New documentaries connect with Raisin and Mockingbird (Part 2)

The other documentary we recently discovered is the four-part series The Loving Generation, which features interviews with individuals who were born to interracial couples in the 20 years following the 1969 Loving v. Virginia Supreme Court decision, which ruled anti-miscegenation laws unconstitutional.

Our unit in Using Informational Text to Teach To Kill a Mockingbird features an excerpt from the Loving decision to help students make sense out of the character of Dolphus Raymond in chapter 16. Just as Scout doesn’t understand why Raymond lives the way he does, students today are likely unaware of the Loving decision, the anti-miscegenation laws it overturned, and the effects of both that extend to the present day. Any episode in the series would provide an engaging hook into this unit (perhaps along with a clip from the recent dramatization of the Lovings’ story).

The first episode, “Census,” introduces Loving v. Virginia and focuses on the reflections of members of The Loving Generation on their mixed-race parentage and how that influenced how they identify themselves personally and publicly.

In the second episode, “We Are Family,” the interview subjects speak about how race was dealt with within their immediate family and on their relationships with both sides of their extended families, especially in the era of Trump.

“Coming of Age,” the third episode, captures the interviewees’ thoughts about how being biracial affected them socially during their school years. This episode is particularly promising as a springboard for discussion with students about growing up amid the sociocultural politics of mixed racial heritage in the U.S. today.

The fourth episode, “The Obama Era,” confronts the idea that, with the election of Barack Obama, America entered a post-racial era. It also focuses on what the election of a biracial president meant personally to members of The Loving Generation, especially now that so many of them are parents themselves raising multiracial children of their own.

The 10-12-minute length of each of these episodes makes them easy to incorporate into a class period, and they are enormously timely and relevant subjects of discussion in ELA or social studies classes in their own right. However, we think these episodes have particular value to teachers who are striving to make connections between To Kill a Mockingbird and the present day.

We are always on the lookout for new connections to the books we love to teach not only because it builds timely relevance for our students, but it also reinvigorates our teaching. Furthermore, it models for our students the critical disposition of paying attention to the world and looking for new ideas and connections to help us understand and navigate our everyday lives. And it’s so much fun!

New documentaries connect with Raisin and Mockingbird (Part 1)

Finding engaging multimedia to hook students’ interest is often our favorite part of working with informational texts. And we’re always excited to find a new audio and/or visual clip that offers our students a new way into the informational (and literary) texts we love to teach. So we were very pleased to discover two recent documentary efforts that connect wonderfully with A Raisin in the Sun and To Kill a Mockingbird: a biographical piece on Lorraine Hansberry and a series on The Loving Generation.

“Sighted Eyes/Feeling Heart” is a beautiful tribute to the life, work, and activism of Lorraine Hansberry. The two-hour documentary features an impressive range of evocative still images and film footage of life on the southside of Chicago and in Harlem during the 1930s and 1940s, any part of which could be used to help students contextualize the challenges the Younger family faces in A Raisin in the Sun.

The first part of the film focuses on Hansberry’s father, his rise as a real estate owner on the southside of Chicago, and his attempt to move his family to a white neighborhood, a deliberate challenge to the restrictive covenants that barred African-Americans from purchasing property there. This ultimately thwarted attempt at desegregation and how this defeat affected her father served as the inspiration for Hansberry’s landmark play.

Hansberry’s sister movingly describes the violent intimidation her family faced after moving into the previously all-white neighborhood. Her recollections, accompanied by photographs of the protests outside of and attacks on their home, and voiceover narration from excerpts of Hansberry’s diaries, create a deeply moving depiction of these events. Hansberry’s recollections illustrate the significance, not only for the Hansberry family, of the legally enforced restrictions that circumscribed the socioeconomic opportunities of African-Americans.

This section of the film would serve as a dramatic introduction to a discussion of the violence often associated with housing desegregation. The film clip would dovetail wonderfully with the excerpt of a report by the city of Chicago on the violence that followed the desegregation of a housing development on the far south side in the 1950s, which we feature in our volume Using Informational Text to Teach A Raisin in the Sun. Both underscore the historical context for the housing discrimination that persists today and that make Raisin a continuingly relevant play for our students. (Our volume on Raisin features units on housing discrimination both past and present.)

