1. American Identities and the American Dream By Brandon Bolyard & Cecilia Pattee (Boise State Writing Project)

2. Objective  Students will establish a learning community through activities related to American identities.  Students will examine the ways they define themselves and character traits we might associate with being American.  Students will develop ideas through writing and share these ideas in small and whole groups settings.

4. Day #1 -Create the following “Place Mat” chart on a full page in your writer’s notebook.

5. Place Mats List your own thoughts in the top section of the place mat (ex. Student 1). List your own thoughts in the top section of the place mat (ex. Student 1). Each student reads their list “Round Robin” style with the group; peers record these answers in the appropriate blanks Each student reads their list “Round Robin” style with the group; peers record these answers in the appropriate blanks (ex. Student 2, Student 3…) (ex. Student 2, Student 3…)

6. Place Mats (cont’d) Finally, each group will record the most common—-or important–-points in the center space AND report these orally. Finally, each group will record the most common—-or important–-points in the center space AND report these orally. EXAMPLE: Octopus

7. Essential Question

8. Guiding Questions How do we define ourselves? How do we define ourselves? How do others define us? How do others define us? How do we shape our identities? How do we shape our identities? How do we express our beliefs? How do we express our beliefs?

9. Remember to write your peers’ answers down!!!

10. Sample Class Responses Confidence Confidence Difficult Difficult Diverse Diverse Fat Fat Football Football Free(dom) Free(dom) Hard-working Hard-working Ignorant Ignorant In debt In debt Independent Independent LazyObese Serving country Open-mindedPatrioticPoliticalProudRacistReligiousRude Stuck up

11. Reflection Now go back to your place mat and do the following: CIRCLE the positive traits CIRCLE the positive traits UNDERLINE the negative traits UNDERLINE the negative traits

12. Reflection (cont’d) Which negative trait could Americans fix the easiest? Which negative trait could Americans fix the easiest? (*Provide one reason why we should do this.)

13. “Little Boxes” by Anthony E. Wright Read the essay independently. Read the essay independently. As you read, think about the ways in which people are categorized in society. As you read, think about the ways in which people are categorized in society.

14. Discussion Questions What was Anthony’s main argument? What was Anthony’s main argument? How did the issue make him feel? How did the issue make him feel? Why do we categorize/stereotype people in society? Why do we categorize/stereotype people in society?

15. Now you will create an identity map that shows Anthony Wright’s personality traits/characteristics. Example: Example:

16. Identity Map – Anthony Wright

17. Day #2 Create an identity map of your own that shows personality traits/characteristics.

18. Identity Map – YOU!

19. Identity Map – Mr. McDonald

20. Group-Share Now have each group member share “Round Robin” the characteristics they included in their identity maps.

21. I See/I Think/I Wonder charts are used to actively respond to a reading passage through writing.

26. Now complete one of these charts after viewing the next photo!!!

30. Day #3 “America is not like a blanket —one piece of unbroken cloth, the same color, the same texture, the same size…

31. …America is more like a quilt— many patches, many pieces, many colors, many sizes, all woven and held together by a common thread.” —Reverend Jesse Jackson

32. -Read the poem, “Century Quilt” by Marilyn Nelson Waniek, and complete an I See/I Think/I Wonder chart.  What do you SEE?  What do you THINK?  What does it make you WONDER?

35. Quilt Square & Essay -Now sketch or draw a quilt square that represents your personal identity. -Each quilt must include the following: Name Name Birthplace Birthplace 1 Symbol/image relating to you 1 Symbol/image relating to you

38. Day #4 What is American Moral Exceptionalism?

40. Are Americans Really Exceptional?

41. “American Moral Exceptionalism” By Uhlmann, E.L., Poehlman, T.A., & Bargh, J.A. By Uhlmann, E.L., Poehlman, T.A., & Bargh, J.A. -Read the excerpt with the claim: “American culture stems from Puritan-Protestant heritage.” Puritan-Protestant heritage.” -Discuss the validity of this claim and any evidence that could be brought to the argument.

42. Day #5 Japanese vs. American Values -Read through “U.S. & Japan Culture Comparison” taking notes on a T-Chart. -Discuss these individual charts with your group members.

43. Japanese vs. American Values(cont’d) -Now read “Differences Between Japanese and American Schools” and add more details and facts to your T-Charts.

44. DEBATE: “The American school year should be increased by 33%.” be increased by 33%.” -Break into four groups: school administrators, teachers, parents, and students. -Groups discuss and create an argument about the claim above (for or against).

45. -Groups present their case (5-minute) for or against the claim. -Class will discuss who had the most effective position and evidence.

46. Day #6 Poetry Jigsaw -Student “expert groups” will be assigned one poem or song to examine and discuss: What connection do the poem’s/song’s words have to our identity and values?

47. -One student from each expert group will join a “cooperative group” to teach the other members about their assigned poem.

48. Day #7 -Now find another poem or song of your own that explores American values or identity. -Then write an argument of judgment about the song or poem you chose: What point does it make? What point does it make? Is the point explicit (direct) or implicit (indirect) in nature? Is the point explicit (direct) or implicit (indirect) in nature? What reasoning or evidence does it provide? What reasoning or evidence does it provide?

49. Day #8 Persona, Audience, Purpose, Argument (PAPA Square) *Create this chart in your Writer’s Notebook!!!

50. “Hounding the Innocent” by Bob Herbert

51. This I Believe - Essay #1 -Read “The Right to be Fully American” (aloud with class) -Complete a PAPA Square (aloud with class)

52. This I Believe - Essay #2 -Read “Tomorrow Will Be A Better Day” (partners) -Complete a PAPA Square (partners)

53. Day #9 This I Believe - Essay #3 -Read “Life, Liberty and the Pursuit…” (independently) -Complete a PAPA Square (independently)

54. Day #10 -Students write their own TIB essays: View Guidelines View Guidelines http://thisibelieve.org/guidelines/ http://thisibelieve.org/guidelines/ Brainstorm using organizers Brainstorm using organizers Create a rough draft of your essay Create a rough draft of your essay Complete peer-editing tool (partners) Complete peer-editing tool (partners) Revise and submit final drafts Revise and submit final drafts