1. Investigating True Stories
Popular Culture and the Portrayal of the American Dream and National Identity
Make a connection to all this subject matter in a way they can relate it to their day to day.
Investigating True Stories

2. American Dream Pop Culture
--Fame
--Youth
--Money
--Sports
--Music
--Culture of Exclusion “Look at Me”
--Conformity/Materialistic/Consumer Culture
--Entitlement

3. DisconnectS for students
--Heritage
--History of Race in The United States
--Immigration Misconceptions
--Race and Prejudice
--Media Distortion

4. Breaking down the assignment: (Prework and introduction)
Discussion of American Dream, Popular Culture and National Identity.
What do they know about their own heritage? What does immigration mean to them?
Students will spend a varied amount of time learning about Duffy’s Cut. Different tools could be used. Power Points from the Institute, documentary films and explanation of primary sources including the passenger list of the John Stamp, Duffy’s contract, as well as cartoons and other materials that explain in the vilification of the Irish in the early 19th Century.

5. Breaking down the assignment: (Brainstorming )
Students will work in groups and create lists of popular culture icons
Why are their choices iconic? What do they know about them?
Where are they getting this information?
Class will come back together as one group and share criteria and names and reasons

6. Breaking down the assignment: (RESEARCH AND INVESTIGATION)
Students will independently research the popular culture icon of their choice with the focus on the icon’s heritage and immigration history.

7. The Assignment (VERBAL)
In a three minute oral presentation, each student will give a summary of their icon’s immigration lineage, and also briefly summarize their own observations and conclusions about the effects of their immigration history has on the individual’s contributions to industry, arts, science, or any other elements of the American popular culture. Students are expected to offer a persuasive presentation and draw their own conclusions after gathering facts from such sources as interviews, articles, and, if appropriate, books, articles, films, inventions or other contributions the iconic individual has made,. A possible option (particularly for grades 5 to 8), students can actually portray the individual themselves in their presentation. ∙

8. Students will also submit a three to five paragraph (350 to 500 words) summarizing their findings. All submissions will be expected to include at least three sources which will be properly cited using MLA Format

9. Example: Linda Ronstadt

10. What will students gain?
This assignment can be tailored to meet the CORE needs the teacher is addressing.
Standard Area - CC.8.5: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Standard Area - CC.8.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
CC F: 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.
CC G: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
(Substitute teacher lesson, Community College/University)

11. Photo credits Linda Ronstadt Photograph
Linda Ronstadt Photograph
Linda Ronstadt Photograph
ronstadt?sort=mostpopular&excludenudity=true&mediatype=photography&phras e=linda%20ronstadt&family=editorial