William Lewis and Jill Ewing Flynn

Below the Surface Level of Social Justice: Using Quad Text Sets to Plan Equity-Oriented Instruction

ave you seen the social justice warrior ment English language arts and literacy instruction memes? If you do a Google search, you may that promotes social justice and critical engagement Hfind some like these: “Minorities are strong, with complex issues related to maintaining a diverse, independent people, which is why they need me to inclusive, equitable society” (NCTE, 2012). As a speak for them.” “There must be some way this vic- result, we have considered how young adult literature timizes me.” “I support equality for all. But f**k those can help meet the goal of promoting social justice. white people.” The list goes on. Many teachers have come to understand the While we believe the work of education is closely value of YA texts as tools to engage their adolescent tied to issues of equity and justice, we understand students. However, these texts have the power to do that, as these memes show, “social justice” can be even more than connect with readers: YA titles have perceived to be the latest buzzword or the most recent the potential to address vital issues of social justice. version of political correctness. These memes present In this article, we will show how one of our course the concept as merely lip service—a trend with little assignments, the Quad Text Set, can be designed meaning. But we know that true engagement in social with the intention of pushing teacher candidates to justice requires a more profound level of commitment; look past the surface level of equity and justice issues teachers and students must push below the surface. in ELA instruction. While this assignment has been As teachers and teacher educators, we believe that discussed previously in scholarship (Lewis, Walpole, we need to grapple with the sometimes complicated & McKenna, 2014), this particular article aims to issues of social justice and learn to become activists highlight how teachers might use the Quad Text Set as and agents. Literature can provide us with a vehicle a planning framework to build their students’ knowl- for these efforts. edge of social justice. Our major motivations include commitments to Social justice pedagogy is defined by Carlisle, educational equity and a more just society, and we are Jackson, and George (2006) as “the conscious and not alone. In this age of accountability, social justice reflective blend of content and process intended to is now evaluated by the National Council of Teachers enhance equity across multiple social identity groups, of English when reviewing applications for accredita- . . . foster critical perspectives, and promote social tion of teacher education programs. Standard 7 reads, action” (p. 57). As Keehn (2015) reveals, some of its “Candidates demonstrate knowledge of how theories chief aims include: and research about social justice, diversity, equity, Providing students with the tools to think critically about student identities, and schools as institutions can en- their own social identities and social locations, developing hance students’ opportunities to learn in English,” and an understanding of various manifestations of privilege Element 1 asks teacher candidates to “plan and imple- and oppression, building an understanding of the historical

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f22-31-ALAN-Fall17.indd 22 9/27/17 4:27 PM roots of structural inequality, and developing individuals’ framework for the reading volume their students need and groups’ capacities to take action against injustice. (pp. in order to practice sophisticated reading skills as 374–375) well as the critical background knowledge required to We believe that planning ELA instruction that uses engage in important conversations around justice and sets of strategically connected texts (that include high- equity. We argue that without relevant background quality YA titles) has great promise. Such instruction knowledge, our candidates’ future students will be can be used to provide students with exposure to unprepared to engage “with complex issues related multiple perspectives and the background knowledge to maintaining a diverse, inclusive, equitable society” required for critical engagement with issues of equity (NCTE, 2012). and social justice, potentially inspiring them to be- come agents of change. The Quad Text Set Assignment For this assignment, we have adapted the Quad Text Text Sets in English Language Arts Set approach of Lewis, Walpole, and McKenna (2014). Using sets of connected texts in English language arts This framework is com- is not a new idea. As Applebee (1974) points out, posed of four separate texts that work together to text pairings and text sets have been part of curricu- Such instruction can lar reform efforts since the early 20th century. More build the critical back- recently, they have been used to encourage robust ground knowledge needed be used to provide discussions (see Hartman & Alison, 1996), to foster to engage with a complex connections with canonical literature (see Herz & target text, as well as ad- students with exposure dress issues of equity and Gallo, 2005; Kaywell, 1997), and to leverage quality to multiple perspectives young adult literature and multimedia texts to build social justice. We ask our mature understandings of thematic issues (see Pytash, teacher candidates to build and the background Batchelor, Kist, & Srsen, 2014). It is this last goal that these instructional units animates our engagement with this planning frame- using four categories of knowledge required for work in our preservice teacher education program. text: 1) a video clip, piece critical engagement with More specifically, with a focus on social justice, we of artwork, or musical use the Quad Text Set to measure NCTE Standard 7 selection to introduce the issues of equity and (NCTE, 2012) for accreditation. topic and develop general As researchers have argued, teaching for social background knowledge social justice, potentially justice is an important and complex pursuit (Lee, about the text or theme; 2) 2011). If teachers are to engage their students in an informational text that inspiring them to become robust conversations around issues of equity and builds more specific con- agents of change. social justice using challenging and complex ideas textual or thematic knowl- and texts—while avoiding surface-level conversations edge and highlights issues that “celebrate diversity” but do little to encourage of justice and equity; 3) a students to be active change agents—students must complex canonical or contemporary young adult target have well-developed background knowledge. Recent text; and 4) a canonical or contemporary young adult research demonstrates that students are provided with text to extend student understanding of equity and significantly limited reading opportunities in many social justice issues (Lewis & Walpole, 2016). (For a secondary ELA classrooms (Swanson et al., 2016). complete assignment description and rubric, see Ap- However, studies also show that the reading and com- pendix A.) prehension of individual texts can provide students Before the Quad Text Set is assigned, teacher can- with both the language and background knowledge didates read nine YA novels and apply critical lenses needed to be successful with subsequent texts (Shana- (Appleman, 2014) to these texts in face-to-face discus- han, Fisher, & Frey, 2012). We believe, therefore, that sions, online discussion posts, and two formal papers. these connected text sets offer teacher candidates a The lenses lay the groundwork for social justice

