Historical Context for Of Mice and Men

I have a deep love for stories that are set during or shortly after The Great Depression. I imagine that it started with my introduction to To Kill a Mockingbird by Harper Lee when I was 14 years old. My 9th grade teacher was one of the worst in our district's history when I had her over 20 years ago.

 However, everything about Lee's novel came alive in my mind and I was forever changed with a deep love of literature. The following year, this intrigue by the effects and cultural attitudes that existed during The Great Depression.

This is one of my favorite pieces of literature to read and to teach for a variety of reasons. It is also one of the only movies that I think is a good representation of the novel.

The in-class assignment is highlighted in yellow. The modified assignment (what you will do if you were absent is highlighted in green). Your homework is located just below the Homework Kitten and in purple text. Have fun!!!

 Historical Context for Of Mice and Men

Goals, Objectives, and Standards:

Goals: Students will seek background and historical knowledge prior to reading a text for a stronger interpretation of the text.

Objective:  Students will locate resources for the purposes of understanding the setting of the novel Of Mice and Men.

C.C.S.S.:

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Activities, Tasks, and Methods: 

Do Now:   Quickwrite – Students will create a list of everything that they know about The Great Depression.

Opening: The teacher will introduce the topic of research for each small group with an explanation of expectations for their group presentation.  

Work Period:

Small Groups:  Students will work in groups of 3 to research a specific topic related to the historical context that influenced Of Mice and Men by John Steinbeck. The topics are:

      a.      A Review of The Great Depression

      b.      The Effects of The Dust Bowl

      c.       The Life of an American Migrant Worker 

Task: The teacher will monitor for academically appropriate discourse between students and the utilization of acceptable resources. The teacher will monitor student pacing for the research of their topic, the development of their visual aid, and their preparation for their group presentation.  The teacher will facilitate the lesson while aiming for a student-led lesson.

 *Modifications (if needed): Individual Work

1. Determine the setting for Of Mice and Men by John Steinbeck

2. Locate academically appropriate information on the following items:

        a.  An overview of The Great Depression

            b. The Dust Bowl 

            c. American Migrant Workers (specific to the setting of this novel ONLY)

i.Sample Student Thesis Statement: Prior to reading Of Mice and Men by John Steinbeck, it is important to understand the historical context that influenced the development of the novel,  specifically     the effects of The Great Depression, the consequences of The Dust Bowl, and the life of American migrant workers.

3. Create a 1.5 mini-research paper in correct MLA format with a Works Cited page about the     information gathered.

4. When you are done, email your work (complete or not) through Gaggle.

*ESL/SPED/504 Modifications (if needed):

Students will be assigned a topic from the list below for the purpose of creating a short essay or a PowerPoint:

a. An overview of The Great Depression 

b. The Dust Bowl 

c. American Migrant Workers (specific to the setting of this novel ONLY) 

Closing: Students present their findings to the class using a visual aid.

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, the creation of their visual aid, and the participation in the presentations as presenters and listeners.

*Modifications (if needed):

Individual Work – Students will submit work to the teacher through Gaggle.

Grouping:  The students will be in a small-group setting for the purpose of peer learning.

*Modifications (if needed):

Individual Work – Students/Classes that produce a higher quality of work through a more focused and individualized environment will be given that opportunity based upon their needs and abilities.

Questioning:  Provide an overview of The Great Depression. Explain the effects of The Dust Bowl on American life after The Great Depression. Examine the life of an American migrant worker during this time in America.

Homework:

Review the treatment of the following people in the 1930s:

·         Women

·         Mentally Ill

·         Physically and/or mentally handicapped

After doing some brief research, submit a research proposal via email explaining:

1.      Your reason for choosing this topic.

2.      Three (3) Resources that you choose to use in your research.

3.      Your prediction for how this knowledge will help prepare you in understanding the novel.

Materials and Resources:

Gaggle

Laptops

Poster Paper

Markers

Modifications:

Preferential seating

Extended time

Modified Lesson

ESL Strategies

·         Extended time

·         Translation Dictionaries

·         Additional Support 

Until Next Time, 

Learn Loudly!!!

The Prince by Machiavelli:Graphic Organizer/Socratic Seminar

Graphic Organizer/Socratic Seminar

The Prince has proven to be a very difficult text for many of my students.

