"Civil Discourse in America" will emphasize the power of the spoken word to articulate an outsider's perspective on society's problems. We will use a variety of genres and media to explore this concept. We will study the manner in which one conveys her unrest, whether it is through music, poetry, prose, speech, art or the essay, and whether the tone is civil or wild. In an attempt to capture "American voices" there will be a cross section of texts that will include authors of both sexes and different ethnicities.
The readings will include: Mark Twain,
The Adventures of Huckleberry Finn
; Maya Angelou,
I Know Why the Caged Bird Sings
; Martin Luther King Jr., "Address to the March on Washington"; Sojourner Truth, "Speech at Meeting Commemorating Emancipation"; Henry David Thoreau, "Civil Disobedience"; Claude McKay, "Outcast," "America," and "If We Must Die"; Miguel Pinero, "La Bodega Sold Dreams" and "The Book of Genesis According to St. Miguelito." Each of these texts comments on the ills of society focusing on the issue of race in America. Although each of the texts has a critical view of mainstream attitudes toward race their critique does not end there. Thoreau for example attacks the U.S. involvement in war. Particularly as the unit delves into art and music the problems with society broach different issues. For example the subject of consumerism in America is attacked in Barbara Kruger's art. The media is brought into consideration in Kruger as well as bands like Public Enemy and Black Flag. Each of the writers is critical of the mainstream in one fashion or another. I have selected a variety of genres to represent the various ways in which one can express him or herself. In addition to the texts above we will listen to music and look briefly at art.
In this unit students will think critically about what they are reading as well as the world around them. They will engage the writing process while being aware of their purpose and audience. Drawing connections between texts and to personal life will be key to the intent of the unit. Students will evaluate the imagery, voice, syntax and diction of a variety of texts.
Students will produce numerous writing assignments. A journal will be kept throughout the unit. The journal will be used for responses to reading, writing prompts, classwork, homework and drafts of major writing assignments. Journal writing assignments should be no less than a page each. The following writing assignments will be required: a speech, an expository essay and an analytical comparison essay. The papers should be between three and five pages each while the speech should be shorter. Drafts of these assignments will be submitted and discussed. The final project will be in the genre of the student's choice. She may rewrite a previous assignment if she wishes. Time in class will be provided for peer evaluations and teacher conferences. The final projects will be published in a class magazine. Part of the intent of the unit is for students to sharpen their own voices. Through the study of different writers and artists students will develop an understanding of how to manipulate the elements of language in construction of their voices.
Some of the pre-reading questions will include: What does "civil" mean? What does "wild" mean? What constitutes "civil language"? What constitutes wild language? What is civilized and how does it relate to language? When is it important to use civil language? When is uncivil language appropriate? When and why is uncivil language used? How have American ideas about what civil is changed over time? What are civil rights? Who are the voices from the outside? How does being an outsider relate to being civilized or wild? In what ways have you been civilized? In what ways are you wild? What are the controlling forces in your life? What are the positives and negatives of being civilized or wild? Students will discuss these questions in both their journal and in class.