Also of interest to teachers of Raisin is the documentary’s focus on the difficulties Hansberry and her producers faced in getting A Raisin in the Sun to Broadway and on the impact of its enormous success on African Americans who finally saw their daily lives depicted on stage. The latter is particularly interesting in the context of the present-day, record-breaking box office success of Black Panther and discussions of how long it has taken and how meaningful it is for an African-American superhero to make it to the big screen.

However, while the success of A Raisin in the Sun on stage brought Hansberry a great deal of acclaim, it did not mean the end of her struggles to protect her work. While Hansberry won the battle to write the screenplay for the film version of Raisin, she had to fight continuously against studio efforts to “water down the race material,” and was only moderately pleased with the final result. (See our volume on Raisin for further discussion of Hansberry’s struggles on this front.)

The end of “Sighted Eyes/Feeling Heart” focuses on Hansberry’s life after Raisin, particularly her activism within the Civil Rights movement, which was curtailed, like her creative work, by the extended period of illness preceding her death from pancreatic cancer at the age of 34. It also sensitively addresses the contradiction between Hansberry’s outspoken public presence as an artist and activist and her private life as a closeted lesbian married to a white man who helped maintain her secrecy. While not directly relevant to the teaching of Raisin, the conclusion of the film provides the opportunity for rewarding discussion of the contradictions and conflicts people encounter in their lives and how they choose to face them.

Note: the full-length “Sighted Eyes/Feeling Heart” documentary is available to PBS/Thirteen members for streaming via the American Masters website, but educators can access shorter clips for free via the PBSLearningMedia website.

Check back soon for Part 2 on The Loving Generation ...

The importance of teaching students to read against canonical texts like Mockingbird

Periodically, on NCTE’s Connected Community, in our hallways, at conferences, and sometimes in our classrooms, we have one persistent and difficult conversation. How do we balance teaching canonical literature on the one hand and offering our students, on the other hand, what Latrise Johnson describes as “texts that include diverse characters but also . . . are reflective of students’ rich and complex histories”? This debate seems to surface, in particular, around To Kill a Mockingbird. Most recently, Will Menarndt argues in “Forget Atticus” that we should stop teaching TKAM.

Mockingbird has a long history of being lauded; Oprah has called it “our national book” and recent research suggests that many (white) teachers use TKAM to address multicultural issues, particularly race and racism (Macaluso 280). Depending on how that work is done with TKAM, particularly if we are spending the majority of our time highlighting the “obvious and overt racism” (Macaluso 282) in Harper Lee’s novel, we may be in danger of telling what Chimamanda Adichie warns against: the single story. Obvious and overt racism have been and remain only part of the complex story of racism. Students need to deepen their understanding of the institutional and structural racism that pervades Maycomb – in its housing, schools, and employment opportunities. The issues that Tom Robinson encounters with Maycomb’s justice system, like the lynch mob, are just the tip of the iceberg.

TKAM can be taught fruitfully in relation to that broader story of racism, and many teachers, before and after the publication of Go Set a Watchman, were doing that important work: complicating and troubling the dominant narrative of Atticus as the white savior and Tom as the voiceless, crippled, black victim. Michael Macaluso offers a thoughtful example of that work in his discussion of the lynch mob scene at the jailhouse. Reading against TKAM, for Macaluso, offers students the opportunity to see Atticus’s racism, even in this moment of defense of Tom Robinson, as “evidence of how racism works through privilege . . . and how it is laced into institutional and cultural practices and behaviors” (285).

This practice of reading against the text, particularly when the text is a canonical staple and as such has been central to reifying our dominant ideologies, is what Carlin Borsheim-Black, Macaluso, and Robert Petrone call critical literacy pedagogy (CLP): an approach that “teaches students to read and write against texts and understand that language and texts are not neutral and always ideological” (123).

Using CLP to read TKAM, in other words, reveals a text that on the one hand offers an anti-racist message but on the other hand is bound up with and in concert with a fundamentally racist ideology. This may be what Borsheim-Black, Macaluso, and Petrone call a dissonant realization for students, but it’s an important pedagogical opportunity.