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f22-31-ALAN-Fall17.indd 23 9/27/17 4:27 PM exploration, as they help uncover missing voices and ity of blacks and whites, while also reinforcing the highlight power relations in texts. In the next sections, essential separateness of the groups and the inequal- we discuss in depth how two students successfully ity that exists between them. This separateness is a designed their Quad Text Sets. key motif in All American Boys (Reynolds & Kiely, 2015), which is reinforced by the dual narrative—one Quad Text Set Example: Racial Inequality chapter written from Rashad’s perspective followed To understand how these text sets are constructed, we by a chapter written from Quinn’s perspective. In the first provide a sample set that one of our teacher can- movie, black characters work and sometimes live in didates, Rachel, designed. Rachel centered her set on the same homes as their white employers, yet are the criminalization of peo- not allowed to be a part of that society with its legal, ple of color in the United financial, and social privileges. Similarly, Rashad and Once students have been States, focusing specifically Quinn go to the same high school and have friends in on police brutality against common, yet still lead lives that are almost entirely exposed to the inequality African Americans. She segregated by race—a problem that emerges as the chose as her target text town’s demographics transition from primarily white inherent in historic and the award-winning young to more racially diverse. While the implicit bias of modern instantiations of adult book All American the police officer likely caused his violent assault of Boys by Jason Reynolds Rashad, segregation exacerbates misunderstanding segregation through the and Brendan Kiely (2015). and mistrust and contributes to the unjust act. Unlike This dual-narrative novel All American Boys, The Help—both the movie and the video and informational presents two accounts book (Stockett, 2009) it was adapted from—has been texts, they might be better of an incident of police justly criticized for its shortcomings in the authentic- violence against an African ity of its voice, in its depiction of the horrors of Jim prepared to take action American high school Crow and the struggles of the civil rights movement, student. One perspective and in echoing the harmful trope of the “white savior” against this injustice is from Rashad, the victim (Dargis, 2011; Solomon, 2011). However, the short due to their more keenly himself, who is unjustly video clips Rachel incorporated into her Quad Text Set accused and assaulted in served her instructional purpose by allowing her to developed critical a neighborhood store by target both the historical roots of segregation as well a white officer; Rashad’s as the current inequalities that are the thematic focus perspectives. sections are written by of All American Boys. Jason Reynolds, an African To build more specific background knowledge American author. The on racial profiling and the injustices still suffered by other perspective is from a white classmate, Quinn, young African Americans today (for those students who witnessed the police brutality but feels conflicted who may not know this information directly), Rachel about providing an eyewitness account because of his chose the article, “Why is the NYPD after Me?” (Peart, close relationship with the police officer and the of- 2011), which details the experiences of a five-time vic- ficer’s family. Quinn’s sections are written by Brendan tim of New York’s “stop and frisk” program. This text Kiely, a white author. One of the most intriguing and documents a very real manifestation of privilege, pow- realistic aspects of this novel is the nuanced way in er, and oppression and clearly addresses the effects of which the authors treat all characters: they all have implicit bias and “structural inequality” (Keehn, 2015) both positive and negative characteristics, making that prove to be essential to understanding Rashad’s them realistically human rather than stereotypical. victimization in the novel. Furthermore, once students To prepare students to engage with this text, have been exposed to the inequality inherent in his- Rachel began by choosing two short video clips from toric and modern instantiations of segregation through the movie The Help (Barnathan, 2011). Although this the video and informational texts, they might be bet- film is set in the Jim Crow South during the 1960s, ter prepared to take action against this injustice due the clips clearly demonstrate the physical proxim- to their more keenly developed critical perspectives

