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What does the story of Bigger tell us about systemic problems and the way deeply woven fears can drive human behavior?
RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
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What is systemic racism? Or systemic oppression/discrimination? What do we mean by systemic?
Is it important to teach and learn about the history of oppression and discrimination in the country... in the world? Why? What are advantages and/or disadvantages?
Do you agree with the General's statement that it's important to understand the history behind the current social climate in the country? Why/why not?
Think. Pair. Share.
5 minutes: First jot down a response individually.
10 Minutes: Now share with your partner and combine notes to summarize your response to share with the class.
(To watch General Milly portion only)
And in case you're wondering, no we don't teach critical race theory at HHS. Here's a good explainer and this article explains in bullets the main tenets of the theory.
Theme Analysis Organizers:
Symbol Analysis Organizer