Post-Colonial

Post-Colonial Literary Theory - Jehri, Kate, Liz, George, and Dana

Purpose:


//The purpose of this lesson is to examine power structures and the concept of "othering" in To Kill a Mockingbird.//

Objectives: 
//Students are going to study a passage from the end of Chapter 23 in To Kill a Mockingbird. Using this passage as an example, the students in groups will be able to identify the effects of post-colonialism in passages from the remainder of the text. This will enable them to identify post-colonization in their group culminating project.//

 Summary of Overt Instruction:
//Colonialism is a powerful, destructive historical force that shapes not only the political futures of the countries involved, but also the identities of colonized and colonizing people. The use of "othering" shows that the colonized people are seen as less dramatically different from and lesser than the colonizers. Students will be separated into 4 groups for discussion based upon a family they have been assigned from the novel to discuss each families attributes (Finchs, Cunninghams, Ewells, Robinsons). After students are given time to discuss in groups, the teacher will lead a group discussion regarding the idea of "othering." The teacher will then introduce the passage where Jem discusses the four kinds of "folks" (pages 302-304) and discuss the implications of colonialism and post-colonialism among these various groups. Teaching will then show a video of an example of post-colonialism.//

Resources for Overt Instruction :
//1. http://www.brocku.ca/english/courses/4F70/postcol.php 2. To Kill a Mockingbird - Chapter 23 pages 302-304 starting with "Jem kicked off his shoes...." to "...it's because he wants to stay inside."// media type="youtube" key="ERMi33Jekyo" height="344" width="425" media type="youtube" key="jDln6QPwa5M" height="344" width="425"

Summary of Classroom Activities / Situated Practice:
//Students will be placed back into four groups, and work with the family they were previously assigned to examine the events of the Tom Robinson trial through their families perspective using evidence from the text. Each group will share with the class their experiences and justify their view points with evidence regarding the trial in the text. Included in their presentation, each group will create a symbolic representation of the relationship between their family and the "others."//

Overt Instruction during Situated Practice:
//During the group discussions, the teacher will navigate the room to scaffold students' discussions as necessary to ensure students are discussing the attributes that lead to post-colonialism.//

 //The group presentation, which includes the symbolic representation.//
==== Assessment Plan: //Each student will be assessed using the rubric, which includes the completed project, self evaluations, peer evaluation, and teacher evaluation. An "A" project will have at least 5 references from the book, will be able to describe the living conditions, what they eat, and what they do, education level, and the complete family description. The symbolic representation will be complete and colorful, as well as figurative and in depth.// ==== ==== Accommodations/Modifications: //The students who need help in the English as a second language will have peer or buddy tutors in their groups to better help them understand concepts in the text as well as watch the movie to pull references after reading.//   ====