The University of Mississippi Common Reading Experience
Integrating What the Eyes Don’t See into the Classroom
Written by EDHE, Library, and Writing and Rhetoric Faculty and Staff 2020-2021 Table of Contents
Page Number 1. Using What the Eyes Don't See in the Classroom 3 ● Why does UM have a Common Reading Experience program? ● Why was What the Eyes Don't See selected? ● Who is Mona Hanna-Attisha? ● How do I teach non-fiction? ● How do I encourage students to read? ● How do I lead a class discussion? ● How do I deal with controversial topics? ● How do I build instruction around the book’s themes? ● What library resources are available? ● What events or speakers are being planned for the fall semester? ● What if one of my students has a disability and needs the book in a different format?
2. Central Individuals and Timeline 8
3. Integrating What the Eyes Don't See into EDHE 105/305 11
4. General Discussion Questions for All Teachers 15
5. Integrating What the Eyes Don't See into WRIT 100/101 20
Appendix 28 ● Sample rubrics
2 Chapter 1: Using What the Eyes Don't See in the Classroom
Why does UM have a Common Reading Experience program? The Common Reading Experience provides a shared intellectual experience for new members of the UM community. Through reading and considering a common book, new students engage with each other and with UM faculty in exploring issues relevant to today’s global community. The Common Reading Experience helps students understand the expectations of college-level academic work, the nature of scholarly inquiry, and the values of an academic community. The program also enriches new students’ campus experiences through co-curricular programs and events related to the book. The Common Reading Text is used in EDHE, Writing 100/101, and other classes. For more information about the Common Reading Experience visit http://umreads.olemiss.edu/.
Why was What the Eyes Don't See selected?
The Common Reading Text is chosen by a committee made up of UM faculty, staff, and students. This year’s selection was chosen after careful consideration of dozens of potential options. What the Eyes Don’t See is a close examination of the Flint water crisis as told by a pediatrician and public health advocate who worked tirelessly to bring the crisis to resolution. The book demonstrates how community safeguards can break down as well as how determined individuals can initiate change and progress even in the face of bureaucratic inaction. What the Eyes Don’t See was named to The New York Times’ 100 Notable Books of 2018 list as well as the Best Science Books of 2018 list by NPR’s Science Friday.
Who is Mona Hanna-Attisha?
Born in Sheffield, England, and raised in Royal Oak, Michigan, Mona Hanna-Attisha is a pediatrician and public health advocate whose research on the water crisis in Flint, Michigan, has led to national recognition. In the course of her work, she has been called to testify twice before the United States Congress. She is the recipient of the Freedom of Expression Courage Award by PEN America. She was named to Time magazine’s 100 Most Influential People in the World list in 2016.
How do I teach non-fiction? The Common Reading Experience provides students and teachers in all disciplines a chance to interact with a shared text. Critical analysis of texts may feel like foreign territory to some teachers; however, analysis is a skill that is useful in all areas of education and beyond and can be approached in ways with which teachers are comfortable. Writing classes use the Common Reading Text as the basis of a major project, but work with the book in other classes does not need to be so in-depth or take up entire class periods. Try to implement short in-class discussions, homework assignments, response papers, or journal writings using the themes and
3 prompts listed in this guide. Or ask students to examine the choices Hanna-Attisha makes as a writer (style, structure, dialect, dialogue, etc.) and how they impact us as readers. Remember that you can concentrate on a few incidents that relate specifically to the themes of your course. This resource guide should provide starting points for discussions, homework, and/or writing assignments that will challenge students.
How do I encourage students to read? Before assigning reading: ● Preview What the Eyes Don't See with students. Introduce the book during class. Explain how the book will be used in the course and how it will help students meet learning outcomes. Share your own excitement about the book, perhaps describing some favorite passages, events, or people. ● Help students understand the depth of reading required. Display a passage, and model critical reading strategies such as text annotation and marginalia. As students read: ● Provide focused questions for students to consider while they are reading. Ask them to respond to those questions in writing before the next class. ● Have students identify and submit a discussion topic or question via email or Blackboard after they have read an assignment but before the next class meeting. Use their topics and questions as the basis for class activities. ● Require students to keep a reading response journal in which they comment on or question the reading assignment. ● Ask students to underline/highlight several passages from a reading assignment. In class, ask students to discuss one of their underlined/highlighted passages. After students have read: ● Use class time and activities to build on, rather than summarize, the reading assignment. ● At the start of class, assign a one-minute paper in which students identify both the most crucial part of the reading assignment and an unanswered question they have about the reading assignment. ● During the first few minutes of class, ask students to write about links between the reading assignment and the topic being discussed in class. ● Distribute one or two questions that build on the reading assignment. Use the think-pair- share protocol. Students first consider the question(s) on their own. Then they discuss the question(s) with a partner. Finally, they share their results with the class.
How do I lead a class discussion? A good class discussion, like any part of teaching, should be structured yet open to improvisation. Following are some pointers for leading a discussion based on what students have read (or even their attendance at an event).
Preparation before the class meeting: Though you may have already read the book, be sure to review what the students are reading for your class meeting. Make a list of what you would like your students to learn from this exercise in order of importance. ● For instance, you might make priority one that students understand what they read.
4 ● Then you might select a couple of scenes or events in the book that seem important or interesting (or even puzzling – just because you are leading class discussion does not mean you need to have all the possible answers). ● Perhaps you have selected several themes in the book as your focus. You might choose scenes that relate to poverty, public health, or the power of community. ● You might also ask students to respond to a specific quotation or passage. ● Jot down a few notes so you can access them easily during your class discussion. ● Annotate your own text. Class time: ● Establish respect. Class discussion is a time for exploration, and the classroom is a safe environment for students to say what they are thinking. Remind students of the first rule of the University creed: “I believe in respect for the dignity of each person.” Be sure students are listening carefully to each speaker and taking his or her ideas seriously. ● Before discussion, ask students to reflect on a directed, yet open, question in a five- to ten-minute writing. Encourage students to keep writing throughout the allotted time even if they run out of things to say. They will surprise themselves with this unstructured writing. This writing is not a quiz with one correct answer. Ask them questions such as “What do you think is the significance of X?”; “How has X changed over time?”; “Why did X do what he or she did?” You could also ask them to do a close reading of a particular passage, perhaps even comparing it to another passage. ● Avoid general questions such as “What did you think of the reading for today?” or “What did you find interesting?” These are dead-end questions that will lead to short discussions. ● To mix things up, you may also have them work together in small groups to find discussion starters or answers to your questions. Other ideas and approaches: ● Different classes have different personalities. Just make sure the environment in which students speak is a safe one, and continue to encourage discussion in different ways if something is not working. ● Some students will direct their comments just to you. Encourage them to talk with each other. ● If you had them write a response, invite students to share what they wrote. ● If you had them work in groups, invite representatives from each group to share what they found. ● Encourage students to point to specifics in the text. Ask them where they see what they see. ● Invite students to read sections out loud. ● Be open to where the conversation takes you. Sometimes students will pick up on details that you didn’t see. ● Try not to let the class discussion go over fifteen to twenty minutes. Students are most productive in that time frame. ● At the end of the discussion, recap the major points made or ask students to do so. ● Discussion questions are included later in Chapters 3 and 4 of this guide.
