Pete
Klabechek
Different Perspectives in American Western Literature
“ Cowboys and Indians”
This unit will look at different perspectives in American Western Literature. The students will be reading Lonesome Dove , by Larry McMurtry and Fools Crow , by James Welch. In working with these novels, students will receive two distinct perspectives on a distinct conflict of cultures from American history. It will show the students that events and circumstances can be perceived differently, depending on the perspective of the individuals involved. It is important that our students learn to understand both sides of a conflict before forming their own opinions. They will do this through reading, discussion, testing on material and ideals, and reflective writing. Issues of race, gender, class, and social justice will automatically be covered in the discussion of the reading.
Class Specification:
This unit is designed specifically with eleventh and twelfth graders in mind. Much of the subject matter covered in the above novels will require a distinct level of maturity and previous knowledge. The unit could be adapted to fit a younger audience by changing the novels and alter some of the workload to what is deemed appropriate for the specific class. Some novel suggestions to adapt to a younger audience are Steinbeck and some Welch. This unit will need to be flexible to keep all students up to date with the reading. Stretch the unit out if you happen to have some slower readers.
Significant Assumptions:
First and foremost, it is assumed that the students will have the maturity levels to be able to deal with the content appropriately. The students will make meaning from the text for themselves. This will be encouraged through the discussions, quizzes, and writing. Another assumption is that the material presented will be presented in a format that allows the students to form their own meanings. The format of presentation will be informative and entertaining enough to motivate the students.
Desired Outcomes/Standards/Objectives To Be Met:
The standard that this unit would meet is Diverse Perspectives. Students will be interpreting the fictional selections from their two distinct perspectives. In doing this, students shall evaluate events and actions from these works and distinct perspectives by identifying and investigating the reasons behind:
A) How race, culture, and gender influence perspectives, actions, and beliefs.
B) How information and experiences are interpreted differently by different sides of an issue.
C) Different points of view concerning an issue.
D) How omitted viewpoints affect an issue.
Possible Whole-Class Activities:
• Read assigned texts.
• Participation in in-class discussions.
• In-class quizzes.
• Fishbowl Discussions
Possible Small-Group Activities:
• Group Debates
• Lonesome Dove : Call vs. McCrae
• Fools Crow : Is there honor how Fools Crow received his name?
• Writing groups for midterm and final papers.
• Possible projects for midterm and final.
• Web Quest.
Possible Individual Activities:
• Reading for class.
• Midterm Paper.
• Watch and write a Comparison/Contrast Essay on the movie version of Lonesome Dove.
• Write a review of Lonesome Dove from a different perspective (i.e. Feminist, Marxist, Reader Response, etc.)
• Another individual or partner project cleared by the teacher. Possibly art or student inspired writing projects.
• Final Paper.
• Write a review of Fool's Crow from a different perspective (i.e. Feminist, Reader Response, etc.)
• Find a related movie and write a Comparison/Contrast Essay with Fools Crow.
• Write a Comparison/Contrast Essay using Lonesome Dove and Fools Crow.
• Another individual or partner project cleared by the teacher.
4) In-class Quizzes
Ongoing Activities:
• Assigned daily readings.
• Occasional quizzes on the daily readings.
• Daily in-class discussions on the reading.
• In-class time for writing groups.
Student Resources:
• Students must have access to the texts of Lonesome Dove and Fools Crow.
• Each student should have a notebook for reading, in-class discussion, and lecture notes.
• Computer access and physical materials to complete Web Quest.
Unit Launch/Anticipatory Set/Set Induction: Lesson Plan #1
Objective/Standard: The objective of this lesson is to spark the students' interest and enthusiasm in the material that they will be studying over the next few weeks. As this is quite a lengthy unit, it is important to obtain student interest right away and keep it throughout the duration. It also important that the students know what will be required of them.
Method:
On the first day of class, there should be various items of “Cowboy Gear” in the room. All of the items should be reminiscent of Lonesome Dove. A dirty cowboy hat, leather work gloves, and a rope will work well. Use you imagination, but talk to you district about anything you bring in to make sure you are not breaking any rules.