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f22-31-ALAN-Fall17.indd 24 9/27/17 4:27 PM (Carlisle, Jackson, & George, 2006; Keehn, 2015). This a powerful romantic relationship and her exclusion is the lesson that Quinn learns in All American Boys from the activities of the school’s influential, male- (Reynolds & Kiely, 2015) as he comes to recognize the only secret society: The Loyal Order of Basset Hounds. privilege that comes with his skin color and the need Although Lockhart’s book humorously details how to stand up and march—for Rashad and for racial jus- Frankie manipulates the all-male club to do her bid- tice—in a Black Lives Matter type of protest. His is a ding, it also clearly address- first step in healing the separations that he has been a es the dangers that women part of, and it provides a model of action for students. face in a society that often Kelly decided to construct As an extension text, Rachel chose specific does not allow them to chapters of To Kill a Mockingbird (Lee, 2006) in order find or express their voices a text about gender to delve into the historical nature of these injustices beyond those ways that are and to help students draw comparisons between Tom socially sanctioned. inequality and chose the Robinson and Rashad Butler. Here Rachel encour- In order to prepare young adult novel The aged students to explore the nature of the characters’ students to understand how experiences, recognize how institutional racism played women can be repressed, Disreputable History of a role in the injustices they suffered, and understand silenced, or stereotyped, the responsibilities that we share to become change Kelly chose two short video Frankie Landau-Banks agents against that injustice. It is important to note texts that introduce stu- (Lockhart, 2009) as her that To Kill a Mockingbird could have been used as dents to the harmful impact the target text for this Quad Text Set; it is one of the of gendered expectations target text. few texts that is both pervasive in high school English for women and girls: the classrooms and also directly addresses racism. Unfor- Always #LikeAGirl (2014) tunately, Lee’s novel is often the only text used to dis- and Always #LikeAGirl–Un- cuss race, which is problematic because it is written stoppable (2015) videos. These provocative com- by a white author, told from a perspective of a white mercials ask grown men and women to demonstrate, narrator, and not contemporary; these characteristics on camera, what it means to run, fight, and throw can give the illusion that racism is a historical rather “like a girl.” In the opening of the videos, the adult than current problem. Instead, Rachel chose to focus interviewees invariably pantomime weak, ineffec- this set on All American Boys (Reynolds & Kiely, 2015) tive, or pathetic imitations of those actions—physi- because of its relevance to a current racial equality cal demonstrations of the perceived weakness and issue and its provision of diverse perspectives of both ineffectiveness of girls. The interviewers then ask the black and white main characters (and authors). Ad- same questions of preadolescent females. Unlike the ditionally, unlike To Kill a Mockingbird—which ends ineffectual representations of feminine power offered in Scout’s deeper understanding but no activism—All by the older interviewees, the girls take these requests American Boys ends with a call to action for both the seriously and put a great deal of effort and power into main characters and the novel’s readers. the actions they are requested to perform. The mes- sage is clear: as children grow into adolescents and Quad Text Set Example: Gender Inequality adults, they fall prey to the gendered expectations and Racism is not the only social justice issue that stu- stereotypes of a male-dominated society and lose their dents might consider in the Quad Text Set assignment. ability to control their own identity and story. These Kelly decided to construct a text about gender inequal- are stereotypes that Frankie fights against mightily ity and chose the young adult novel The Disreputable in The Disreputable History of Frankie Landau-Banks History of Frankie Landau-Banks (Lockhart, 2009) as (Lockhart, 2009), though there are no easy answers; her target text. This book details the struggles of an at the end of the novel, it is unclear whether she has adolescent young woman as she negotiates her way succeeded in her crusade to gain power and voice. through her rarefied, male-dominated boarding school, To build on this background knowledge and un- aptly named Alabaster Prep. During the course of the derstanding of basic issues of gender and power, Kelly novel, Frankie grapples with both the attractions of chose a Time article (Cheng, 2016) from our recent