5 How do I deal with controversial topics? Some issues in What the Eyes Don't See may spark controversy in the classroom. Issues that may generate controversy include but are not limited to racism, class, sexism, poverty, politics, cultural awareness, immigration, and whistleblowing. The Yale Center for Teaching and Learning’s Teaching Controversial Topics can help you consider different approaches to discussing these issues.
Remember that the common read discussion should always serve your course outcomes. If a student raises an issue with which you have no expertise or are uncomfortable tackling, you might respond by explaining the topic is more suited for discussion in a different course (such as Environmental Science, Sociology, or Political Science). For example, you might say, “[Controversy X] is an important issue, and it’s one that you can study in depth in [Course Y]. [Course Y] is taught by an expert in that field. For the purposes of this course, let’s keep the focus on [your course outcome Z].” Additional guidelines are below.
If a student raises a controversial issue unexpectedly, you may want to: 1. Acknowledge the student’s remark. 2. Acknowledge that other students may hold different views or positions. 3. Assess your willingness to continue the discussion further. 4. Assess other students’ willingness to continue the discussion further.
The following guidelines may be helpful for facilitating planned discussions of controversial issues: 1. Articulate a clear purpose for the discussion (for example, how the discussion is related to course objectives). 2. Establish ground rules, such as listening without interrupting the speaker, questioning ideas rather than criticizing individuals, offering at least one piece of evidence to support each point made, and using “I” statements rather than “you” statements. 3. Be an active facilitator by redirecting students who are off topic or participating too actively, ensuring students are not put on the spot as spokespersons for certain groups, providing opportunities for all students to participate (orally or through writing), and being attuned to students’ emotions. 4. Summarize the discussion at the end of class and obtain student feedback.
How do I build instruction around the book’s themes? The book encompasses many themes: the importance of family; ethics; trust; hope; determination; acceptance; prejudice; compassion; empathy; truth and justice; indifference; community health; institutionalized racism; and environmental injustice.
1. A class focusing on the theme of environmental justice might look like this: a. Individually, students identify and write about a passage that illustrates the theme of environmental injustice. (five to seven minutes) b. As a class, students discuss the passages they have chosen. (ten to fifteen minutes) c. With partners, students list other examples of environmental injustice nationally and globally and consider why some examples of environmental injustice are highly publicized while others are not. (five to ten minutes)
6 d. Student pairs report their findings to the entire class. (ten to fifteen minutes) e. Homework: Students use the Internet or other resources to look more deeply into an example of environmental injustice that the class identified. Here are some questions for them to consider: What happened, and why? How did the incident gain public notice? How was the incident resolved? What can be learned about resolving issues of environmental injustice from your study of this incident?
What library resources are available? There is one paperback copy of What the Eyes Don’t See in the J.D. Williams Library available for checkout and one e-book copy.
Visit the UM Libraries Common Reading Research Guide Explore this website about What the Eyes Don't See featuring full text articles, videos, suggested readings, upcoming events, and more.
What events or speakers are being planned for the fall semester? Thought-provoking events are an excellent way to get students involved with the book outside of the classroom. Please consider encouraging your students to attend an event and reflect on the overall message being delivered. Event participation can also give students more viewpoints for their writing assignments on the book. For the most up-to-date list, visit the UM Libraries Common Reading Research Guide.
What if one of my students has a disability and needs a copy of the book in a different format? Students with disabilities should visit Student Disability Services in 234 Martindale as soon as possible at the beginning of the semester. SDS provides classroom accommodations to all students on campus who disclose a disability, request accommodations, and meet eligibility requirements. SDS will be able to help your student acquire a copy of the CRE book in an appropriate format. The SDS website, http://www.olemiss.edu/depts/sds/SDSFaculty.htm, has some helpful resources for instructors.
7 Chapter 2: Central Individuals and Timeline
Central Individuals
Dr. Mona Hanna-Attisha author, narrator, pediatrician, scientist Mark (Muaked) Hanna Dr. Mona’s brother M. David Hanna Dr. Mona’s father, metallurgy Ph.D., worked for General Motors Talia Hanna Dr. Mona’s mother, chemist Haji (Khalil) Dr. Mona’s maternal grandfather, businessman who lived in Baghdad Mama Latifa Dr. Mona’s maternal grandmother, elementary school teacher who lived in Baghdad Mama Evelyn Dr. Mona’s paternal grandmother, Iraqi who emigrated to Michigan Dawood Hanna Dr. Mona’s paternal grandfather, deceased, railroad station manager Elliott Attisha Dr. Mona’s husband, pediatrician
Elin (Warn) Betzano environmental engineer in DC, Dr. Mona’s high school friend Marc Edwards civil engineer Jenny LaChance research coordinator Eden Wells Chief Medical Officer, Michigan Health Department
8 Timeline (adapted from Eastern Michigan University’s Common Read guide)
On the recommendation of Flint City Council, the state treasurer authorizes Flint to April 16, 2013 switch its water supply to Flint River water until the new Karegnondi pipeline is completed. The change is projected to save Flint $5 million a year over two years.
April 25, 2014 Flint switches its water source to the Flint River.
The last General Motors plant in Flint stops using the highly chlorinated city water October 2014 because of concerns regarding corrosion of engine parts. GM switches its water supply to a neighboring township costing Flint $400,000.
Flint warns residents the water contains disinfectant byproducts that could increase January 2, 2015 their risk of getting cancer. The water is deemed safe to drink for the general population, but the elderly and parents of young children are urged to consult their doctors.
January 12, 2015 The Detroit water system offers to reconnect Flint with its Lake Huron water supply and waive a $4 million reconnection fee, but city officials decline because of concerns rates will rise significantly in the future.
January 21, 2015 Flint residents meet over concerns that the water is discolored and is causing rashes and otherwise sickening their children.
The Michigan Department of Environmental Quality notes "hiccups" in Flint’s February 2015 switch to the local river water supply, including buildup of carcinogenic disinfectant, but says it’s not a health emergency.
The U.S. EPA notifies the MDEQ that dangerous lead water levels have been February 26, 2015 found in the home of Flint resident LeeAnne Walters. Tests showed her water had 104 parts per billion of lead -- about seven times the federal action level of 15 ppb.
March 18, 2015 A second test in Walters’ home finds her lead water level at 397 ppb.
March 23, 2015 Flint City Council votes to stop using river water and to reconnect with Detroit, but the state-appointed emergency manager overrules the council.
June 5, 2015 The first lawsuit is filed against the city, claiming the river water is a health risk.