When the students enter the room, the above materials should be within plain view and available for the students to inspect.
Next, explain the premise for Lonesome Dove. Once you have done this, take the students to the computer lab. Have the students pair off (or you could pair them, if you choose) and begin the Lonesome Dove Web Quest . (www.d.umn.edu/~pklabech)
**Remember to have materials ready for the students to make their brochures from the Web Quest !* *
Assign the first 1-8 chapters from Lonesome Dove.
Assessment: I will know that the students have met the objectives of this lesson if they:
#. Show an interest in the topics.
#. Participate in the Web Quest.
#. Have the reading done for the next day.
Organization of the Unit:
Week 1: The first couple of week for this unit will be devoted solely to Lonesome Dove. The students will be assigned approximately 50-100 pages a day for the first week of class. This should get you through page 397 by Friday. A small general information and critical thinking quiz should be given on Tuesday and Thursday at the beginning of class. These quizzes should be written for your specific class and include information that you want to stress. The class should run as follows:
Monday: Induction/Web Quest
Tuesday: Pages 1-84 due. In class discussion of events. Quiz on reading.
Wednesday: Pages 84-193 due. In class discussion of events.
Thursday: Pages 193-292 due. In class discussion of events and themes. Quiz.
Friday: Pages 292-397 due. In-class reading day.
Week 2: Follow the same format as week one for in class discussions with at least three quizzes thrown in.
Monday: Pages 397-541 due
Tuesday: Pages 541-643 due. Introduce Paper #1 and pick groups for Debate#1
Wednesday: Pages 643-712 due. Debate #1. Set up Writing groups.
Thursday: Pages 712-773 due. Lesson on The Comparison/Contrast Essay
Friday: In class reading day. Writing Groups.
Week 3: Again follow the same format for in class discussions with two quizzes.
Monday: Pages 773-889 due.
Tuesday: Work Day: Finish Reading and continue working on papers or projects.
Wednesday: Finish Novel! Work on Papers or projects.
Thursday: Papers or Projects Due! Allow time for presentation of projects, if needed.
Friday: Presentations If Necessary. Finish up final discussion on Lonesome Dove.
Week 4: Hand back grades for papers or projects. This week marks the beginning of Fools Crow. Two quizzes for content reading.
Monday: Introduce Fools Crow . In class discussion of how this novel may differ from Lonesome Dove.
Tuesday: First 1/5 of Fools Crow due. Follow the same format used in the LD discussions. Pick groups for Debate#2.
Wednesday: 2/5 of FC due.
Thursday: 3/5 of FC due. Debate #2.
Friday: In class reading day.
Week 5: Finishing up Fools Crow and working on Final Paper/Project. Two Quizzes.
Monday: 4/5 of FC due. Introduce final paper/project.
Tuesday: All of FC due. Discussion finishing up the novel itself.
Wednesday: Discussion on multiple perspectives.
Thursday: Work Day!
Friday: Final Due!! Allow time for any presentations.
Objective/Standard: To allow the students to understand the underlying theme of Newt's Parentage.
Method:
This will be an in class discussion.
Questions for in class discussion:
What is Newt's Position in the Company?
Why does Newt react the way he does when Jake Spoon shows up?
Newt believes that Jake is quite possibly his father. Why?
Are we given any indications to who Newt's father may be? Who could it be and why?
Lead the students down the path of how McMurtry sets up the ambiguity of who exactly is Newt's father. Is it Jake? Or could it be Call?
Assessment: The students will demonstrate that they have met the objectives of the lesson if they:
#. Participate in the discussion.
#. Present an understanding of the ambiguity of Newt's parentage.
#. Are able to bring up reasons why the different members of the Company could
be Newt's father.
#. Are able to extract the textual evidence to support their claims.
#. Have a more complete understanding of the text in future discussions.
Lesson Plan #3: Week 2 Wednesday
Objective/Standard: To have the students understand the characteristics that McMurtry gives his two main characters. The students will debate who meets the requirements of a good man, cowhand, and cowboy set out by McMurtry.
Method: The Fishbowl!
Before class begins set the desks in the Fishbowl formation.