We need to continue to do the important work of welcoming different voices into our classroom and to be sure that our literary curricula change to reflect our current student body. And surely it’s time for us to leave behind the idea that TKAM is an ideal vehicle for a complete and comprehensive discussion of the vast and complex issues of multiculturalism, race, and racism today.

Still, we need to recognize the cultural capital of Harper Lee’s novel: it continues to be idolized and adored (Macaluso 286) in our broader culture. Teaching TKAM, using the CLP model to read both with and against this text, allows students to discover for themselves the ideological complexity of this American novel.

We offer our model of text clusters and companion texts (our series with Rowman and Littlefield) as a productive component of CLP. Reading excerpts from Haywood Patterson and Earl Conrad, two of the Scottsboro boys, about their experience with a lynch mob, students can see for themselves what’s left out of the near-lynching scene in TKAM. Loving v. Virginia makes visible the legal and institutional racism that forces Dolphus Raymond’s to feign drunkenness in order to protect his mixed-race family. An interview with white women who grew up with black domestics in the 30s, particularly when paired with excerpts from an interview with Dorothy Bolden, an African-American woman who worked as a domestic in the 1930s South and founded the National Domestic Workers Union, can unpack and unsettle the representation of Calpurnia.

After all, what really matters is not whether our students can read TKAM as racist or anti-racist but whether we are preparing our students to be powerful and resistant readers of the many texts of our world, including those canonical texts that occupy positions of outsized ideological power.

Works Cited

Adichie, Chimamanda. “The Danger of a Single Story.” TedGlobal. July 2009, Lecture, https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.

Borsheim-Black, Carlin, Macaluso, Michael, and Robert Petrone. “Critical Literature Pedagogy: Teaching Canonical Literature for Critical Literacy.” Journal of Adolescent & Adult Literacy, 58.2, Oct. 2014, pp. 123-133.

Johnson, Latrise. “Students Don’t Need Diverse Literature Just Because It’s Diverse.” NCTE, 12 April 2016, http://www2.ncte.org/blog/2016/04/students-dont-need-diverse-literature-just-diverse/.

Macaluso, Michael. “Teaching To Kill a Mockingbird Today: Coming to Terms With Race, Racism, and America’s Novel.” Journal of Adolescent & Adult Literacy, 61.3, Nov./Dec. 2017, pp. 279-287.

Can test prep also be meaningful learning?

When we spoke at the Conference on English Leadership, after the NCTE Convention in St. Louis this November, we ran into an important and serious concern: does a focus on test preparation, at least to some degree, diminish our commitment to our students’ real and meaningful learning somehow?

Our presentation, “Supporting Teachers in Rigorous Literacy: A Matter of Access, Equity, and Opportunity,” focused on our cross-disciplinary, collaborative lessons: on male aggression in fruit flies and Lord of the Flies; on chromium contamination and gentrification near the schools where we teach; and on the microfibers in our clothes and in our oceans. Each of these lessons was centered around high-quality, challenging pieces of nonfiction; each asked students to read and think with rigor about important, relevant issues in our shared world.

Our presentation offered strategies to support all teachers in creating and developing these sorts of cross-disciplinary and challenging lessons so that all learners can succeed. We feel strongly that rigorous literacy means that all students, regardless of their learning challenges and reading levels, need to be reading high-quality texts about real issues (like male aggression, chromium contamination, and global pollution).

And yes, as we always do, we talked about using multiple-choice, PARCC-style questions (we are in a PARCC state) to prep students about vocabulary and check their understanding of the reading. We stressed how these activities should be practiced in groups, in a low-stakes environment, where the students can problem-solve answering multiple-choice style questions while developing their understanding of the reading.

It was striking, however, that one person in our audience worried out loud during our question-and-answer period (in a productive and supportive way, to be clear) about whether our work was somehow unduly shaped by concerns about test preparation. We were a bit taken aback initially: our overarching motivation for incorporating challenging informational texts into our instruction is to motivate students by tapping into relevant, engaging issues that resonate with our students’ interests and everyday lives in order to empower them to think critically about their present and future realities. We believe doing so enables us to do our best teaching and for our students to experience meaningful learning, and so we offered this explanation to our interlocutor.