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f22-31-ALAN-Fall17.indd 25 9/27/17 4:27 PM presidential election cycle that provides a historical ation of the characters of Frankie and Strayed, stu- perspective of Hillary Clinton’s robust public speaking dents were invited to “think critically about their own style. This article not only offers a critique of those social identities and social locations,” and develop “an who criticize Clinton’s “raised voice” speeches, but understanding of various manifestations of privilege also addresses the key problem that Frankie faces in and oppression” (Keehn, 2015, pp. 374–375). Within this novel: how she can have her “voice” recognized the moral laboratory of these texts (Zbikowski & and respected in an environment that is male-domi- Collins, 1994), students can then use their deeper un- nated. As Cheng concludes: derstandings to evaluate the characters’ fight against oppression, the relative success of those struggles, and An entrenched irony of public expression in American democracy is how individuals who endure systemic oppres- the extent to which this analysis can inform their own sion (women, the LGBT community, people of color)—who social activism. might have the most reason to shout—tend to be the same individuals who are urged to keep their voices down, to stay Discussion calm, and to laugh a little (or “smile,” as Joe Scarborough and others have advised Clinton). (Cheng, n.p.) While many educators recognize the importance of This text helps students understand the tension faced equity, and the National Council of Teachers of Eng- by oppressed groups, in lish’s Standard 7 (NCTE, 2012) now measures how this case, women; simply well teacher preparation programs prepare teacher candidates in the promotion of social justice, it is all This assignment facilitates “speaking up” is not an adequate answer. Women too easy to treat these issues at surface levels. Fortu- strategic, deliberate are burdened with the nately, we have found that it is possible for teachers obligation of expressing to push below the surface to address social justice literacy instruction themselves in only limited themes through young adult literature paired with three additional texts in a Quad Text Set. This assign- that builds background ways in order to be heard and taken seriously. Armed ment facilitates strategic, deliberate literacy instruction knowledge about privilege with the knowledge of that builds background knowledge about privilege and gendered expectations in oppression. For some secondary students (and some and oppression. the videos and the spe- teacher candidates), such context may be completely cific manifestation of those new—mirroring the experiences of Quinn, who was expectations in the Time ar- unaware of the extent of his own white privilege and ticle, students are better prepared to engage in the key racial biases. For others, the knowledge in informa- thematic issues of The Disreputable History of Frankie tional and media texts may validate their own experi- Landau Banks (Lockhart, 2009). ences, as might have been the case for Rashad and For Kelly’s extension text, she chose several ex- Frankie, who were themselves marginalized and who cerpts from the memoir Wild (Strayed, 2012). In this struggled for justice. In both situations, placing the work, the author shares her treacherous and thrilling texts in conversation with one another and making experiences as she decides to hike the Pacific Crest conscious choices about teaching for social justice can Trail on her own after feeling as if her life has fallen create a more in-depth understanding of the literature apart. Kelly chose specific sections from this story as well as provide inspiration to act. that focused on the interactions that Strayed has with The complexity of the YA texts chosen by Rachel the males she encounters on the trail. These targeted and Kelly illustrates another important lesson: there excerpts provided students with real-life examples are no easy answers to social justice issues. Action of how gendered expectations impact interpersonal is needed, as Quinn and Rashad show, and victories exchanges. However, they also provided students with can be won, as with Frankie. But these actions do not opportunities to explore the intertextual connections end the struggle or solve all problems completely. In between Frankie and Strayed and to examine their addition, the complicated choices and situations faced burdens and choices and the impact that those choices by these characters show that there is more than one have on their ability to tell their stories. In consider- “right” way to achieve the goal of social justice. A

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f22-31-ALAN-Fall17.indd 26 9/27/17 4:27 PM Table 1. Sample text sets for issues of social justice and equity

Economic Inequality Target Text: Video Text: Informational Text: FDR’s acceptance Extension Text: The Great “Wealth Inequality in America” speech at the 1936 Democratic National Selected chapters from Gatsby (Politizane, 2012) Convention (Roosevelt, 1936) Disreputable History of (Fitzgerald, Frankie Landau-Banks 1995) (Lockhart, 2009)

Target Text: Video Text: Informational Text: Extension Text: Ready Player “Dystopian Literature” (Joshualane06, “Hunger in America” (Feeding America, “A Modest Proposal” One (Cline, 2011) 2017) (Swift, 2004) 2011)

Gender Roles and Heteronormativity Target Text: Musical Texts: Informational Text: Extension Text: Aristotle and Songs from Mulan (Coats, 1998): “I’ll “This Teen Has No Time for Outdated Selections from The Dante Discover Make a Man out of You” (Wilder & Gender Roles for Moms and Dads” Outsiders (Hinton, the Secrets of Zippel, 1998), “A Girl Worth Fighting (Pittman, 2016) 2012) the Universe For” (Wilder, 1998a), “Honor to Us All” (Sáenz, 2014) (Wilder, 1998b)