Teacher's initiation question: Who is the better man, Call or McCrae?
The students in the Fishbowl will begin the debate using textual evidence to support their claims. The side chairs are set up to allow for the rest of the class to enter the debate and make points for either side.
This will probably last for most of the hour. When the debate goes as far as you think it should, the entire class will take a vote to see which sides presented a better case.
Assessment: The students will have met the objectives for this lesson if they:
#. Participate in the Fishbowl.
#. Follow the Rules for the Fishbowl.
#. Are able to extract the textual evidence to support their claims.
#. Have a more complete understanding of the text in future discussions.
Supporting Material for Teachers:
--Movie version of Lonesome Dove.
--If you happen to be in a community with Native Americans, a guest speaker could add reality to the texts.
--- http://www.eskimo.com/~booknut/McMurtry.html
--- http://hallaudiobook.com/literature_fiction/425.shtml
--- http://db1.ledbettersystems.com/legendary/legdetail.asp?Tex_ID=32
--- http://www.virtualtexan.com/culture/mcmurtry.htm
--- http://www.ncteamericancollection.org/litmap/mcmurtry_larry_tx.htm
--Questions for discussion:
What makes a good cowhand? A bad one?
What is Newt's Position in the Company?
Why does Newt react the way he does when Jake Spoon shows up?
Newt believes that Jake is quite possibly his father. Why?
Are we given any indications to who Newt's father may be?
Who could it be and why?
What are the overt themes in Lonesome Dove ?
What are some of the values of the Blackfeet Indians?
How are certain members of the tribe treated?
What would you do in certain situations?
How does that differ from what the characters have done?
How would the characters from one of the novels do if they were transposed into
the other?
How do the different views of the world affect the characters?
What are some similar themes within the novels?
Why are these characters experiencing what they do? How would
these thoughts and ideals be different for someone of a different background?
Put yourself in the position of a character. How would you feel if you were in the
situations that this character is in? Would you act the same way?
Assessment and Grading:
Quizzes: 10pts (X11) =110pts
Midterm Paper: 50pt =90pts
Final Paper: 150pts =150pts
Class Participation =100pts
Totals Unit Points = 450pts
Grades: 450-405=A
404-360=B 314-270=D
359-315=C 269-----=F
Handout For Midterm Paper:
Midterm Paper Option #1
Watch and write a Comparison/Contrast Essay on the movie version of Lonesome Dove.
Criteria:
• 3-5 pages/ double spaced/ 12pt Font
• MLA Format
Midterm Paper Option #2
Write a review of Lonesome Dove from a different perspective (i.e. Feminist, Marxist, Reader Response, etc.)
Criteria:
• 3-5 pages/ double spaced/ 12pt Font
• MLA Format
• Textual Citations to support points
Midterm Paper Option #3
An individual or partner project dealing with the novel(s), cleared by the teacher. Possibly art or student inspired writing projects.
Criteria:
• Must be worth the same as a 3-5 page paper.
• MUST BE CLEARED WITH THE TEACHER BEFOREHAND!!!
Handout For Final Paper:
Final Paper Option #1
Write a review of Fool's Crow from a different perspective (i.e. Feminist, Reader Response, etc.)
Criteria:
• 3-5 pages/ double spaced/ 12pt Font
• MLA Format
• Textual citations to support points
Final Paper Option #2
Find a related movie and write a Comparison/Contrast Essay with Fools Crow.
Criteria:
• 3-5 pages/ double spaced/ 12pt Font
• MLA Format
• Textual citations to support points
• Review of realism of the movie compared to the novel
• Dates of movie production.
Final Paper Option #3
Write a Comparison/Contrast Essay using Lonesome Dove and Fools Crow.
Criteria:
• 3-5 pages/ double spaced/ 12pt Font
• MLA Format
• Textual Citations to support claims
Final Paper Option #4
An individual or partner project dealing with the novel(s), cleared by the teacher. Possibly art or student inspired writing projects.
Criteria:
• Must be worth the same as a 3-5 page paper.
• MUST BE CLEARED WITH THE TEACHER BEFOREHAND!!!