However, through various interpretations, real world connections, discussions, and using a wide range of close reading strategies,

One very successful lesson that aided in comprehension, application, and analysis including a graphic organizer and a pre-write.

In the lesson prior to this one, I had my students generate 5 higher order thinking questions as an exit slip for the following topics:

1. The Prince by Niccolo' Machiavelli
2. Julius Caesar by William Shakespeare
3. Current political/police state of affairs
4. A comparison between The Prince and Julius Caesar
5. A comparison between The Prince and current political/police state of affairs.

Before the day of the Socratic Seminar, I had selected a handful of questions from various students and embedded the questions into a graphic organizer. Because I have so many students in need of differentiated instruction it benefits many of my students to have peer examples and an opportunity to organize their thoughts prior to the lesson. Below is the graphic organizer that I used as a Bell Ringer/Do Now:

Graphic Organizer

CORNELL NOTES SHEET	Name: ________________________________________ Class:  ______________________     Topic:  ________________________ Date:   _______/ _____/ ________                                          Period ______
QUESTIONS	NOTES
Discuss whether it is better to be feared or loved when you are a position of power.           ~ Ezequiel S.
Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society?      ~ Kelvin W.
Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince. ~ Maddlyn H.
Identify examples of how police officers are considered to be Machiavellian through their actions in our society. ~ Alexis B.
Analyze how the current policy systems and government policies are like the principalities described in The Prince. ~ Landon A.
It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention.  ~ Kyle D.
Generate your own higher order thinking discussion point for this seminar.
SUMMARY:  Write 4 or more sentences describing specific learning from these notes. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
STUDENT REFELCTION:  Write 4 or more sentences describing what you enjoyed about the lesson and how you believe the lesson could be improved in the future. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

For further help in understand how this was used in my class discussion and as an assessessment piece, here is my lesson plan from that day. 

Socratic Seminar for The Prince and Julius Caesar

English II (Pre-AP)/English II (ESL/Repeaters)

Goals, Objectives, and Standards:

Goals: Students will conduct an academically advanced, collaborative discussion that generates ideas instead of asserting opinions.

Objective: Through a Socratic Seminar, students will be able to gain a deeper understanding of The Prince by Niccolo’ Machiavelli (through chapter 10) and Julius Caesar by William Shakespeare through discussion in a student-run/student-based method of instruction.  Students will answer both interpretive and evaluative questions concerning important issues in the novel and the drama while making real life connections.

C.C.S.S.:

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Activities, Tasks, and Methods: 

Do Now:   Students will review a sample of discussion points and create a list of points that they want to have evaluated/discussed amongst the group using a graphic organizer (Cornell notes).

*ESL/Repeater Modifications (if needed): The teacher will monitor understand and hold mini-discussions while using examples to help students recall and apply the information that was previously learned.

Opening: The teacher will review expectations for listening and responding to one another in a Socratic Seminar.  

*ESL/Repeater Modifications (if needed): The teacher will review the expectations for contributions and show a video that models Socratic Seminar to the students for standards of behavior:  https://www.youtube.com/watch?v=QxZMGK6IdEs

Work Period:

Whole Group:  Students will engage in a Socratic Seminar to develop further understanding of the texts.

Task: The teacher will monitor for academically appropriate discourse between students. The teacher will facilitate the lesson while aiming for a student-led lesson.

Closing: Students will complete the summary and reflection piece on their graphic organizer (Cornell Notes).

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, which will be evident through respectful and well-processed questions and responses. Students will also provide documentation of their thought-process through their additions to the graphic organizer.

Grouping:  The students will be in a whole-group setting in order to achieve the desired environment for a Socratic Seminar.

Questioning:  Most questions are/will be student-generated (developed prior to class and through discussion); however, the initial question will be:

Considering Machiavelli’s points about a strong ruler, discuss whether it is better to be feared or loved when you are a position of power.

Additional Student Generated Questions Designed for the Purpose of Discussion

1.      Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society? ~ Kelvin W.

2.      Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince. ~ Maddlyn H.

3.      Identify examples of how police officers are considered to be Machiavellian through their actions in our society. ~ Alexis B.

4.      Analyze how the current policy systems and government policies are like the principalities described in The Prince. ~ Landon A.