The EPA issues a memo reporting high lead levels in Ms. Walters’ water and three June 24, 2015 other homes and warns corrosion control treatments are not being used.
July 9, 2015 Flint Mayor Dayne Walling drinks a cup of tap water on a local television news broadcast to vouch for its safety.
July 13, 2015 A MDEQ spokesman tells Michigan Public Radio that initial testing on 170 homes indicates that the lead problem is not widespread.
August 17, 2015 After six months of testing finds elevated lead in Flint water supply, the MDEQ orders the city to maximize its use of corrosion controls.
9 September 9, 2015 The EPA announces it will help Flint develop a corrosion control treatment plan.
October 2, 2015 The state begins testing water in Flint schools and distributing free water filters.
October 8, 2015 Governor Rick Snyder announces Flint will stop using Flint River water.
October 16, 2015 Flint switches its water supply back to Detroit’s system.
November 13, 2015 Flint residents file a federal class action lawsuit against 14 state and city officials claiming they knowingly exposed residents to toxic water.
December 14, 2015 Flint declares state of emergency.
January 5, 2016 Governor Snyder declares state of emergency in Genesee County.
January 12, 2016 Michigan National Guard is sent to Flint to help distribute free bottled water.
January 21, 2016 EPA criticizes the state’s slow response to the water crisis.
A coalition of organizations, including the American Civil Liberties Union and the January 27, 2016 Natural Resources Defense Council, files a federal lawsuit against Michigan for alleged violations of the Safe Drinking Water Act.
March 31, 2016 The NAACP files a class action lawsuit against Michigan and Governor Snyder on behalf of Flint residents affected by the water crisis.
April 20, 2016 Criminal charges are filed against three state and city officials.
April 25, 2016 Five-hundred fourteen Flint residents file a class-action lawsuit against the EPA alleging negligence and demanding more than $220 million in damages.
July 29, 2016 Six state workers are charged with covering up warning signs of lead poisoning in Flint, according to state prosecutors.
The ACLU files a class action lawsuit against Flint schools for exposing students October 18, 2016 to lead-tainted water and inadequately testing them for learning disabilities caused by lead in the water.
Two former emergency managers and two water plant officials are charged with December 20, 2016 felonies for getting Flint to help finance a new water line from Lake Huron and temporarily switch its supply to the Flint River.
January 24, 2017 The MDEQ states that six-month tests show lead levels in Flint’s water meet federal drinking water standards.
10 Chapter 3: Integrating What the Eyes Don't See into EDHE 105/305 The common reading book selection is used each year in EDHE 105/305 courses primarily as a framework for class discussions, projects, and writing assignments that explore social themes and/or issues from the book. EDHE 105/305 instructors use the text (with a focus on those themes and issues) to teach students how to explore their personal reactions, to understand and appreciate both the things that make them different from their peers and the things that they have in common, and to effectively and respectfully voice their own opinions and viewpoints.
Note to teachers: It is recommended that before asking your students to speak publicly or participate in projects where they may have to directly address their own health backgrounds you assign a simple writing or journal prompt asking students to describe what health and/or healthcare looks like or means to them personally. Answers from students will hopefully guide you in covering the common read material in a manner that won’t cause anxiety or other possible issues for some students.
Class Discussion Prompts (adapted from Rhode Island Center for the Book 2019 Resource Guide, the BSGU Library Guide, and the Random House Common Reading Guide for What the Eyes Don’t See by Rachael Zafer)
EDHE 105/305 classrooms provide excellent opportunities for students to practice classroom discussion. Instructors are encouraged to read pages 3-7 of this guide to prepare for these opportunities. Here are several suggestions for discussion prompts: 1. The purpose of the UM Creed is “to outline certain established values that each member of the University community should strive to possess” (UM Policy 10000781). Discuss how certain individuals or events in What the Eyes Don’t See reflect or do not reflect one of the following aspects of the Creed: ● I believe in respect for the dignity of each person. ● I believe in fairness and civility. ● I believe in personal and professional integrity. ● I believe in good stewardship of our resources. 2. In the prologue, Hanna-Attisha describes being injured in a car accident as a small child. How does this event shape her life? 3. In Chapter 1, Hanna-Attisha reveals the meaning behind the book’s title, crediting Dr. Ashok Sarnaik with introducing her to the phrase, “The eyes don’t see what the mind doesn’t know.” What did Dr. Sarnaik want the pediatric residents under his supervision to understand? Do you agree with Dr. Sarnaik? Is this philosophy applicable to everyday life as well as to practicing medicine?
11 4. On page 181, Hanna-Attisha outlines the ways that she and Marc Edwards are completely opposite from each other: age, race, ethnicity, political affiliation, etc. And yet she describes him not just as a friend, but an “ally.” Are there any lessons in this that could apply to our current times, where Americans seem to have more and more trouble finding common ground with people who are different from themselves? Describe a time when you have worked with someone who has different beliefs than you. What did you learn from the experience? 5. Many celebrities, such as Jaden Smith, have donated their own resources to assist the residents of Flint. These include bringing in water bottles, water filters, and donating large sums of money to Flint community organizations. What methods can everyday individuals, such as UM students, implement to help on campus in current public health crises? What can they do to help in the Oxford and Lafayette County community? 6. Why did Hanna-Attisha initially tell Grace not to use bottled water to make formula for her infant daughter, Nakala? Why did Hanna-Attisha ignore the news about the contamination of Flint water? How does the media impact our opinions on what is safe and unsafe? How do you choose what media to pay attention to? Have you ever tuned something out, only to later realize its importance?
7. Hanna-Attisha explains that resilience is not a trait you are born with; rather, resilience is learned. She writes, “Just as a child can learn to be resilient, so can a family, a neighborhood, a community, a city. And so can a country” (14). How can a child learn resilience? How can a country learn resilience? What challenges might a community like Flint face in trying to learn resilience?
8. Why was Hanna-Attisha concerned with the Arab concept of aeb, which she defines as “shame”? How did her family’s commitments to justice and equality shape their support of Hanna-Attisha’s work? How did she resist the concept of aeb, both in her response to the Flint water crisis and in her personal life? How have your own personal decisions been influenced by your family relationships?
9. How were scientists and whistle-blowers like Marc Edwards, Miguel Del Toral, and Hanna- Attisha treated after making their research public? What tactics did organizations like the EPA, the MDEQ, and the state and county health departments use to block scientists from continuing their research or to undermine or discredit their work? How might the Flint water crisis have played out differently if Hanna-Attisha had received positive responses to her requests for blood lead level (BLL) data? Can you think of other examples when scientific truths have been dismissed?
10. Hanna-Attisha describes herself as the last piece in a puzzle in revealing the Flint water crisis. What do you think about that description? How did serendipity play a role in exposing the crisis? How did Hanna-Attisha’s friendships, prior education and training, teamwork and professional network, with Elin, medical, community and political leaders, Marc Edwards, and others play a role? Describe a time in your life when you worked in a team to solve a problem.
