I have decided to plan a unit entitled “Non-Conformists” to teach to 9th grade students. To instill this concept in my students, we will explore how individuals function in certain cultures and societies, and among certain social and economic groups. Within this central concept of non-conformity, I will focus on the importance of individuality and diversity. Themes such as prejudice and discrimination, tolerance, and personal rights and freedoms will also be addressed within this context.
These are issues that are important for any individual to focus on, but are especially relevant to 9th grade students. The first year of high school is a transition time for students because they are not only changing schools and making new friends, but also changing from children into young adults. It is during this time when their ideas about who they are and what life is about start to develop. As a secondary educator, it is my responsibility to give them opportunities to shape personal belief systems that are morally sound and socially aware. It is also my responsibility to encourage my students, while in this process of discovering who they are, to be true to themselves. It is crucial they understand that it is okay to be different. This concept is especially relevant considering the high school atmosphere and the teenage inclination to want to fit in.
This rationale supports justifications of meeting the psychological needs of students as well as identifying and rectifying a social problem. In terms of meeting student’s psychological needs, this unit enforces individuality and acceptance and advocates against peer pressure. Addressing these student needs is vital. The social problem being explored is societal pressures and conformity; this problem is found especially in high schools, but also in the world outside high school. Ultimately, exploring non-conformity in literature will help students become tolerant of others, no matter the differences in their cultural backgrounds, ethnicity, religion, politics, socioeconomic status, etc. It will help them embrace and celebrate diversity and develop confidence in their own identities. Because of their tolerance for others, they will be able to broaden their understanding of others and come to know the world in a more tangible way.
My unit emphasizes social justice by addressing the need for social change. I want the texts we read and discuss to aid in changing my students’ perceptions and attitudes for the better. Exposing them to non-conformist thinking will hopefully bring about this change. The approach to teaching this unit will be culturally relevant, including this aspect of social justice and questioning the status quo. I will make the texts and lessons accessible to all students, ensuring they will be able to grasp content and literary skills. I will provide a classroom atmosphere that is conducive to students being open and honest in their expression of ideas and opinions. My students will be able to make connections between the text, their own lives, and the world around them, and become critical and independent thinkers.
Texts that I have selected for my students to read throughout the duration of this unit focus on individuals who dare to go against society based on their personal convictions and freedoms. The canonical text I have chosen for this unit is Romeo and Juliet. I have chosen this text because its characters defy the longstanding tradition of hate in their families in order to pursue love. They refuse to give up on each other simply because of the differences in their families. However, I believe this play can also show students how not to solve the problems that come with going against society (i.e. the solution of suicide that comes at the end of the play). My students will also read the young adult novels Stargirl and The Chocolate Wars in their entirety. Both texts include main characters that rebel against the constraints put on them by their high school society, one in regards to her eccentric personality and one in regards to his refusal to participate in selling chocolate bars. These novels are blatant in their display of non-conformity, illustrating clearly the concept of going against the grain based on personal beliefs. Students can learn a lot about non-conformity from them. I would also include other readings and media that reflect non-conformists who have had a historical impact on society, such as Martin Luther King, Jr., to supplement the three main texts I have chosen.
In conjunction with teaching these texts, my students will write essays and perform in classroom debates. Studying non-conformity lends itself well to the development of these English skills. Additionally, multimedia research projects, literature circles, and as much group collaboration and discussion as possible would be beneficial for my students.
There is only one argument that I believe anyone would have against this rationale. The first is that the topic of non-conformity in Romeo and Juliet is not one that is usually taught in regards to this play. I believe that the issue of non-conformity in the play, while subtle, is still valid. I also believe it is important to teach canonical texts from different perspectives and approaches. That being said, Romeo and Juliet will not be the main text of my unit and my students will most likely only read part of it. I cannot anticipate that anyone would raise an issue with my unit topic and its subsequent themes. I think diversity, individuality, and non-conformity are qualities that society has deemed important for all to consider and achieve. After this unit, my students will have grasped the importance of diversity, individuality, and non-conformity in their lives and in society.