Mental Trauma and Mental Health Target Text: Video Texts: Informational Texts: Extension Text: The Kite Selections from The Hunting Ground “Remembering Afghanistan’s Golden Boy Toy (Lyga, 2009) Runner (Blavin & Blavin, 2015); Age” (Bumiller, 2009) (Hosseini, “PTSD and the War at Home” 2003) (Military.com, 2014)

Immigration Target Texts: Video Text: Informational Text: Extension Text: American Born “Children of Asian Immigrants Reveal “Chinese Immigration” (Library of The Joy Luck Club Chinese (Yang, Sacrifices Their Parents Made” (Boldly, Congress, n.d.) (Tan, 2006) 2007) and The 2015) Shadow Hero (Yang & Liew, 2014)

Colonialism and Native American Rights Target Text: Video Text: Informational Text: Extension Texts: The Absolutely “In Whose Honor?” (Rosenstein, 1997) “On the Reservation and Off, Schools Poetry from Baptism True Diary of a See a Changing Tide” (Johnson, 2008) of Desire (Erdrich, Part-Time 1990) Indian (Alexie & Forney, 2007) Exceptionalities Target Text: Video Text: Informational Texts: Extension Text: Marcelo in the “Couple with Asperger’s Syndrome: “Asperger Syndrome” (Autism Speaks, “The Problem of Au- Real World ‘We’re even more extraordinary to- Inc., 2017) tism in Young Adult (Stork, 2011) gether’” (Wasser & Chiaramonte, 2017). Fiction” (Rozema, 2014)

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f22-31-ALAN-Fall17.indd 27 9/27/17 4:27 PM key task in building a Quad Text Set, therefore, is to preparing all of our teacher candidates to push below select a rich target text and purposeful informational, the surface. We feel there is great value in designing multimodal, and extension texts that help students ex- future research around directly examining the impact plore and consider social justice issues in multifaceted of our teacher candidates’ work on their secondary ways. For more ideas of topics and texts that could be students in order to measure if and how the Quad incorporated into a Quad Text Set, please see Table 1. Text Sets foster social justice agency. Though the assignment is grounded in compre- None of us wants to be like the shallow, shrill, hension research, the effects of the social justice Quad self-righteous social justice warrior shown in the pop- Text Set on secondary ular memes discussed in the introduction. Rather, we students have not yet been seek deeper understandings and a truer commitment We shared these two researched. Neverthe- to social justice by examining multiple perspectives, less, this framework has understanding the workings of power and privilege student examples because become an important tool on personal and societal levels, and inspiring action to help our preservice for justice. Young adult literature in strategically cho- they illustrate how text teachers plan ELA instruc- sen text sets can provide us with the vehicle to do so. sets can be leveraged to tion that more comprehen- sively works to address Authors’ Note build background knowl- issues of social justice and The authors would like to thank the students in their equity. We shared these young adult literature classes at the University of Dela- edge and include multiple two student examples ware for their thoughtfulness and willingness to share perspectives when plan- because they illustrate how the social justice text sets they created. In particular, text sets can be lever- the authors would like to recognize Rachel Foley and ning instruction around aged to build background Kelly O’Connell for permission to share their Quad knowledge and include Text Sets. social justice issues. multiple perspectives when planning instruc- William Lewis is an associate professor of Literacy tion around social justice Education in the School of Education at the University of issues. However, we also freely acknowledge that not Delaware. He teaches undergraduate and graduate courses in disciplinary literacy, English language arts (ELA) meth- all projects are this strong. Although our program as- ods, writing, and young adult literature. Dr. Lewis taught sessment data demonstrate that many of our teacher secondary English language arts for 20 years in Pennsyl- candidates are gaining proficiency in using text sets to vania public schools, and his research interests focus on meaningfully engage with issues of equity in ELA in- persuasive writing and argumentation, secondary reading struction, some of our candidates are not gaining this and writing in the disciplines, and young adult literature. proficiency. Over the course of the three semesters we have assigned this project, 51% of candidates com- Jill Ewing Flynn is an associate professor of English at pleted social justice text sets that met our expectations the University of Delaware. She teaches undergraduate (3 rubric points), and 38% produced sets that ex- methods courses and coordinates student teaching for the ceeded expectations (5 rubric points). However, 11% English Education Program. After graduating with a BA of candidates did not meet our expectations for this in English and History from Duke University, she taught assignment. (We again invite you to refer to Appendix middle and high school English for nine years. She earned her PhD in Curriculum and Instruction from the University A for the full assignment description and rubric.) of Minnesota and a master’s degree in Secondary English As is the case for the characters in All American Education from Pace University (NY). Her research and Boys (Reynolds & Kiely, 2015) and The Disreputable teaching interests include critical literacy, multicultural History of Frankie Landau-Banks (Lockhart, 2009) literature, and culturally relevant pedagogy. who experience the ongoing nature of social justice work, our efforts persist; we must continue to adjust Fiction and Nonfiction Used in Text Sets and adapt our instruction so that we are focused on Alexie, S., & Forney, E. (2007). The absolutely true diary of a part-time Indian. New York, NY: Little, Brown.