12 In-Class Activities (Some prompts have been adapted from Rhode Island Center for the Book 2019 Resource Guide)
1. In-Class Debate In Chapter 23, Hanna-Attisha says that cases of Legionnaires’ Disease quadrupled after the water switch, and that at least 12 people died as a result. She calls this “manslaughter.” Jesse Jackson called Flint “a crime scene.” Consider what officials who oversaw the water switch knew, when they knew it, and what they did with that information. Is the charge of manslaughter justified? Yes or no, and why?
Divide the class into two groups with one side taking the affirmative position and the other side the negative. Allow 10 to 15 minutes for groups to research, discuss, and draft arguments. Each side then presents a summary of their response. Afterward allow the two groups to debate the issue. *Variation: Require research and preparation outside of class. Make smaller teams and use the debate as a group project assignment. 2. Investigating People’s Stories (individual or group activity) Many people played a role in revealing the problems with Flint water. Assign the different groups (scientists, activists, doctors, journalists, citizens, etc.) to small groups of students and have them describe their contributions. *Variation: Assign the groups above to different individual students to have a conversation in class. (Some students will have the same group but will not have worked together.) Allow the students to share simultaneously about their group. This will allow the conversation to flow as they guide each other in a discussion of these roles in the Flint Water Crisis.
Group/Individual Project Assignments (Some assignments adapted from the Maryland Humanities One Maryland One Book 2019 Teacher’s Guide.)
1. Research Project/Presentation Have students give short presentations on the public health organizations listed below (or others selected by you or your students with your approval). Instruct students to address the organization’s mission, activities, impact, etc. This can be assigned to individual students, or create groups and assign a particular role to each group member based on organization subtopics or on aspects of the presentation: researcher, illustrator, writer, organizer, presenter, etc. ● Mississippi Public Health Association ● Mississippi Public Health Institute ● American Public Health Association ● Kaiser Family Foundation ● Society for Public Health Education ● Centers for Disease Control and Prevention ● National Institute of Allergy and Infectious Diseases ● PATH ● Association of Public Health Laboratories ● National Indian Health Board
13 ● Alabama Rural Health Association ● Johns Hopkins Bloomberg School of Public Health
2. TEDMED Talk Response Have students watch Hanna-Attisha’s TEDMED Talk about the Flint water crisis (16:06 min), either in class or on their own. Then have students answer the following questions: What was the Grand Bargain and how did it help the workers of Flint? What are the “two Americas” that Hanna-Attisha discusses? How did Flint children make beauty out of tragedy? What is Hanna- Attisha’s hopeful message? These can be assigned as presentations, in-class or out-of-class writing prompts, journal prompts, etc.
3. Public Health Poem Return to Chapter 1 and reread the poem Hanna-Attisha included in the text that she gives to her Community Pediatrics residents. The 1938 poem by Bertolt Brecht is titled “A Worker’s Speech to a Doctor” (23-24). Ask students to choose a current event or environmental issue that directly affects children and future generations. Using the poem as a model, instruct students to write a poem that shows their chosen problem through imagery, rather than telling the reader about it.
14 Chapter 4: General Discussion Questions for All Teachers
Discussion Questions (adapted from Rhode Island Center for the Book 2019 Resource Guide, BGSU Library Guide, and the Random House Common Reading Guide)
1. Throughout the book, Hanna-Attisha references Iraqi cultural ideas and customs that influence her family. Describe the ways that her family hews to these traditional values and the ways that they don’t. How do Hanna-Attisha’s choices to embrace or reject certain cultural values shape her life?
2. How do Hanna-Attisha’s childhood experiences at school reflect the common challenges and experiences of first-generation immigrants? Does her life experience reflect the idea of America as a “mosaic” or a “melting-pot”?
3. In Chapter 7, Hanna-Attisha notes that the government’s involvement in protecting the public is relatively recent. How involved should the government (local, state, and federal) be in ensuring public health and safety, and what should be the role of individuals and community groups?
4. Marc Edwards, described on page 91 as the “warrior scientist” and a corrosion expert who helped publicize the Washington D.C. water crisis, plays a role in the Flint crisis as well. However, both Betzano and Hanna-Attisha are reluctant to work with him at first because of his “inflammatory” style. When is a confrontational and aggressive style beneficial to a cause, and when does it do more harm than good?
5. On pages 207 and 241, Hanna-Attisha explains the Arab concept of “aeb,” which means “shame.” She describes her fear of bringing shame to her family as a “tumor” that she cannot get rid of. What role do you think shame should play in a society, and are there any positive consequences to shaming other people or to fearing being shamed?
6. One of the hurdles faced by Hanna-Attisha is getting support from state and local elected officials like the mayor of Flint and Michigan congressional representatives and senators. Examine the roles played by these officials and their motives for supporting or ignoring the scientific findings about the water. Who is reluctant to publicize the findings, and why? Who supports publicizing the findings, and why? What does this suggest about the importance of public officials and the voters who elect them?
15 7. Even though the negative impacts of lead exposure have been apparent for hundreds of years, Hanna-Attisha’s claims about lead contamination in Flint’s water were initially denied by the government for months. What are similar instances throughout history where contamination or poisonings have been ignored? Why were they ignored instead of immediately acted upon and investigated?
8. Multiple factors influenced the ultimate lead poisoning in Flint’s tap water. How might these factors influence water quality in other cities around the country? Is this epidemic something that might continue to occur with America’s aging water infrastructure systems?
9. The Flint Water Crisis was not covered extensively in the media, beyond local outlets, until many months had passed. Why do you think that the story was not picked up by the national media?
10. There was lead discovered in the tap water in Washington D.C. in 2001. It took three years for the problem to be addressed, just as it took much too long for the issue to be addressed in Flint. What factors influenced the delay in action? Considering that Flint and Washington D.C. are drastically different areas, what commonalities existed that resulted in similar treatment of their lead contamination?
11. Hanna-Attisha writes, “We each have the power to fix things. We can open one another’s eyes to problems. We can work together to create a better, safer world” (13). How did Hanna- Attisha’s actions make a difference in the community of Flint? Can you think of a time in your own life when you have made other people aware of a problem that they were not aware of? What do you believe you can do as an individual to make the world a better and safer place?
12. During her pediatric residency, Hanna-Attisha first heard the expression, “The eyes don’t see what the mind doesn’t know,” based on a quote by D. H. Lawrence. Why are pediatricians trained to look beyond what is immediately apparent? Describe a time in your own life when you learned more about a situation once you looked beyond what was visible. What action(s) did you take once you more fully understood the situation? This quote is reflected in the title of the book. What are the other meanings of the title?
13. What are adverse childhood experiences (ACEs) and toxic stresses? How can adversities like poverty, racism, and violence impact a child’s development? Are you exposed to any toxic stresses in your current, everyday environment? If you are, what can you do to counteract them? How can recognition of the lifelong impact of toxic stresses change not only how we treat adults with the consequences of toxic stresses, but also the prevention of exposure to toxic stresses?