I have decided to plan a unit entitled “Non-Conformists” to teach to 9th grade students. To instill this concept in my students, we will explore how individuals function in certain cultures and societies, and among certain social and economic groups. Within this central concept of non-conformity, I will focus on the importance of individuality and diversity. Themes such as prejudice and discrimination, tolerance, and personal rights and freedoms will also be addressed within this context.
These are issues that are important for any individual to focus on, but are especially relevant to 9th grade students. The first year of high school is a transition time for students because they are not only changing schools and making new friends, but also changing from children into young adults. It is during this time when their ideas about who they are and what life is about start to develop. As a secondary educator, it is my responsibility to give them opportunities to shape personal belief systems that are morally sound and socially aware. It is also my responsibility to encourage my students, while in this process of discovering who they are, to be true to themselves. It is crucial they understand that it is okay to be different. This concept is especially relevant considering the high school atmosphere and the teenage inclination to want to fit in.
This rationale supports justifications of meeting the psychological needs of students as well as identifying and rectifying a social problem. In terms of meeting student’s psychological needs, this unit enforces individuality and acceptance and advocates against peer pressure. Addressing these student needs is vital. The social problem being explored is societal pressures and conformity; this problem is found especially in high schools, but also in the world outside high school. Ultimately, exploring non-conformity in literature will help students become tolerant of others, no matter the differences in their cultural backgrounds, ethnicity, religion, politics, socioeconomic status, etc. It will help them embrace and celebrate diversity and develop confidence in their own identities. Because of their tolerance for others, they will be able to broaden their understanding of others and come to know the world in a more tangible way.
My unit emphasizes social justice by addressing the need for social change. I want the texts we read and discuss to aid in changing my students’ perceptions and attitudes for the better. Exposing them to non-conformist thinking will hopefully bring about this change. The approach to teaching this unit will be culturally relevant, including this aspect of social justice and questioning the status quo. I will make the texts and lessons accessible to all students, ensuring they will be able to grasp content and literary skills. I will provide a classroom atmosphere that is conducive to students being open and honest in their expression of ideas and opinions. My students will be able to make connections between the text, their own lives, and the world around them, and become critical and independent thinkers.
Texts that I have selected for my students to read throughout the duration of this unit focus on individuals who dare to go against society based on their personal convictions and freedoms. The canonical text I have chosen for this unit is Romeo and Juliet. I have chosen this text because its characters defy the longstanding tradition of hate in their families in order to pursue love. They refuse to give up on each other simply because of the differences in their families. However, I believe this play can also show students how not to solve the problems that come with going against society (i.e. the solution of suicide that comes at the end of the play). My students will also read the young adult novels Stargirl and The Chocolate Wars in their entirety. Both texts include main characters that rebel against the constraints put on them by their high school society, one in regards to her eccentric personality and one in regards to his refusal to participate in selling chocolate bars. These novels are blatant in their display of non-conformity, illustrating clearly the concept of going against the grain based on personal beliefs. Students can learn a lot about non-conformity from them. I would also include other readings and media that reflect non-conformists who have had a historical impact on society, such as Martin Luther King, Jr., to supplement the three main texts I have chosen.
In conjunction with teaching these texts, my students will write essays and perform in classroom debates. Studying non-conformity lends itself well to the development of these English skills. Additionally, multimedia research projects, literature circles, and as much group collaboration and discussion as possible would be beneficial for my students.
There is only one argument that I believe anyone would have against this rationale. The first is that the topic of non-conformity in Romeo and Juliet is not one that is usually taught in regards to this play. I believe that the issue of non-conformity in the play, while subtle, is still valid. I also believe it is important to teach canonical texts from different perspectives and approaches. That being said, Romeo and Juliet will not be the main text of my unit and my students will most likely only read part of it. I cannot anticipate that anyone would raise an issue with my unit topic and its subsequent themes. I think diversity, individuality, and non-conformity are qualities that society has deemed important for all to consider and achieve. After this unit, my students will have grasped the importance of diversity, individuality, and non-conformity in their lives and in society.