New York State Common Core ELA Standards for Grades 11-12 & Global Education
CCSS.ELA-LITERACY.W.11-12.1.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.
1. A controversial and debatable topic within the works of African Literature is whether any unflattering or critical portrayals of said Africans are a product of either a racist ideology or a willfully ignorant approach that neglects the “whole” story in favor of a stereotyped “part”. Students could research the topic of Chinua Achebe’s call for Joseph Conrad’s Heart of Darkness to be banned from school curriculums and engage in a debate or Socratic seminar on the topic using Achebe’s Lecture and Conrad’s novella.
2. Global Competence Shifts: Recognize Perspectives, Communicate Ideas – Students could first watch Chimanda Adiche’s TedTalk on the curse of a single story and then use www.onlinenewspapers.com or other geographically relevant websites for credible news sources to research coverage on the topic of Hollywood movies with African “themes” to compare and contrast with coverage and perspectives from major US news outlets. Students should consider these opposing perspectives on this common practice of “tokenism” into their own perspective and acknowledge these opposing viewpoints in the context of a debate or Socratic seminar.
3. Students will be evaluated based on their written reflection after the debate or Socratic seminar, including their acknowledgement, synthesis, and overall demonstration of understanding of their chosen primary evidence (ex. Conrad’s novella vs. Achebe’s Lecture; Indian movie reviews of Richard Attenborough's Gandhi vs. American or British reviews of the same movie)
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..
1. In a unit of study on gender and globalization in conjunction with Marjane Satrapi's Persepolis and Azar Nafisi Reading Lolita in Tehran, students will investigate domestic gendered traditions as well as international modernizing trends behind the motivations of women to either accommodate or resist patriarchal oppression or hybridize liberalizing forces within a traditional context. Students will develop their own question for inquiry to determine the impact and effects of globalization and/or whether gendered cultural traditions should be disposed of in favor of a set of universal rights and customs for half of the world’s population and report their findings as well as a conclusion or solution in an essay that synthesizes Satrapi’s graphic novel and Nafisi’s memoir.
2. Global Competence Shift: Investigate the World – Students will research European or other countries’ positions on the proper place of women in the public sphere. It would be most important to investigate SUNY’s Global Workforce Project to find viewpoints representative of countries with either strong cultural traditions and/or a female population with ambitions for self-determination and compare with the current US cultural position for its women to Lean In and break the glass ceiling of work-life balance.
3. Students will be evaluated based on their incorporation and analysis of primary sources on the conflict between globalizing forces and past cultural traditions, as well as on their completion of an essay that synthesizes the central ideas that are developed within the course of their chosen texts.
CCSS.ELA-LITERACY.RL.11-12.7 – Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.).
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
1. In a study of The Tempest, students will examine social, economic, and environmental factors contributing to the European imagination of the “New” World. Students will identify these factors through their reading of Michel de Montaigne’s essay “Of the Cannibals”, William Strachey’s first-hand account of being shipwrecked in the Bermudas, Richard Hakluyt’s “Reasons for Colonization” from the Renaissance, and Bartolome’s de Las Cases opposition to the oppression of North American Indians. Students will also compare an array visual representations of Caliban from John Hamilton Mortimor’s etching from the 1770s to Julie Taymor’s 2010 film adaptation of the Shakespearean play.
2. Global Competence Shift: Recognize Perspectives – Students will read excerpts from George Will’s “Literary Politics” and Stephen Greenblatt’s “The Best Way to Kill Our Literary Inheritance Is to Turn It into a Decorous Celebration of the New World Order” to identify the complexities and motivations behind the controversy of Carol Iannone’s nomination onto the National Endowment of the Humanities advisory board by then chair(wo)man Lynne V. Cheney.
3. Students will be evaluated based on their incorporation and analysis of primary sources on the conflict between having to imagine the “Other” without overvaluing past cultural assumptions, as well as on their participation in several Socratic Seminars that evaluates how The Tempest should be interpreted within the context of its historical period and whether that interpretation is still relevant to the “New” worlds that exist for the 21st century.