14. Why did Hanna-Attisha decide to teach her pediatric residents about the history of racial injustice in the United States? What examples did she share when teaching residents about the
16 history of racism in medical care? Why did she believe it was important for her residents to be made aware of the city’s weaknesses and needs, while also fostering solidarity with and empathy for Flint’s residents? How can pediatric residents support and strengthen their communities?
15. Hanna-Attisha describes Flint as being in a “man-made state of emergency for forty years” (128), with very high poverty rates, numerous abandoned homes, and little incoming tax revenue. How did practices like racist employment policies, housing segregation, and blockbusting disproportionately affect black families? How did government policies and deindustrialization play roles in the water crisis in Flint? Why did Hanna-Attisha choose to work in Flint? How was she inspired by the history of Flint and the roles of labor rights, workers, and strikes—especially the women’s brigade strikers—in that history?
16. What was your reaction to the fact that, at the beginning of the water crisis, Flint residents were paying some of the highest rates for water in the country? How would this impact personal actions like the recommended practice of flushing faucets? Why does Hanna-Attisha write that, in the wake of the crisis, many Flint residents were suffering from “communitywide PTSD” (323)? What do you think she meant by this?
17. How did the lack of corrosion control create additional problems in Flint? How did you feel when you learned General Motors switched back to Great Lakes’ water after noticing that engine parts were corroding? Why do you think the county health department did not alert medical providers or the public about the increase in cases of Legionnaires’ disease? Why do children face such a high risk of poisoning from environmental lead exposure?
18. What complications did Hanna-Attisha and her team face as they studied the blood lead level (BLL) data of children in Flint? How was their study affected by factors like seasonality, age, and repeated exposure to lead? Why is institutional review board (IRB) approval important for a research study like this? How did Hanna-Attisha prepare for the public release of her research?
19. Why was the data from Hurley an underestimation of exposure? Why was it important to frame population-wide lead exposure as an additional toxic stress in Flint? How can early interventions and continued advocacy mitigate toxic stress and give children with lead poisoning the best possible chance for recovery? What short- and long-term interventions did Hanna- Attisha recommend for affected children? What recommendations would you add to such a list of interventions?
20. What is the difference between treatment of individual health and treatment of population health? How can lead exposure have drastic impacts at the population level? How does lead exposure disproportionately affect black people? Do you think it is ethical to use children as detectors of environmental contamination? What is the concept of primary prevention? What kind of policies and programs would need to be adopted to practice primary prevention? How
17 does Hanna-Attisha’s identity as an Iraqi American woman not living in Flint influence her actions? Can you think of a time that your own identity affected how you dealt with a problem?
21. How did Saddam Hussein’s brutal and violent rule in Iraq affect Hanna-Attisha and her family when she was growing up? How did learning about relatives like Dr. Paul Shekwana and Nuri Rufail Koutani impact Hanna-Attisha as an adult? She writes that she “understood that leaders could be dangerous, that civilizations sat on the delicate edge of a precipice, and that injustice must be challenged” (218-19). How did her Iraqi immigrant family and social justice heritage impact her thinking? How does this compare to your own thinking about government leaders? What do you think it means to challenge injustice?
22. What is primacy? How does primacy between agencies like the Environmental Protection Agency (EPA) and the Michigan Department of Environmental Quality (MDEQ) affect situations like the Flint water crisis? How do you think state and federal governments should work together to manage environmental crises? Explain your reasoning.
23. What is environmental justice? How does lead exposure exacerbate inequality and the racial education gap? What can residents do in their daily lives to support environmental justice?
24. Hanna-Attisha was surprised to learn that Marc Edwards was a conservative Republican, given how much they had in common. Why did she assume that he was “a lefty activist” (235)? How might their political differences affect how they worked together? Describe a time when you have worked with someone who has different beliefs than you. What did you learn from the experience?
25. How does Hanna-Attisha use storytelling to communicate the Flint water crisis to the public? Why did she hold up a baby bottle filled with water at her first press conference? How did Hanna-Attisha use her personality characteristics and personal strengths to her advantage? How was she inspired by Alice Hamilton’s advocacy? Describe a time that you used your individual strengths to communicate or act on a problem. Hanna-Attisha says, “I was also a scientist, an advocate, and now an activist” (266). What do you think the difference is between “advocate” and “activist”?
26. Why was lead added to gasoline, despite most of the world’s rejection of lead due to its adverse health effects? How does the past use of lead in gasoline continue to have an impact on the environment today? Why does Hanna-Attisha refer to Dr. Charles Kettering as a “public health villain” (146)? What is Kehoe’s Paradigm (also called the Kehoe Rule)? How did it establish a new precedent that required public health advocates to prove harm before action could be taken?
18 27. Hanna-Attisha describes the “real villains” in the Flint water crisis as being “the ongoing effects of racism, inequality, greed, anti-intellectualism, and even laissez-faire neoliberal capitalism. These are powerful forces most of us don’t notice, and don’t want to” (14). Share your reactions to this opinion. How could the water crisis have been prevented? What policies and practices do you think should be put in place in order to prevent future crises?
28. What are the connections between Hanna-Attisha’s stories of Iraq and those of the Flint water crisis? What is the purpose of family stories like Haji and the Birds in the narrative? Are there morality tales from your own family that you cherish and give you strength? What does Hanna-Attisha mean by, “We step over complex systems every day, walking through history and pretending darkness isn’t there” (72)?
29. In discussion about public health pioneer John Snow, Hanna-Attisha says, “His work wasn’t about scientific discovery alone. It was about people and community. That’s what science is supposed to be about—not an academic exercise for the ivory tower, or racking up publications, grants, and offers of tenure. It’s about using the tools and technology available to make lives better, no matter what articles of faith obstruct the path” (87). Share your reaction to this. What do you think the purpose of science should be? What are the influences in science and academia that threaten that purpose? How was Hanna-Attisha’s presentation of her research before going through the peer review process a form of academic disobedience? Do you recall a time in your life where you did something that was against the norm but was the right thing to do?
19 Chapter 5: Integrating What the Eyes Don't See into WRIT 100/101 The first-semester, first-year writing courses—WRIT 100 and WRIT 101—use the Common Reading Text as the basis for a major writing project. First-year writing courses use the Common Reading Text as a basis for student reading and writing rather than as a literary study.
Critical Thinking Exercises (adapted from Rhode Island Center for the Book 2019 Resource Guide and Random House’s Common Reading Guide for What the Eyes Don’t See)
1. The “whistleblower” has been a significant figure throughout history. With your classmates, create a list of whistleblowers, including both famous and lesser-known examples. Then, in a small group choose a whistleblower to further investigate. Write and deliver a report that includes factual information regarding the whistleblower’s biography, what was exposed, and an analysis of the effects, both immediate and far-reaching. Were the whistleblower’s actions justified by the effects?