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f22-31-ALAN-Fall17.indd 28 9/27/17 4:27 PM Always #LikeAGirl. (2014, June 26). Retrieved from https:// from http://www.huffingtonpost.com/entry/this-teen-has- www.youtube.com/watch?v=XjJQBjWYDTs. no-time-for-outdated-gender-roles-for-moms-and-dads_ Always #LikeAGirl–Unstoppable. (2015, July 7). Retrieved from us_571a6ba4e4b0d4d3f723408d. https://www.youtube.com/watch?v=VhB3l1gCz2E. Politizane (2012, November 20). Wealth inequality in Autism Speaks, Inc. (2017). “Asperger syndrome.” Autism America. Retrieved from https://www.youtube.com/ Speaks. Retrieved from https://www.autismspeaks.org/ watch?v=QPKKQnijnsM. what-autism/asperger-syndrome. Reynolds, J., & Kiely, B. (2015). All American boys. New York, Barnathan, M. (Producer), Taylor, T. (Director). (2011). The help. NY: Simon & Schuster. (Motion picture). Glendale, CA: Dreamworks. Roosevelt, F. D. (1936). Acceptance speech for the renomina- Blavin, A., & Blavin, P. (Producers), & Dick, K. (Director). (2015). tion for the Presidency, Philadelphia, PA. The American The hunting ground [Documentary motion picture]. Los Presidency Project. Retrieved from http://www.presidency Angeles, CA: Chain Camera Pictures. .ucsb.edu/ws/?pid=15314. Boldly (2015, June 16). Children of Asian immigrants reveal Rosenstein, J. (Producer). (1997, July 15). In whose honor?: sacrifices their parents made. Retrieved from https:// American Indian mascots in sports: A documentary [Made www.youtube.com/watch?v=k1lDX0lzhd4. for television motion picture]. Blooming Grove, NY: New Day Bumiller, B. (2009, October 17). Remembering Afghanistan’s Films. golden age. The New York Times. Retrieved from http:// Rozema, R. (2014). The problem of autism in young adult fic- www.nytimes.com/2009/10/18/weekinreview/18bumiller tion. Language Arts Journal of Michigan, 30(1), 26–31. .html. Sáenz, B. A. (2014). Aristotle and Dante discover the secrets of Cline, E. (2011). Ready player one. New York, NY: Crown the universe. New York, NY: Simon & Schuster. Publishers. Stockett, K. (2009). The help. New York, NY: Amy Einhorn. Coats, P. (Producer), & Bancroft, T., & Cook, B. (Directors). Stork, F. X. (2011). Marcelo in the real world. New York, NY: (1998). Mulan [Motion picture]. Burbank, CA: Walt Disney Scholastic. Feature Animation. Strayed, C. (2012). Wild: From lost to found on the Pacific Crest Erdrich, L. (1990). Baptism of desire. New York, NY: Harper Trail. New York, NY: Knopf. Collins. Swift, J. (2004). A modest proposal and other prose. New York, Feeding America. (2017). Hunger in America. Retrieved from NY: Barnes & Noble Publishing. http://www.feedingamerica.org/hunger-in-america/. Tan, A. (2006). The joy luck club. New York, NY: Penguin Books. Fitzgerald, F. S. (1995). The great Gatsby. New York, NY: Scrib- Wasser, Z., & Chiaramonte, T. (2017, February 24). Couple with ner Paperback Fiction. Asperger’s syndrome: “We’re even more extraordinary Hinton, S. E. (2012). The outsiders (Platinum ed.). New York, together.” Cnn.com. Retrieved from http://www.cnn.com/ NY: Speak (an imprint of Penguin Group). 2017/02/24/health/heart-of-the-matter-couple-aspergers- Hosseini, K. (2003). The kite runner. New York, NY: Penguin. syndrome/. Johnson, K. (2008, May 25). On the reservation and off, schools Wilder, M. (1998a). A girl worth fighting for (Recorded by see a changing tide. The New York Times. Retrieved from Harvey Fierstein, James Hong, Lea Salonga, Jerry Tondo, & http://www.nytimes.com/2008/05/25/education/25hardin Matthew Wilder). On Mulan: An Original Walt Disney Records .html. Soundtrack. Burbank, CA: Walt Disney Records. Joshualane06. (2011, December 4). Dystopian literature. Wilder, M. (1998b). Honor to us all (Recorded by Lea Salonga, Retrieved from https://www.youtube.com/watch?v=zhw3 Marni Nixon, & Freda Foh Shen). On Mulan: An Original mGFi5gA. Walt Disney Records Soundtrack. Burbank, CA: Walt Disney Lee, H. (2006). To kill a mockingbird. New York, NY: Harper. Records. Library of Congress. (n.d.). Chinese immigration. Immigration. Wilder, M., & Zippel, D. (1998). I’ll make a man out of you Retrieved from http://www.loc.gov/teachers/classroomma- (Recorded by Donny Osmond). On Mulan: An Original Walt terials/presentationsandactivities/presentations/immigration/ Disney Records Soundtrack. Burbank, CA: Walt Disney alt/chinese.html. Records. Lockhart, E. (2009). The disreputable history of Frankie Yang, G. L. (2007). American born Chinese. New York, NY: Landau-Banks. New York, NY: Hyperion. Macmillan. Lyga, B. (2009). Boy toy. New York, NY: HMH Books for Young Yang, G. L., & Liew, S. (2014). The shadow hero. New York, NY: Readers. Macmillan. Military.com. (2014, March 17). PTSD and the war at home. Military.com. Retrieved from http://www.military.com/video/ References specialties-and-personnel/veterans/ptsd-the-war-back- Applebee, A. N. (1974). Tradition and reform in the teaching of home/3352645797001. English: A history. Urbana, IL: National Council of Teachers of Peart, N. K. (2011, December 17). Why is the NYPD after me? English. New York Times, p. SR6. Appleman, D. (2014). Critical encounters in high school English: Pittman, T. (2016, April 22). This teen has no time for outdated Teaching literary theory to adolescents. New York, NY: Teach- gender roles for moms and dads. Huffington Post. Retrieved ers College Press.

