and novels, poetry, writing exercises, films, and discussion protocols designed to provoke critical thinking skills. Students will be encouraged to see themselves as academically vital, as powerful people allied with one another, and as agents of positive change in the larger community. Second semester we move even deeper ‘beyond the surface’, exploring the interconnections among social oppressions in everyday life. We will look at gender and sexuality, the media, and continue to examine the cultural myths that infiltrate our understanding of American society and ourselves. During the last weeks of the course, students ‘take the lead’, creating and delivering meaningful and truly engaging lessons that demonstrate that in this space, it is the students who shape the curriculum, the conversation, and ultimately, the world!
UNITS OF STUDY:
SEMESTER 1
- Foundations: What is a courageous conversation? Establishing a framework for structured conversations and common agreements.
- Identity
- Culture
- Ability
- Class
SEMESTER 2
- Gender
- Race
- Take the Lead: Capstone Project
Throughout this course we will delve into each of the following texts. For some texts, we may only be reading a portion of the text.
- Courageous Conversations About Race by Glenn Singleton
- Nickel and Dimed by Barbara Ehrenreich
- Between the World and Me by Ta Nehisi Coates
- We Should All Be Feminists by Chimamanda Ngozi Adichie
- The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander
- We the Animals by Justin Torres
PRIORITY STANDARDS: Courageous Conversations is an English choice course, and thus adheres to the same teaching standards as other English 5-6 course offerings at Franklin High. The following common core standards will be taught and assessed throughout the year:
Writing
W.11.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.11.2 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11.7 Conduct 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 investigation.
W.11.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Reading
RI.11.4 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.
RI.11.6 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.
RI.11.7 Integrate 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.
RL.11.1 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.
RL.11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Language
L.11.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Speaking and Listening
SL.11.1 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.
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.
SL.11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CLASSROOM CONDUCT:
Guidelines to create a positive environment:
- Follow school policies.
- Exhibit school appropriate behaviors toward all students and staff.
- A snack and/or drink are allowed in class as long as trash is disposed of properly and eating/drinking does not interfere with class business.
- Cell phones and music players are permitted during work time, but please put away or off to the side when participating in classroom activities or the teacher is giving instructions/announcements.
Punctual and regular attendance is expected. If you are late, please take your seat quickly and quietly. If you are tardy, you will be asked to make up time during tutorial. If you are absent, you are responsible for all missed work. If your absence is prearranged, it is your responsibility to request assignments beforehand and meet deadlines. If your absence is unexpected, it is your responsibility to get assignments and explanations.
COURSE REQUIREMENTS AND GRADING:
Grading is based on daily participation and assignment points. Extra credit opportunities are available. 90-100%=A, 80-89% =B, 70-79%=C, 60-69%=D Grades will be assessed on completion of the following:
- Journal Responses and Reflective Papers
- Participation in Daily 'Check In' and Class Discussion
- In Class Assignments, Quizzes, and projects
Students will need to bring the appropriate materials to class each day. These include:
- Spiral notebook (minimum 100 pages) with a plastic or hard cover
- Composition book for journaling
- Notebook paper
- Glue stick (approximately 10 for the school year)
- Highlighter
- Pencil
- Colored pencils
- Blue or black pen.
DIFFERENTIATION/ACCESSIBILITY STRATEGIES AND SUPPORT:
Special Education/Struggling students:
Accommodations indicated by the Individual Education Plans and 504 plans will be made in cooperation with students, special education teachers, and parents/guardians. Some standard accommodations include, but are not limited to:
- use of available technology
- additional scaffolding
- work time extensions for assignments
Strategies used in this class to address ELL needs include those found in Sheltered Instruction Observation Protocol (SIOP), such as:
- posting clearly defined content and language objectives
- emphasizing key vocabulary (pre-teaching with visuals)
- using a variety of techniques to make language comprehensible (clear explanation of tasks, slower speech, increased wait time for student responses, gestures)
- scaffolding techniques like think-alouds to support student understanding
- allowing for frequent opportunities for student interaction (pair shares, small and large group work)
- using activities that integrate reading, writing, speaking, and listening
- providing regular feedback and conducting assessment of student comprehension and learning
Assignments and activities are designed to allow students to work to and beyond their ability if so desired, and include reader responses, dialogue journals, levels of questioning, text annotation, open-ended learning tasks and writing prompts, flexible grouping, and discussion protocols. Frequent teacher feedback is given to students, along with suggestions for further exploration of academic content and development of reading and writing skills. Enrichment activities, such as field trips vary from year to year depending on local offerings and relevance to academic content.