But yes, these kinds of science and social studies texts are the kinds of reading we see appearing on a variety of standardized tests.

During the Q & A for our session, we also reiterated our strong belief that these kinds of high-quality, cross-disciplinary units are opportunities for the best kind of test preparation: work that can be done without taking us away from the important texts and topics we need to teach. Given that standardized tests are an unavoidable part of our students’ academic reality, and that they present a disproportionate challenge to disadvantaged students, we think this belief is very much aligned with the CEL conference theme of access and opportunity. Indeed, we feel strongly that disadvantaged student populations need explicit test preparation in schools because their more advantaged peers are getting this practice, at a high cost, in after-school programs and tutoring.

It was interesting, then, to come across a piece in The Hechinger Report suggesting that “instructional quality declined with the rise of high stakes testing, especially in the weeks before the exam.” Particularly striking was the fact that “the quality gap between a teacher’s regular lessons and her test-prep lessons was largest in a school district where the teaching quality was the highest …. instructional quality sank a lot when these excellent teachers were delivering test-prep lessons.” Research did find some high-quality test prep lessons, but the overall quality of these sorts of lessons varied widely, leading the researchers to conclude that teaching to the test “can be done well, but it’s not easy.” In other words, much test prep is done poorly, even by high quality teachers who normally deliver excellent instruction. Innovative and substantive test prep, however, is possible, but teachers needs to think hard about how to make it work well.

To us, this study underscores both our sense of urgency around meaningful test prep and the concern our audience member expressed about the deleterious impact of test prep on instruction. Whether we like it or not, American students inhabit a universe of high-stakes testing – in K-12 and well beyond. Test prep, in nearly every school, is a reality. But even our best teachers, according to this research, are probably not doing a great job at test prep. Unless we embrace the challenge of delivering high-quality test prep, we are shortchanging all our students.

We think the answer is to build high-quality instruction around some explicit and regular practice for standardized tests. That seems to be a better solution than abandoning our normally strong instruction to spend days or weeks drilling on pre-made test-prep materials or leaving all test prep in the hands of paid after-school providers who serve only those students with resources. This explicit and regular practice for standardized tests means, however, that all teachers need to take some ownership over preparing our students for this unavoidable and deeply inequitable aspect of their educational lives. Especially in districts that serve some disadvantaged students (which probably means every district today), it shouldn’t be someone else’s job to teach students how to tackle standardized tests.

Most importantly, from our perspective, doing this test prep work does not mean turning away from rigorous literacy and high-quality learning. Just as it’s part of our job to make this explicit practice a regular part of our instruction, so too is it part of our job to do so in the most meaningful way possible.

That’s why each of our informational text units includes opportunities for students to both learn about and take ownership of the issues that shape their realities and to practice answering the kinds of questions they’ll see on standardized tests. Check out our website for sample units and resources for developing your own lessons and units that can help you maximize your instructional time no matter how soon the next standardized test is.

Talking About Teaching Gatsby in the Age of Trump at NCTE

We had a great time yesterday talking with teachers at NCTE in St. Louis about “Teaching Gatsby in the Age of Trump.” When we began work on our fourth volume in our series, Using Informational Text to Teach The Great Gatsby, we were far from the Age of Trump. But now that we are firmly enmeshed in the world of President 45, our project with Gatsby seems more relevant, more pertinent, and more pressing.

As we heard from NCTE President Jocelyn Chadwick during the presidential address Friday morning, “we are English teachers – we walk towards the fire.” Or, as Jacqueline Woodson said in her keynote, “We are living in a time when resistance matters – writing to resist, teaching to resist, learning to resist.”

Still, as important as those words are, we know that teachers on the front lines can find the fire hot and the work of resistance scary and difficult. We heard from teachers in New Jersey at NJEA last week about their trepidation about raising social justice issues in their classrooms and their concerns about facing a political backlash if they try to engage in current political issues.