2. This book shows our changing understanding of lead’s impact on humans. Find additional sources that explain how and when scientists began to understand the danger posed by exposure to lead. Then chart the development of our understanding of lead, and explore how public policy has changed to reflect these scientific findings. Make an argument for the most effective public policy response to lead exposure. Support your argument with evidence from your research.
3. The Washington D.C. and Flint water crises are two examples of the government failing to protect the public. Pick two other public health emergencies (such as the 2014 Ebola outbreak or the 2020 COVID crisis), and compare the responses of local and federal officials. How do we know what best practices are, and how can we ensure that officials follow best practices?
4. On page 146, Hanna-Attisha claims that there is no greater public health villain than Charles “Boss” Kettering. Do some additional research. Make a three-column list citing Kettering’s positive contributions to society in one column, negative contributions in the second, and mixed contributions in the third. Read over the lists, and analyze the data. Then make an argument responding to this question: Is Hanna-Attisha’s characterization of Charles “Boss” Kettering fair? Support your argument with evidence from your list and Hanna-Attisha’s book.
5. Read the abstract for Hanna-Attisha’s report, “Elevated Blood Lead Levels in Children Associated with the Flint Drinking Water Crisis: A Spatial Analysis of Risk and Public Health Response,” published in the American Journal of Public Health. How does use of geospatial
20 analysis influence how people understand the information about blood lead levels in Flint? What was your reaction to the images included in the report?
6. Watch Dr. Nadine Burke Harris’s TEDMED Talk “How Childhood Trauma Affects Health Across a Lifetime” and Hanna-Attisha’s TEDMED Talk “Flint’s Fight for America’s Children.” How are the advocacy and storytelling tools similar? How are they different? What are the limitations of storytelling in advocacy work? What are the advantages of storytelling?
Writing Prompts
The Writer’s Practice prompts:
(1) Information Literacy: Helps with analysis, argument, close reading, synthesis, and critically examining information/misinformation and how it impacts communities
Mona Hanna-Attisha encounters a number of roadblocks in her quest to expose the lead problem in Flint, including falsehoods and misinformation. Read "If It Isn't True, Why Do People Believe It?" in The Writer's Practice (77-82). Then, choose one or two examples from the book where Hanna-Attisha and others faced lying and/or misinformation. Next, compose an essay in which you analyze why the misinformation was so powerful and how Hanna-Attisha and others overcame it. Consider the different people involved in the situation and how information and misinformation impacts them. Why did some people lie or provide misinformation? Why might some people believe something that isn’t true even when there is strong evidence to the contrary? Be sure to cite from the text.
(2) Social Activism: Helps with analysis, argument, close reading, synthesis, and getting involved in communities
After Mona Hanna-Attisha’s barbeque and her revealing conversation with her friend Elin Betzano, Hanna-Attisha stays up late researching lead in water. She is angry and scared but says she knew she "needed to stay calm ... needed to be strategic and careful" (68). Why does she decide she needs to be calm and strategic? Read over "Why Am I So Angry and What Can I Do About It?" (163-71) in The Writer's Practice, and then identify one specific part of What the Eyes Don't See that makes you angry or upset. Then, as Warner suggests, write an analytical argument about the problem and consider why approaching it calmly and strategically might be more beneficial than being angry. Is the problem one that impacts Oxford or your home community? If so, what role could you play in addressing the problem? If not, how could you still get involved? How is writing about a problem beneficial? Cite specifics from the text.
21 (3) Rhetorical Analysis: Helps with reading critically; rhetorical analysis; synthesis; argument; and understanding audience, genre, purpose, and message
After reading What the Eyes Don't See, we know that Mona Hanna-Attisha helped expose the Flint water crisis and provided help for the children she treats and all of the people in Flint. So what is her purpose in writing the book? Read over "Reading Like a Writer" in The Writer's Practice (35-40). Then, consider some of the terms Warner uses in that section: genre, purpose, audience, message, etc. How do they apply to What the Eyes Don't See? Why? Compose a thesis-driven essay in which you analyze the genre, purpose, audience, message, and goals of What the Eyes Don't See. Is the purpose just to highlight what happened in Flint? Is it larger? Who might read a book like this one outside of a school assignment? Why? Are there social benefits to books like this one? Why? Be sure to cite from the text.
(4) Ethical Dilemma: Helps with writing a complex thesis, synthesis, analysis and argument, critical reading and thinking, and bigger picture thinking
Many of the people in What the Eyes Don’t See face ethical dilemmas. Think about some of the people in the book and their ethical situations. Also, read “What’s the Right Thing To Do?” in The Writer’s Practice (69-74), and consider Sally’s situation. Then, select a person in the book to analyze more closely, and compare and contrast the situation with Sally’s. Finally, compose a thesis-driven essay in which you consider what each person should do and why. Are the situations black and white? Why, or why not? What bigger picture complications exist, and why do they matter? Who is impacted directly and indirectly? Why? Try to bring the situations together so that you have one focused idea that encompasses both people. Be sure to cite specifics from the text.
(5) Researching Like an Academic: Helps with researching skills, synthesis, understanding audience, critical reading, analysis, and bigger picture thinking
In What the Eyes Don’t See, Mona Hanna-Attisha has to become very knowledgeable about lead in water quickly so that she can learn how to solve the problem in Flint. She also has to talk with a wide variety of people, from water experts to children and their parents. Learning how to do serious research but talk about it with non-experts is challenging but a valuable skill in college. Take one complex area of What the Eyes Don’t See that you would like to read about further (e.g., understanding lead levels in water, Adverse Childhood Experiences (ACEs), water filtration, pediatrics, etc.). Also, read “Huh? Say What?” in The Writer’s Practice (131-38), and then complete the writing activity in that section, which asks you to read an academic article and then write an essay in which you break it down to non-academics to show why such research might be interesting to broader audiences than it usually reaches. For this assignment, though,
22 you should draw from both your chosen article and What the Eyes Don’t See. Be sure to cite both works.
The New York Times prompts:
(1) Arguing For or Against Huge Social Changes: Helps with analysis and argument skills, critical reading and thinking, synthesis, and bigger picture thinking
In What the Eyes Don’t See, Mona Hanna-Attisha describes environmental injustice directly on pages 195-97 and indirectly in other parts of the text. Go back over that section and think of other areas in the book where she covers related ideas. Then, read “I’m Sick of Asking Children to be Resilient” (May 12, 2020) in The New York Times, where Hanna-Attisha uses the idea of environmental injustice to call for huge changes to health care and education, even for ideas such as universal basic income. Finally, compose a thesis-driven essay in which you consider what Hanna-Attisha is calling for, and argue how likely and/or realistic such changes are and why. What makes America the same and different from places where such social policies are the norm? Why does this matter? Target one or two of her ideas to help you stay focused, and feel free to look at and use other sources to help you, but be sure to at least cite the book and the article.