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f22-31-ALAN-Fall17.indd 29 9/27/17 4:27 PM Carlisle, L. R., Jackson, B. W., & George, A. (2006). Principles from http://www.colorlines.com/articles/why-im-just-saying- of social justice education: The social justice education in no-help-and-its-historical-whitewash. schools project. Equity & Excellence in Education, 40, 87–96. Swanson, E., Wanzek, J., McCulley, L., Stillman-Spisak, S., Vaughn, Cheng, W. (2016, March 23). The long sexist history of “shrill” S., Simmons, D., . . . & Hairrell, A. (2016). Literacy and text women. Time. Retrieved from http://time.com/4268325/ reading in middle and high school social studies and English history-calling-women-shrill/. language arts classrooms. Reading & Writing Quarterly, 32, Dargis, M. (2011, August 10). “The maids” now have their say. 199–222. The New York Times. Retrieved from http://www.nytimes Zbikowski, J., & Collins, J. (1994, November). Literature as the .com/2011/08/10/movies/the-help-spans-two-worlds-white- laboratory of the moral life: Building moral communities and black-review.html. through literature study. Paper presented at The Annual Con- Hartman, D., & Allison, J. (1996). Promoting inquiry-oriented dis- ference of the Association for Moral Education, Banff, Alberta, cussions using multiple texts. In L. B. Gambrell & J. F. Almasi Canada. (Eds.), Lively discussions! Fostering engaged reading (pp. 106–133). Newark, NJ: International Reading Association. Appendix A: Quad Text Set for Social Herz, S., & Gallo, D. (2005). From Hinton to Hamlet: Building bridges between young adult literature and the classics. Justice and Equity Westport, CT: Greenwood Publishing. Directions Kaywell, J. (1997). Young adult literature as a complement to the classics. New York, NY: Rowman & Littlefield. You are to develop a mini-unit that is composed of Keehn, M. G. (2015). When you tell a personal story, I kind of three specific parts: perk up a little bit more: An examination of student learn- ing from listening to personal stories in two social diversity 1. A planning template where you identify your learn- courses. Equity & Excellence in Education, 48, 373–391. ing objectives related to social justice and equity, Lee, Y. A. (2011). What does teaching for social justice mean to a target canonical text, the background knowledge teacher candidates? The Professional Educator, 35(2), 1–20. needed to engage that text, and a list of texts and Lewis, W. E., & Walpole, S. (January/February, 2016). Designing digital media that can provide that knowledge. your own text sets: A four-text framework to build content 2. An explanation of how the texts will be used in in- knowledge in content area classrooms. International Literacy Today, 30-31. struction and the strategies, materials, and assess- Lewis, W. E., Walpole, S., & McKenna, M. C. (2014). Cracking the ments that will be utilized with each text and how common core. New York, NY: Guilford Press. these are aligned with the CCSS1 and your social National Council of Teachers of English (NCTE). (2012). NCTE/ justice focus. NCATE standards for initial preparation of teachers of sec- 3. An instructional calendar or outline of your unit ondary English language arts, Grades 7–12. Retrieved from http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/ and activities. ApprovedStandards_111212.pdf. This unit should provide an instructional frame- National Governors Association Center for Best Practices & work for using multimedia texts to build critical Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in background knowledge, should pair YA texts with history/social studies, science, and technical subjects. canonical texts to build background knowledge and Washington, DC: Author. Retrieved from http://www.core differentiate instruction to meet student needs, and standards.org/ela-literacy. should engage students with issues of equity and Pytash, K., Batchelor, K., Kist, W., & Srsen, K. (2014). Linked social justice. All texts should be closely related to the text sets in the English classroom. The ALAN Review, 42(1), 52–62. canonical text, should help build student motivation Shanahan, T., Fisher, D., & Frey, N. (2012). The challenge of and the background knowledge needed to engage the challenging text. Educational Leadership, 69(6), 58–62. canonical text and issues of social justice, and be fo- Solomon, A. (2011). Why I’m just saying no to The Help and its cused on building the key critical, analytical, and writ- historical whitewash. Colorlines: News for action. Retrieved ing skills that the Common Core Standards demand.