5.      It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention. ~ Kyle D.

Homework:

N/A (students are preparing for standardized testing)

Materials and Resources:

Notes on The Prince by Niccolo’ Machiavelli

Notes on Julius Caesar by William Shakespeare

Cornell Notes/Graphic Organizer

Modifications:

Preferential seating

ESL Strategies

·         https://www.youtube.com/watch?v=QxZMGK6IdEs

·         Extended time

·         Translation Dictionaries

·         Additional Support (as embedded within the lesson)

Until Next Time, 


LEARN LOUDLY!!!

P.S. Don't forget about Tupac

Losing Yourself in Giving to Others

When I was going through my second divorce, I decided that I needed some serious counselor to understand why I have seemed to fail so miserably.

Oddly enough, my therapist suggested that I was too much of a "giver" in my relationships. I laughed at her as I remembered all the times that I threw a tantrum when I didn't get the attention that I wanted from my spouse, all the times that I took a nap instead of cleaning the house, and all the times that I focused on my friends, career, and child instead of nurturing my marriage (well, marriages).

Furthermore, there were all the times that I could have been less selfish to my family and peers. During my days as a hooligan, I was often self-serving.

After telling her that she was a couple of sentences shy of being a quack, she convinced me to explore this idea.

I wasn't quite Machiavellian, but I was nowhere close to Mother Teresa. The best way that I can describe it is in terms of Anakin Skywalker.

Life was hard when I was young. I far too aware of the ugly in the world and I was frequently bullied. As fear, anger, and sadness made my heart dark, I turned into a defensive and hateful being at times.

Yet, like Anakin/Vader, I had a love that lingered beneath the chains of the Sith.

I had little moments of giving throughout my life.

For example, my biological father made the trip to Arkansas once and he bought me some new shoes. A little girl who was raised by a single mother in our apartment complex did not have nice things. She admired my new shoes and asked to try them on for a minute. After seeing how happy they made her, I told her to keep them. My mother was floored and touched at the same time. I still wore my ragged shoes until it was time to get new ones.

As a friend, I was always the protector. Because I had no issue being a villain in the cafeteria, I would take out anyone that upset my close friends with either rhetoric or my fist. For many years, I thought that I was doing a noble service.

Eventually, I had a change of heart. After years of watching the women in my family give to those in need (that's just want good Southern women do), I began to slowly make positive changes in my life.

I visualize the change in my heart as that of The Grinch.

This is great, right? Not necessarily. I went from one extreme to the other. When I started teaching, I ended up in situations where I would do the work of others, only to get through under the bus when the lessons weren't so great or to have all credit stripped from me completely. I have had two marriages that where "give and take" wasn't the mentality, but rather an "all or nothing" way of life.

I scrambled often to find a balance and I did not.

After my second marriage finally crumbled, an event that had been coming since before our nuptials, I went overboard on the giving.

None of the giving, gave me what I needed.

I gave tremendously of myself, my time, my heart, and my worry. I gave a handful of friends loans to help them in their struggles. I bought products to help people become more healthy and feel better. I made little crafts, I created little events.

I got nothing in return, nor were the loans ever repaid (even though I am a single mom that lives on a teacher's income).

Pity party time, right? Nah. 

It was lessons well-learned. I have to be wiser with what I give and to whom I give.

There are those that will always prey upon you during low points in your life: divorce, grieving, job loss, etc. They are always dressed up as friends and as people who want to help you in life somehow. These people know how to convince you that you are valued in their life, even if their hand wasn't somehow in your pocket. Yet, it is that "dog-eat-dog" mentality of which many Americans have become so accepting.

After depleting my financial buffer in helping people that I cared about and trying to get repayment for the money that I had given during that time, I realized that those people only cared about themselves in that moment and I simply gave them an opportunity to use. I had done this in various ways for most of my life.

Are there people who appreciate me? Are their people that help me in times of need? Absolutely. In fact, I have some of the most supportive and loving people in my life that one could ask for.

It was new people and the ones that pop in and out that were taking to the point of my emotional and financial detriment. It was never the ones who have consistently been a part of my life.

At the end of the day, I think giving to others is good for the soul. I will continue to find ways to give to others and others who will sincerely benefit from whatever I have to give.

Until Next Time,



LOVE LOUDLY!!!