(2) Shame and the Age of Social Media: Helps with analysis and argument skills, reflection, critical reading and thinking, synthesis, and bigger picture thinking
In What the Eyes Don’t See, Mona Hanna-Attisha brings up aeb, or what she says English- speakers might call shame. Hanna-Attisha worried about bringing shame on her family, friends, colleagues, and others if her plan to solve the Flint water crisis failed. Read back over Chapter 18 on pages 240-49. Also, read “The Shame Culture” (March 15, 2016) in The New York Times. Then, compose a thesis-driven essay in which you explore and analyze the role of social media and modern technology in Hanna-Attisha’s fight. Did living in the age of social media help or hurt Hanna-Attisha and her cause? What about other technology? Make an argument about the benefits and drawbacks of the modern digital world during the Flint water crisis, deciding which outweigh the other. Feel free to look at and use other sources to help you, but be sure to cite the book and the article.
(3) Two Americas?: Helps with critical reading and thinking, synthesis, reflection, analysis and argument, and bigger picture thinking
Near the end of What the Eyes Don’t See, Mona Hanna-Attisha proclaims that there are two Americas. What does she mean by this? Read back over pages 323-25, and also think about parts of the book where her point is exemplified. Also, read “I Helped Expose the Lead Crisis in Flint.
23 Here’s What Other Cities Should Do.” (Aug. 27, 2019) in the New York Times. Then, compose a thesis-driven essay in which you analyze Hanna-Attisha’s claim about two Americas. Is she correct? Why or why not? If so, what are the conditions or problems that lead to two Americas, and can anything be done to improve the situation? Why does Hanna-Attisha think the American Dream worked for her but doesn’t for some others? Are we destined to see problems like lead in the water and other environmental issues in cities beyond Newark and others mentioned in the article? Why, or why not? Are all cities equally at risk for such problems? Feel free to look at and use other sources to help you, but be sure to cite the book and the article.
(4) Not Just Writing, but Presenting: Helps with analysis and argument, understanding multimodalities, synthesis, critical thinking and reading, and understanding audience
As Mona Hanna-Attisha and her team work to expose and correct the Flint water problem, she is asked to present her information to certain groups varying from doctors to politicians to reporters and the public. Hanna-Attisha and research coordinator Jenny LaChance decide early in their work to use numbers, graphics, images, etc. in their presentations. Revisit parts of What the Eyes Don’t See where Hanna-Attisha makes presentations (e.g., 224-32, 253-58, etc.), and consider the preparation for those presentations. Also, read “The Reach of Lead in Flint’s Water Supply” (Jan. 15, 2016) and “How Officials Distorted Flint’s Water Testing” (updated July 29, 2016) in the New York Times. What do graphics, numbers, images, etc. do for the information being presented? Why? Are there potential problems with using such methods to relay information? Why, or why not? Would the pleas for help from Hanna-Attisha and her team have been as successful without such methods? What difference does it make for popular publications like the New York Times to include such methods in pieces? Compose a thesis-driven essay in which you analyze the effectiveness of graphics, numbers, images, etc. in the work to expose the Flint water crisis and in informing the larger public about it. What might have been most effective? Ineffective? Why? Were/Are there situations when such methods are not advisable? Feel free to look at and use other sources to help you, but be sure to cite the book and the articles.
(5) Rhetorical Analysis: Helps with reading critically; rhetorical analysis; synthesis; argument; and understanding audience, genre, purpose, and message
After reading What the Eyes Don't See, we know that Mona Hanna-Attisha helped expose the Flint water crisis and provided help for the children she treats and all of the people in Flint. So what is her purpose in writing the book? Consider what you think Hanna-Attisha’s purpose was in telling her story. Also, read “How a Pediatrician Became a Detective” (June 9, 2018) in the New York Times. Then, reflect on some common terms that we all should consider when we write: genre, purpose, audience, message, etc. How do they apply to What the Eyes Don't See? What about the article? Why? Are the audiences the same? Compose a thesis-driven essay in which you analyze the genre, purpose, audience, message, and goals of What the Eyes Don't See
24 as well as the article and any other writings by Hanna-Attisha that you want to look at. Is the purpose just to highlight what happened in Flint? Is it larger? What types of people might read a book like this one outside of a school assignment? What types of people might read the article or other shorter pieces written by Hanna-Attisha? Why? Are there social and/or cultural benefits to books like this one? Why? What about from shorter opinion pieces like the ones Hanna-Attisha writes? Feel free to look at and use other sources to help you, but be sure to cite at least the book and the article.
NPR prompts:
(1) Silver Linings Playbook: Helps with analysis and argument skills, critical reading and thinking, reflection, synthesis, and bigger picture thinking
In What the Eyes Don’t See, author Mona Hanna-Attisha writes about how she helped expose a terrible situation in Flint and made it better. Though the book is full of the negative effects of lead in drinking water and what it can and did do to people, there are happy stories that emerge from the situation. Consider the positives that Hanna-Attisha writes about. Also, read “Troubled by Flint Water Crisis, 11-Year-Old Girl Invents Lead-Detecting Device” (Oct. 20, 2017) on the NPR site. Then, compose a thesis-driven essay in which you detail how individuals, the city of Flint, the state of Michigan, and America benefited from the water crisis, even though it never should have happened. Ask yourself how such positive outcomes might matter in the bigger picture. Feel free to look at other sources for information, but be sure to at least cite the book and the article.
(2) Trust in the System: Helps with analysis and argument skills, bigger picture thinking, synthesis, and critical reading and thinking
In What the Eyes Don’t See, Mona Hanna-Attisha details staggering levels of apathy and dishonesty from some local and state government officials during the Flint water crisis. Make a list of the people and agencies involved and how you think they handled their responsibilities. Also, read “Even As Levels Improve, Flint Residents Choose Bottled Water Over Tap” on the NPR site (Dec. 14, 2016). Then, compose a thesis-driven essay in which you explore how lack of trust, faith, and/or belief in governmental bodies leads to problems in communities. What impact did the lying and lack of concern have in Flint? Why? What other problems, both foreseen and unforeseen, might such practices lead to? What are the bigger picture implications? Feel free to look at other sources for information, but be sure to at least cite the book and the article.
(3) Give a Fish or Teach to Fish?: Helps with critical reading and thinking, synthesis, analysis and argument, bigger picture thinking, and research
25 Near the end of What the Eyes Don’t See we learn that state and even federal agencies devote money and resources to Flint to help with the water crisis. Mona Hanna-Attisha even acknowledges her pleasant surprise when then-Governor Rick Snyder informs her that much of her wish list for the city and its children was to be added to the upcoming state budget in 2016 (305). But Hanna-Attisha clearly sees the difference between short-term aid and long-term investment (302-03). Think about the long-term investment, or the lack thereof, in Flint. Also, read (or listen to) “3 Years After Flint’s Water Crisis, When Will Things Be Back to Normal?” (Dec. 14, 2018) and “5 Years After Flint’s Crisis Began, Is the Water Safe?” (April 25, 2019) on the NPR site. Then, compose a thesis-driven essay in which you analyze the difference between short-term aid and long-term investment. Which is more the case in Flint? Why? What factors contribute to determining which approach is used in a community? How have state and federal agencies handled their work in Flint in the years since the water crisis was uncovered? Why does this matter in the bigger picture? Look at other sources for information that helps your research, but be sure to at least cite the book and the articles.