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f22-31-ALAN-Fall17.indd 30 9/27/17 4:27 PM Rubric Criteria Ratings Points Exceeds Expectations Meets Expectations Does Not Meet Expectations Alignment with CCSS The candidate clearly The candidate generally The candidate fails to align 5 and State Standards aligns the text set and aligns the text set and in- the text set and instruc- instructional activities structional activities with the tional activities with the with the CCSS and state CCSS and state standards: 3 demands of the CCSS or standards: 5 points. points. state standards: 1 point. Social Justice and Candidate’s plan cre- Candidate’s plan promotes Candidate’s plan does not 5 Equity atively promotes social social justice, critical engage- promote social justice, criti- justice, critical engage- ment with complex issues, cal engagement with com- ment with complex and an equitable society: 3 plex issues, or an equitable issues, and an equitable points. society: 1 point. society: 5 points. Instructional Strate- Candidate plans creative Candidate plans instruc- Candidate plans instruc- 5 gies for Reading Texts and sophisticated instruc- tion that utilizes strategies, tion that does not utilize and tion that utilizes a variety materials, and assessments a variety of strategies, Resources and of strategies, materials, to help students engage with materials, and assessments Schedule and assessments to help complex texts and allows to help students engage students engage with the candidate to assess the with complex texts or allow complex texts and allows effectiveness of instruction. the candidate to assess the the candidate to as- The sequence of instructional effectiveness of instruction. sess the effectiveness of events is generally clear: The sequence of instruc- instruction. The sequence 3 points. tional events is unclear: 1 of instructional events is point. clear: 5 points. Instruction and Candidate plans creative Candidate plans instruc- Candidate plans instruction 5 Assessment for and sophisticated instruc- tion that utilizes a variety that does not utilize a vari- Composing Texts tion that utilizes a variety of strategies, materials, and ety of strategies, materials, of strategies, materi- assessments to help students and assessments to help als, and assessments to compose a variety of texts students compose a variety help students compose and allows the candidate to of texts or allow the candi- a variety of texts and assess the effectiveness of date to assess the effective- allows the candidate to instruction: ness of instruction: assess the effectiveness 3 points. 1 point. of instruction: 5 points. Consideration of Candidate evidences a Candidate evidences an Candidate does not evi- 5 Form, Audience, sophisticated understand- understanding of form, audi- dence an understanding of Context, and Purpose ing of form, audience, ence, context, and purpose, form, audience, context, context, and purpose, and conventions of English and purpose, or conven- and conventions of En- language: 3 points. tions of English language: glish language: 5 points. 1 point. 1. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/ela-literacy.

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