CCSS.ELA-LITERACY.W.11-12.1.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.
1. A controversial and debatable topic within the works of African Literature is whether any unflattering or critical portrayals of said Africans are a product of either a racist ideology or a willfully ignorant approach that neglects the “whole” story in favor of a stereotyped “part”. Students could research the topic of Chinua Achebe’s call for Joseph Conrad’s Heart of Darkness to be banned from school curriculums and engage in a debate or Socratic seminar on the topic using Achebe’s Lecture and Conrad’s novella.
2. Global Competence Shifts: Recognize Perspectives, Communicate Ideas – Students could first watch Chimanda Adiche’s TedTalk on the curse of a single story and then use www.onlinenewspapers.com or other geographically relevant websites for credible news sources to research coverage on the topic of Hollywood movies with African “themes” to compare and contrast with coverage and perspectives from major US news outlets. Students should consider these opposing perspectives on this common practice of “tokenism” into their own perspective and acknowledge these opposing viewpoints in the context of a debate or Socratic seminar.
3. Students will be evaluated based on their written reflection after the debate or Socratic seminar, including their acknowledgement, synthesis, and overall demonstration of understanding of their chosen primary evidence (ex. Conrad’s novella vs. Achebe’s Lecture; Indian movie reviews of Richard Attenborough's Gandhi vs. American or British reviews of the same movie)
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..
1. In a unit of study on gender and globalization in conjunction with Marjane Satrapi's Persepolis and Azar Nafisi Reading Lolita in Tehran, students will investigate domestic gendered traditions as well as international modernizing trends behind the motivations of women to either accommodate or resist patriarchal oppression or hybridize liberalizing forces within a traditional context. Students will develop their own question for inquiry to determine the impact and effects of globalization and/or whether gendered cultural traditions should be disposed of in favor of a set of universal rights and customs for half of the world’s population and report their findings as well as a conclusion or solution in an essay that synthesizes Satrapi’s graphic novel and Nafisi’s memoir.
2. Global Competence Shift: Investigate the World – Students will research European or other countries’ positions on the proper place of women in the public sphere. It would be most important to investigate SUNY’s Global Workforce Project to find viewpoints representative of countries with either strong cultural traditions and/or a female population with ambitions for self-determination and compare with the current US cultural position for its women to Lean In and break the glass ceiling of work-life balance.
3. Students will be evaluated based on their incorporation and analysis of primary sources on the conflict between globalizing forces and past cultural traditions, as well as on their completion of an essay that synthesizes the central ideas that are developed within the course of their chosen texts.
CCSS.ELA-LITERACY.RL.11-12.7 – Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.).
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
1. In a study of The Tempest, students will examine social, economic, and environmental factors contributing to the European imagination of the “New” World. Students will identify these factors through their reading of Michel de Montaigne’s essay “Of the Cannibals”, William Strachey’s first-hand account of being shipwrecked in the Bermudas, Richard Hakluyt’s “Reasons for Colonization” from the Renaissance, and Bartolome’s de Las Cases opposition to the oppression of North American Indians. Students will also compare an array visual representations of Caliban from John Hamilton Mortimor’s etching from the 1770s to Julie Taymor’s 2010 film adaptation of the Shakespearean play.
2. Global Competence Shift: Recognize Perspectives – Students will read excerpts from George Will’s “Literary Politics” and Stephen Greenblatt’s “The Best Way to Kill Our Literary Inheritance Is to Turn It into a Decorous Celebration of the New World Order” to identify the complexities and motivations behind the controversy of Carol Iannone’s nomination onto the National Endowment of the Humanities advisory board by then chair(wo)man Lynne V. Cheney.
3. Students will be evaluated based on their incorporation and analysis of primary sources on the conflict between having to imagine the “Other” without overvaluing past cultural assumptions, as well as on their participation in several Socratic Seminars that evaluates how The Tempest should be interpreted within the context of its historical period and whether that interpretation is still relevant to the “New” worlds that exist for the 21st century.