LaShante A. James
Being only one year removed from middle school, these students are extremely self-centered. Developmentally, they haven't internalized the concepts of community and/or citizenship, so they are constantly concerned with how they are benefited by the learning process and material being presented in the classroom. These students favor applied learning and practical subjects. Therefore, determining and evaluating how their environment (school, home/family, neighborhood or city) has shaped them into the individual they are hasn't been considered, as well as, how the history of immigration and migration to America's urban cities has evolved and shaped their current circumstances. This is what my unit would allow these students to do, as well as providing them an opportunity to determine their place in this ever evolving culture and global society.
In this unit, students analyze literary texts that focus on immigration and migration during the periods of early nineteenth to the late twentieth centuries explores changes in urban development attributed to immigration and migration and evaluates how individuals are impacted by their environment. Although this unit begins with covering pieces that analyze the experience of early nineteenth to the late twentieth centuries, it will graduate to include some readings and film that reflect the experience of groups in Urban America during 21
st
century. I am in a unique position; which allows me to assess what these students need to become better citizens and neighbors. In order to begin to understand people, where people's values and belief systems comes from, as well as themselves, students will develop the ability to understand characters, conflict, and development to as it relates to theme. Not only are students trying to figure out who they are, but they are also trying to determine where their place will be in our growing global community. With the newly adopted Common Core Standards, this unit would provide the nonfiction and informational texts that students need to become familiar with, as well as an opportunity for developing meaningful connections and application to their own experience. These students will be able to see that they do not live this experience alone; however, they share it with immigrants and migrants in history, as well as each other. In addition, this curriculum is designed to be one that addresses the needs of the students, while also providing the challenge that is required.
As struggling readers, students often make superficial connections to a character. They see characters in literature as means of understanding themselves and people in general. By analyzing the lives of immigrants and migrants, students will naturally develop connections. For students, it's important to think about how their own values and ideas are questioned or affirmed. By examining their surroundings, in school, home/family, and/or neighborhood, this can be accomplished; allowing students to make sense of the world around them. Thinking about ways that people are impacted, shaped and affected by their environment may allow students to see the world around them differently. This change may be encouraged by a greater awareness of the beliefs and values of immigrants and migrants during the late nineteenth to the late twentieth centuries and how their own beliefs and values align with these stories, as well as the opportunity to see the world differently. This will also clarify differences and/or similarities between various immigrant and migrant groups, and with the student as well. This process of study will include an examination of immigrants and migrants and their emphasis on: values, social interactions, as well as challenges and changes to their own identity. Students will also have the opportunity to reflect on the same factors intrinsically. Additionally, students will compare their ideas about urban America to characters in the text and find points of connection, as well as points of conflict.
Although these students come from the 'inner-city" of New Haven, they come from various neighborhoods in the city. Just like the groupings in the classrooms and the cafeteria, their neighborhood population is usually comprised of people who look like them, have a common background or speak the same language as them. When they enter my classroom, they are forced to interact, communicate, respect and empathize with people they may not associate with outside of school. This is a huge challenge for them.
The reading material in this curriculum will show that many Americans living in cities often attributed their reason for migrating or immigrating to urban areas to a desire for economic and educational opportunities. However, the "cost" or challenges associated with relocating to major cities are not considered too often, and I would like my students to identify those challenges. Many of them are living those challenges on a daily basis. The idea of the American Dream has been a motivator that transcends all racial, religious and cultural boundaries. The reading material presented will show a commonality between Irish, Chinese, Mexican, and Japanese immigrants and African American and Puerto Rican migrants that crosses racial categories into economic groupings. The idea of working hard for a happy and prosperous life has been a unifying factor amongst those who've migrated or immigrated to urban areas. Students will be able to determine that there should be a mutual respect across cultural and racial lines, because they all share a vision and a hope. Living in an urban environment provides students with a firsthand account of how living in an American city has shaped who they are today. This unit will explore whether growing up in America's cities has remained true to its promise of providing opportunities to individuals who are hard working, and these students will determine whether the sacrifice their ancestors made was a worthwhile one.
During 10
th
grade year, the curriculum includes a cultural analysis unit. In the past, this discussion was unfruitful, because conflict between students would surface, due to lack of prior knowledge, and an inability to form connections that cross racial, cultural and religious boundaries. With each culture, there are varying practices, beliefs and expectations. Cities such as New York provide a "melting pot"; meaning some children of these migrants or immigrants may find themselves leaving their differences behind, as they become a part of the urban community. What were the challenges present for various groups in terms of housing, education and jobs? How did challenges differ amongst varying groups? Was this outcome considered by their parents/grandparents when the decision to migrate or immigrate was made? Has the city provided opportunities for their American Dream to come true? Is the life in the American city better than where they originated from? Therefore, the title of my unit would be "Growing up in Urban America", with a possible essential question of "How am I a product of my environment?"
After completing the readings for this unit, students will be able to engage in meaningful discussions about how individuals, in spite of their various backgrounds, are shaped by the environment in which they live. More specifically, what does survival in Urban America look like? With these ideas, I would also like to see students identify new boundaries or groupings that form due while assimilating to Urban culture.
Many of the students I teach are reluctant learners. They have had numerous failures and challenges in the classroom. Introducing material in multiple forms such as poems, songs and film will provide a more inviting and inclusive learning experience. In addition, by reading fiction and nonfiction texts that explore diverse stories of different racial, religious and cultural groups throughout history and the reason for considering America's cities as hubs of opportunity, students will be able develop an understanding of why their families relocated, and how that decision has shaped them as individuals. Students will need to consider whether they are maintaining the practices, beliefs or expectations of their parents or grandparents, or have they taken on some of the practices of people in their urban community.
Students will have the opportunity to develop stronger relationships with family members by delving into the motivation behind their family's decision to choose New Haven as their home. Especially with families of color, New Haven is not their place of origin. Students will become inspired by the stories of these immigrants and migrants and initiate and engage with people in their family who are most knowledgeable about the migration or immigration of the family to an American city. With varying levels in every class, differentiation is required of every unit. Presenting the information through varying primary sources will bring this subject and experience to life for the students. I envision this unit being laid out in increments, categorized by topic or groups, so that students aren't overwhelmed. A film or song would accompany each week to offer an alternative text for students who need reinforcement or struggle with reading. While exploring the texts during class, each student would journal how that text shows itself in their own urban environment and their own lives independently. Erin Gruwell's
Freedom Writer's Diaries
has been included in the reading list to offer a model of journaling to students. As a summative assessment, a visual interpretation (collage), a writing assignment (a creative poem, prose or song), a PowerPoint presentation (12
th
grade) or a student directed film on DVD (12
th
grade) would be required to display how the students' lives have been shaped while "Growing Up in Urban America".