(4) Social Activism: Helps with analysis, argument, close reading/listening, synthesis, reflection, and getting involved in communities
In What the Eyes Don’t See, Mona Hanna-Attisha often references her high school days, when she was involved in some organizations like SEA, where she fought against environmental injustices. She says of those days, “[o]nce you have had a chance to change things, to have a real-world impact, you never forget it” (45). Hanna-Attisha has gone on to be a busy activist for many causes that impact children. Listen to “Pediatrician Who Exposed Flint Water Crisis Shares Her ‘Story of Resistance’” (June 25, 2018) on the NPR site, and then identify one specific issue in What the Eyes Don't See and/or Hanna-Attisha’s interview that you could see yourself getting involved with. Then, write a thesis-driven analysis about the problem and reflect on why you are drawn to it. Is the problem one that impacts Oxford or your home community? If so, what role could you play in addressing the problem, even if it is minor? If not, how could you still get involved? How is writing or speaking about a problem beneficial? What does making a “real-world impact” mean to you? Why? How does the work Hanna-Attisha and others have done inspire or impact you? Be sure to cite specifics from the book and the interview.
(5) It’s a Family Affair: Helps with analysis and argument, synthesis, and close reading/listening
What the Eyes Don’t See is full of stories about family members and how they have influenced Mona Hanna-Attisha’s life and her choice to become an activist. Look back over the text, and pick one of Hanna-Attisha’s family members, past or present, that you would like to write about. Also, read and listen to “Meet the California Family That Has Made Health Care Its Business” (July 30, 2015) on the NPR site. How are the two stories similar? How are they different? What
26 role can family play in shaping someone to become an activist, even though Hanna-Attisha acknowledges that being an activist and advocate means facing resistance and many disappointments. Compose a thesis-driven essay in which you focus on one of Hanna-Attisha’s family members, past or present, and how he or she helped shape her as an activist. Why was this person so influential? Why is family so important to Hanna-Attisha? What is aeb, and why does it matter in Hanna-Attisha’s life? How has Hanna-Attisha faced similar challenges as the Lee family? Feel free to look at other sources for information that helps your research, but be sure to at least cite the book and the article/podcast.
Prompts not related to other texts:
(1) Rhetorical Modes: Helps with understanding rhetorical modes and analysis
In What the Eyes Don’t See, Hanna-Attisha blends narration, description, exposition, and argumentation. Using representative passages, compose a thesis-driven essay analyzing how this variety of rhetorical modes contributes to the reader’s understanding of the story of Flint, Michigan, and public drinking water.
(2) Author and Purpose: Helps with evidence identification and collection, as well as understanding the intersection of author, purpose, message, and audience
In the “Prologue,” Hanna-Attisha describes the book in this way: “[T]his is … a story about the deeper crises we’re facing right now in our country: a breakdown in democracy; the disintegration of critical infrastructure due to inequality and austerity; environmental injustice that disproportionately affects the poor and black; the abandonment of civic responsibility and our deep obligations as human beings to care and provide for one another” (13). Trace one of those crises throughout the book, and consider how successfully Hanna-Attisha demonstrates that the crisis is, in fact, partly responsible for the Flint water situation. Then, compose a thesis- driven essay in which you agree or disagree with Hanna-Atisha’s contention that the crisis you have selected is somewhat to blame for the Flint water situation, using specific examples from the book to support your argument.
27 Appendix
Sample Rubrics
Sample Group Presentation Rubric 1. Was the content of the presentation well organized and presented with compelling evidence?
1 2 3 4 5
Comments:______
2. Did the visual component enhance the presentation?
1 2 3 4 5
Comments:______
3. Was the verbal presentation clear and engaging?
1 2 3 4 5
Comments:______
4. Did the group engage the class in a discussion?
1 2 3 4 5
Comments:______
5. Did the group follow the time limits?
1 2 3 4 5
Comments:______
28 Sample Group Presentation Peer Evaluation Your name: ______1) Team member name: ______This team member contributed fairly to the creation of the outline. Yes No If no, please explain: ______
This team member contributed fairly to the creation of the presentation. Yes No If no, please explain: ______
2) Team member name: ______This team member contributed fairly to the creation of the outline. Yes No If no, please explain: ______
This team member contributed fairly to the creation of the presentation. Yes No If no, please explain: ______
3) Team member name: ______This team member contributed fairly to the creation of the outline. Yes No If no, please explain: ______
This team member contributed fairly to the creation of the presentation. Yes No If no, please explain: ______
4) Team member name: ______This team member contributed fairly to the creation of the outline. Yes No If no, please explain: ______
This team member contributed fairly to the creation of the presentation. Yes No If no, please explain: ______
Other comments or concerns about your group and how you worked together? (use back)
29 ASSESSMENT RUBRIC FOR RESPONSE PAPERS
STUDENT’S NAME: ______
ASSIGNMENT TITLE: ______
SCORE: ______CONVENTIONS/MECHANICS Ineffective Partially-effective Effective Multiple errors in writing hamper Minimal errors in standard English, The writing meets guidelines for communication, and text does not grammar, punctuation, and/or usage standard English grammar, demonstrate standard English are present in some of the writing, punctuation, and usage, with very grammar, punctuation, and/or and/or the text does not meet few minor errors present. Meets usage, and/or does not meet the requirements for assignment length requirements for assignment length requirements for length and format. and/or format. and format.
D / F C B
INFORMATION PRESENTED Ineffective Partially-effective Effective Exceptional Does not introduce or Demonstrates only Introduces and integrates Demonstrates integrate information minimal or ineffective use information relevant to exceptionally strong, relevant to the of integrating information the topic/event. Writing integrated information topic/event, or includes relevant to the addresses details of event that enhances credibility inappropriate use of topic/event. Writing only or class materials and of writing. Writing sources. In the case of an barely addresses details of places information within includes skillfully event paper, it is unclear event or class materials. a larger context. represented details about that the event was event or class materials. attended. D / F C B A
REFLECTION/RESPONSE Ineffective Partially-effective Effective Exceptional Fails to explore new ideas Begins exploration of Explores ideas unfamiliar Exhibits a significant and/or works without new ideas but could push to the reader, and investigation of new ideas making any connection further. Experience of questions different by way of exploring an between event or class event or class materials is thinking. Puts experience event or class materials. materials and a personal put in a personal context of event or class materials Shows signs of personal context. but lacks development of in a personal context, is growth and/or ideas. well-developed, and considerable self- includes self-evaluation. evaluation. D / F C B A
Write additional comments on the back of the rubric.
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