The Book Is Also Starting Point for Discussion of Cultural Stereotypes That Are Expressed

Rational

This unit’s discipline base is Language Arts, and the book of choice is American Born Chinese (ABC). ABC is a fairly new graphic novel which is a newer genre to the literature world. This book has multiple plot lines and focuses on self-acceptance, dispels stereotypes, and investigates Eastern cultures and traditions (TeenReadNC). Its content is extremely significant and necessary because the characters struggle with identity when they cannot find others who resemble them, therefore they feel they must assimilate and want to be someone they are not to match popular culture. The book is also starting point for discussion of cultural stereotypes that are expressed and exposed by different cultures of media. Students need an understanding of how stereotypes affect other people such as when they are wrongly judged by another group. This comic story is easy to relate to and builds a discussion on how to change student’s own stereotypes of others (TeenReadNC). This Unit Plan would work toward the end of the first semester or in the second semester after the students “learned to follow and comprehend basic plot lines.” It is an easy book to read for any age group, however it would be developmentally appropriate for the middle and high school students who just cannot get into reading (Brecheisen). With the help of some resources, I have developed a unit plan that connects to The Michigan Curriculum Framework to the following benchmarks:

o R.WS.08.07 in context, determine the meaning of words and phrases including content area vocabulary and literary terms using strategies including activating prior knowledge, using text features/structures, and authentic content-related resources.

o R.NT.08.01 investigate various examples of distortion and stereotypes such as those associated with gender, race, culture, age, class, religion, and other individual differences through classic, multicultural, and contemporary literature recognized for quality and literary merit.

o R.MT.08.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, reading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

o L.RP.08.04 analyze oral interpretations of literature (e.g., language choice, delivery) and the effect of the interpretations on the listener.

o L.RP.08.07 interpret and analyze the various ways in which visual image makers (e.g. graphic artists, illustrators) communicate information and affect impressions and opinions. o L.CN.08.01 analyze main idea, significant details, fact and opinion, bias, propaganda, argumentation, or support when listening to or viewing a variety of speeches and presentations.

o S.DS.08.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.

o S.CN.08.02 speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations.

o W.PR.08.03 draft focused ideas experimenting with various ways of sequencing information including ordering arguments, or sequencing ideas chronologically by importance when writing compositions.

I am teaching this unit this way because comics have the ability to motivate students. A 1949 experiment of a curriculum built around comic education, found teachers saying that comic stories were “helpful for motivation,” “increased individual participation,” and “made learning to easy” (Yang, Comics 1). Therefore, I think we as teachers need to invite this genre into our classrooms because human beings have a natural attraction toward comics. Graphic novels are a visual medium with vivid images with an “intimate, emotional connection between students and characters of a comic story,” and “visual permanence.” This is very beneficial for ESL classes, visual learners, students who do not care for learning that may have who have fear of failure, and have low and middle range reading levels (Yang, Comics 2). Comics that are well written and deal with mature themes and scaffold to disciplines and concepts can be used by teachers to bridge the separation between school life and life outside of school (Yang, Comics 3). The Main Idea

Title: Tales of Transformation by Mrs. Renee Pluff Grade: 8th Language Arts Purpose: To dispel stereotyping, to build on self-acceptance, and to support teamwork. I want the students to learn an in-depth definition of the meaning of stereotyping. I want them to activate their prior knowledge of stereotyping and gender, race, culture, age, class and religion and discover what it means when they come across a stereotypical situation and how to handle it. I want the students to learn self-acceptance so that they do not have any questions about their own identity. I do not want them to have the impression that they have to assimilate to a certain culture. Course Outcomes: Social

1. Discussion and understanding of racial stereotyping and the distortion associated with gender, race, culture, age, class, religion, and other individual differences. Develop an understanding of what it may feel like to be treated unfairly in our multicultural world. Personal

2. Discussion of identity and self- acceptance. Understanding the struggle of identity and the issues of self-acceptance. Cognitive

3. Explore what a graphic novel is and interpret and analyze a novel and the way the author, the graphic artists, and the illustrators communicate information and affect impressions and opinions.

4. Work in literature circles analyzing oral interpretations of literature and the effect of the interpretations on the listener. Discussion of the main idea, significant details, fact and opinion, bias, propaganda, and argumentation.

What parents need to know: There is some sexual innuendo, some fighting, and a fairly graphic scene in which a monk is impaled on a spear and put on a spit over a fire, though he is rescued. What families can talk about: Families can talk about self-acceptance. Why are all the characters trying to be something they are not? Why, especially, would a Chinese boy want to be a blond American? Additional Resources

GROUP WORK

1. American Born Chinese is the first graphic novel to win the Printz Award and be a finalist for the National Book Award. Why do you think it was picked for these awards and honors? Would you have chosen it? Explain.

2. Graphic novels appeal to a variety of people. There are a variety of graphic novel genres such as fantasy, super-hero, non-fiction, etc. Have you read graphic novels in the past? How did American Born Chinese compare? Graphically speaking what appealed to you? What did not?