Our audience of educators at NCTE shared these concerns:

• Sometimes opinions are so polarized that students do not know how to express their opinions without being angry or offensive.
• It can be tough to discuss such topics with homogeneous student groups.
• In a more liberal area, on the other hand, conservative students are "othered" and silenced.
• I think the students want to discuss it. Our teachers are in varying stages of 'comfort' in guiding these conversations.
• I think students are desperate to have challenging conversations. They sometimes don't know how to separate their emotions from the facts.

This last comment is so powerful to us. Of course students want to have these challenging conversations. It’s their world; they are grappling with the different legacies (of racism, of inequality, etc.) that they are inheriting and their potential to make changes to the world. As adolescents and young adults, they are coming into a growing sense of their responsibility; they are finding their voices and thinking about their emerging power. School needs to be a safe place for our young people to have these challenging conversations!

Our approach is to ground these challenging or, as one of our audience members put it, courageous conversations in text, so that students can engage with language, rhetoric, and ideas rather than just opinions and emotions. What does this text say? How does writer use language to convey his/her/their ideas? What assumptions ground the text?

Gatsby is the perfect text for this work because it focuses on income inequality, nativism and white nationalism, anti-Semitism, cheating, and bullying – all key concerns in the Age of Trump. Using informational texts, like excerpts from Lothrop Stoddard’s The Rising Tide of Color Against White World Supremacy and Kenneth L. Roberts’s Why Europe Leaves Home, we can unpack the issues of racism, white nationalism, and anti-Semitism that are central to Fitzgerald’s novel and provide opportunities for students to have informed, critical conversations about the ways in which these difficult issues played out in the 20s.

And when we do this work with Gatsby, we are hardly being radical, politically-divisive teachers. We are simply being and asking our students to be careful readers whose interpretations of this central text of the American canon are informed by the source material that Fitzgerald himself invokes and that his readers would surely have known. (Or, if we examine David Vandivier’s “What Is The Great Gatsby Curve?” about wealth inequality, we are studying the ongoing resonances of Fitzgerald’s text and its importance as a cultural touchstone in our society.)

To us, this seems a productive, calculated way to step into today’s fire and to help our students grapple with the sometimes toxic and often powerful rhetoric which surrounds us.

As Jacqueline Woodson reminded us during her address, “Telling stories helps us remember where we came from in order to help us think about where we are going.” Isn’t that our purpose in reading our great American texts, like Gatsby? Reading these texts carefully, and using some powerful supplements to help us with that work, matters now more than ever.

If you attended our workshop at NCTE and/or are eager to see more of these materials, our volume on Gatsby is currently due out from Rowman and Littlefield in January 2018. But we are happy to share materials earlier; don’t hesitate to reach out to us!

Talking informational text, social justice, and difficult conversations at NJEA

We had the opportunity to present our work to a lively and engaged group of educators on Friday at the NJEA Convention in Atlantic City. In keeping with the social justice theme of the convention, we spoke about “Collaborating with Informational Texts Across the Disciplines to Engage Students.”

Our participants felt strongly about the potential for nonfiction to engage students on issues of social justice. They cited the importance of students opening their minds to a wide range of information, especially from texts they wouldn’t normally read. They stressed the importance of using informational text to dive deeply into issues, to open their minds, understand facts and bias, and be informed.

We couldn’t agree more! We shared with participants our work on fruit fly aggression and Lord of the Flies (featured in our volume Connecting Across Disciplines: Collaborating with Informational Text), and we were thrilled to hear comments from our session participants about how this lesson can allow students to challenge the status quo of human behavior and think about the relationship between biology, gender, and social norms.

Indeed, it was clear that the teachers in the room shared our passion for using nonfiction to underscore the relevance of our content area curriculum (whether science or literature) to our students and to the world today.

It was striking and disturbing, however, to hear from the teachers in the room about their trepidation about raising social justice issues in their classrooms. Clearly, our country is at a difficult moment, and teachers, like everyone else, are struggling with ways to facilitate difficult conversations in a climate where civil discourse and debate are no longer the norm.