3. Did you find the graphic novel an effective way for Yang to tell his story?

Essay Question

1. Discuss the psychological development of Jin and the Monkey King. Using the answers to the reading questions above, develop a theory of about how each of these characters responded to their environment. How were they affected by the way they were treated by those around them? Look at what forces were at play to cause them to develop from beginning to middle to end of the story. Discuss the ways in which the development of the Monkey King serves as an allegory for the evolution of Jin.

Websearch

INDIVIDUAL WORK

1. Understanding Why Jin Felt Alienated at School

“Anti-Chinese Agitation.” 15 Mar. 2005. American Memory from the Library of Congress. Accessed 22 Sep. 2007. < http://memory.loc.gov/ammem/ndlpedu/collections/chinese/history4.html>. This site provides a comprehensive background to the beginnings of anti-Chinese sentiment in the United States . The site also provides excellent primary sources, including photos and letters, which illustrate the conditions faced by early Chinese immigrants, as well as connection questions to help students begin to think about the social history of Yang's book.

2. The Tradition of Staying Close

“Setting the Stage.” Update/creation date unavailable. Teaching with Historical Places. Accessed 22 Sep. 2007. < http://www.nps.gov/history/nr/twhp/wwwlps/lessons/locke/losetting.htm>. This site provides a good explanation of why early Asian immigrants tended to settle together, including a background of the political and social atmosphere. In light of American Born Chinese , you may want to emphasize with your students the tradition of living together, and how frightening it might be for someone to move away from such a close-knit community.

3. Understanding Self-Imposed Labels Watkins, Hilary. Original idea. “What Are You?” Brigham Young University . 22 Sep. 2007. Please fold a paper in half lengthwise. In one column, list everything about yourself you believe is defining, such as race, religion, height, gender, language, etc. In the other column, have write if the label is positive, negative, or both. This exercise should help your awareness of labels, as well as their influence on their own self-imposed labels. Discuss with your group.

4. The Influences Behind the Book Yang, Gene Luen. Personal web log. Update/creation date unavailable. Humble Comics. Accessed 22 Sep. 2007. http://www.humblecomics.com/blog/index.php . Yang's blog is a great way to become familiar with the man who wrote the book. He has many links to sites relating both to Chinese Americans and to the comics medium, which students can view to help round out their understanding of the traditional and cultural background of American Born Chinese .

5. More About ABC 's Three Stories Yang, Gene Luen. Professional web log. Update/creation date unavailable. First Second. Accessed 22 Sep. 2007. http://www.firstsecondbooks.net/authors/geneYangBlogMain.html . This page explains the origin of the three story threads featured in this book. Yang's own explanation helps students understand the “whys” of writing these stories, and the significance of these stories to him as a Chinese American.

6. Negative Perceptions that Persist Today Yi, Matthew and Ryan Kim. “Asian Americans seen negatively: Results of landmark survey startling, disheartening.” San Francisco Chronicle 27 Apr. 2001, A1. < http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2001/04/27/MN199998.DTL> . This article, contemporary to American Born Chinese , explains the unpleasant sentiments towards Asian Americans that still persist from earlier centuries. This article would be a good springboard for class discussion about race perceptions.

7. The History Behind Chinese Names

“Family Tree of Chinese Last Names Dating Back to 5,000 Years!” 2000. Yutopian Online. Accessed 29 Sep. 2007. < http://www.yutopian.com/names/>. Students can reference this site during their reading to discover the meanings of the names that come up in the book. The traditions behind these names may help students to understand Yang's selection in his novel.

8. Finding Legends Around the World

“Mythology & Legends.” Update/creation date unavailable. ThinkQuest. Accessed 29 Sep. 2007. < http://www.thinkquest.org/library/cat_show.html?cat_id=131>. Book Understanding Comics: The Invisible Art by Scott McCloud. New York: HarperCollins, 1993. As students begin to look for their own tale to write about in a personal narrative and to incorporate into a comic strip, this site can help introduce them to a broad range of myths and legends from around the world. Many sites will then help students narrow down their search.

9. Negative Racial Images in Art

“Racial Stereotypes in Popular Cultural.” 15 Mar. 2005. American Memory from the Library of Congress. Accessed 29 Sep. 2007. < http://memory.loc.gov/ammem/ndlpedu/collections/chinese/langarts.html> . This site provides a wealth of racially stereotyped cartoons from an era of Chinese immigration to the United States . In light of the comic style of this book, the cartoons show how Chinese Americans used to be perceived and portrayed in popular American culture. Teachers can underscore with students the need to be responsible in the art and literature they create, as it will influence many who participate in it.

10. More Chinese Legends Jordan, David K. “Chinese Tales.” Personal website. U of California , San Diego . Accessed 29 Sep. 2001. http://weber.ucsd.edu/%7Edkjordan/chin/hbtales.html . Students can reference this site for ideas for their comic strip. This emeritus professor's page contains links to dozens of traditional Chinese stories he has collected in his research. Many would be appropriate for a student to involve in their personal narratives and then draw into a comic. (Yang, Online Packet)