We offered our discussion of Lothrop Stoddard’s The Rising Tide of Color Against White World Supremacy as an entryway into discussion about nativism and white nationalism in The Great Gatsby. Stoddard is twice referenced (as Goddard) in Fitzgerald’s novel, which centers on issues of nationalism, anti-Semitism, and inequality. (This unit appears in our 4th volume, Using Informational Text to Teach The Great Gatsby, forthcoming from Rowman & Littlefield in January!)

Gatsby isn’t a radical, left-wing text. It’s taught in nearly every high school in the country. And using a bit of supplemental text, like an excerpt from Stoddard, can help students unpack and discuss Fitzgerald’s references to white nationalism. Students can think about how white nationalism has worked in the past, how writers like Stoddard have used language to promote and defend a racist ideology, and how novelists like Fitzgerald interpreted and commented on the ideologues of their day. This work can equip students to think critically about the resurgence of such ideas today, whether or not those connections are made explicit in our classes.

Sadly, many teachers may find it difficult to promote open and thoughtful discussion in their classrooms, and they may worry about a political backlash if they try to engage students on current political issues.

A creative teacher, however, can use nonfiction and canonical texts, like Gatsby, to promote critical thinking and discussion without necessarily talking directly about Trump or the white nationalism in our current climate. We will be talking more about these issues at NCTE in St. Louis at the end of this week, and surely all of us will be thinking more about how we can make our classrooms places for important, engaged discussion without jeopardizing ourselves or our students.

Revamp, recharge your curriculum with Using Informational Text to Teach Literature

Now that it’s July, we hope that your end-of-school-year stress has eased and you are settling into a rejuvenating summer. We know that summer is a precious time that many teachers use to revamp and recharge their curricula and pedagogical toolkit. We think that spending time with our Using Informational Textresources over the summer will be well-rewarded come September. You can also read on our blog about our rewarding experiences with our approach to informational text in the classroom with a wide range of students.

If you are teaching To Kill a Mockingbird and wrestling with how to help your students make sense of it amid today’s conversations about race, economic inequality, and social justice, the first volume in our series, Using Informational Text to Teach To Kill a Mockingbird, can help. Our classroom-ready units on the relationship between Calpurnia and Scout and whether Atticus is a hero will help your students think critically about the characters and the complex world Harper Lee depicts.

If you are teaching A Raisin in the Sun, the second volume in our series will help you underscore the enduring relevance of Lorraine Hansberry’s landmark play. In it, you will find ready-to-use units on housing discrimination past and present, the violence surrounding housing desegregation, the politics of African-American women’s hair, and more.

If you are looking for ways to collaborate with your content-area colleagues around literacy, check out Connecting Across Disciplines: Collaborating with Informational Text. This volume offers practical strategies for initiating cross-disciplinary collaboration and developing students’ disciplinary literacy skills, as well as a sample unit based on a science article and an excerpt from Lord of the Flies.

If you are thinking about how to revamp your curriculum, our website and our blog feature resources and strategies for finding great informational texts that relate to any literary work you may be teaching and using them successfully in your classroom. We also offer ideas for teaching key vocabulary in meaningful and engaging ways and using multimedia together with written informational texts. Check out our sample units based on Mockingbird for models.

If you’d like hands-on training in our approach to using informational text, contact us about scheduling a professional development session in your school or district. We offer half-day and full-day workshops for both English and/or content-area teachers. If you are in New Jersey, we look forward to seeing you at NJEA in November. Otherwise, we hope to see you at NCTE and CEL in St. Louis.

We have just submitted the completed manuscript for our fourth volume, Using Informational Text to Teach The Great Gatsby, which we hope will be available by this fall from Rowman & Littlefield. In the meantime, check out our recent blog posts on articles that highlight both the difficulties and relevance of Fitzgerald’s classic novel.

In anticipation of this new volume, we have also reorganized the resources on our website. You will now find teacher resources and student resources on separate pages. The Teacher Resources page features rubrics, graphic organizers, sample answers, and sample units that you can download and adapt as you wish. The Student Resources page contains all of the graphic organizers that appear in our books so that you can link directly to them from your own class website.

We hope our resources will help you create rewarding learning experiences for you and your students. If you use any of our materials, please send us your feedback. We would also greatly appreciate it if you would post a review on Goodreads or Amazon. Thank you again for your interest and support!