Cinderella and Multiculturalism
Unit
10th Grade English (Honors)
By Shoua Camille Moua
Prefatory Statement
This unit will explore the very universal hero of Cinderella and
her many authors' authenticity in portraying her in various multicultural
versions in different age genres. This unit will also examine
criteria for reading multicultural literature and social responsibility
issues that arise within multicultural literature (i.e. stereotypes,
false representation of a culture); challenge readers to see multiple
sides of a story; and push students to be more critical and active
members of their communities. Students will be reading different
multicultural texts of the story Cinderella, learning criteria
for evaluating author's authenticity, attending various multicultural
events in their communities, writing daily responses in a journal
of what they are reading/doing, writing their own version of the
story from their culture, and presenting their final projects
at a local library.
This unit respects individuality while promoting respect for others
by emphasizing the contribution of the various multicultural cultures
(i.e. ethnic, gender, religious, sexual orientation, etc.) that
make up the population of the world (and my classroom). It focuses
on how we (society in general) learn rather than on learning specific
information. This unit encourages critical analysis of various
multicultural literature presented in class, all the while encouraging
the same skills used for resources outside of the classroom, acknowledging
that students learn differently and the ability of showing what
they learn in different forms. It emphasizes the importance of
people sharing their stories and learning from the stories of
others. Because the majority of the multicultural Cinderella story
versions that will be examined in the class will have been written
towards younger primary-aged children, this unit will teach social
responsibility to each high school student; s/he will learn that
each of them can contribute and shape the way young children (and
also society in general) perceive heroes and (the heroes') respected
culture. It takes into consideration the learner and his/her
relationship with the subject (a multicultural Cinderella). It
facilitates communication between students, the teacher, and the
rest of society (in their communities), insisting on a real consideration
for important social issues such as racism, sexism, classism,
etc.
The world is becoming more and more diverse as we speak, one researcher
even claiming that one out of every two students will be a person
of color by the year 2020. Too often in English classes English
teachers steer away from multicultural literature, presenting
only the "canon." Students are taught how to be critical
readers in terms of drawing out the metaphors in a story or explaining
symbolism in a novel, but hardly do students learn how to be critical
of stories representing themselves and their cultures. The point
in this unit is not to delete the classics, but to teach an aspect
of literature that will be challenging to the students all the
while being totally relative to their lives. To promote this,
teachers must help students explore their own cultures in literature
to contribute to intercultural understanding. This can easily
be done with such stories as Cinderella, a story that can be found
in 1, 500 versions around the world, with the oldest dating back
to 850 A.D. (in China). This story becomes the shared body of
experience that allows each student to respond from the perspective
of their individual culture in establishing a relationship of
cultural equality among themselves. It will go to show the universality
of hero/heroines in literature, as well as cultural portrayals
of this character.
Confronting prejudices indirectly by examining a piece of literature
can be easier to do than having students reflect on their present
day prejudices (as this is much more emotionally charged than
intellectually). From looking at cultural portrayals in literature,
especially one as common as Cinderella, students can look at their
own culture filtered through another. There will be no ethnocentrism.
Also in aid to confronting prejudices, student must know to how
to examine these cultural portrayals for truth, as literature
is a way of communicating truth, and as not all multicultural
literature, nor its representation, is the same. Students must
be able to distinguish from the literature that could be more
truthful in its depiction of a culture from the literature that
does not convey a culture truthfully by careful evaluation of
the authors of multicultural literature. The authors are opening
ways of communication by writing multicultural literature, and
students must to able to assess it for themselves what is true
to a culture from what is just promoting stereotypes. Knowledgeable
teachers must assist students in seeing that cultures do have
representative attributes but that not all people from a particular
culture embrace all its attributes. Students have to know that
even stereotypes with greater accuracy are still stereotypes.
By going out to various multicultural events in the community,
students are also learning, first hand, how another culture differs
from their own. All of this aids intercultural understanding
better preparing students to be socially active, critically thinker,
and multiculturally-aware members of society.
Class Specification
This unit is for a very urban classroom with high number of multicultural
groups represented. The class would not be a regular English class
that covers the usual, but an elective English class that students
can sign up for (Creative Literature? Creative Writing?) The
grade level would be 10+, preferably an advanced-level English
class as the level of analysis would require more comparison/contrast
developmental skills. These sophomores must like to be creative
in their work, have journaling skills, public speaking skills,
and be task-oriented as the assignments for grading require creativity
in expression, discussions, class presentations, community outings,
and on-going activities (that they will not be reminded of everyday).
Each period will be roughly an hour and 30 minutes (making it
a four-period school day a.k.a. Johnson Senior High School).
However, the basis of this unit can be taught in any classroom
at the secondary level; the class time can be divided as necessary.
The grade level can vary if a teacher feels his/her students
can handle the load. The emphasis (on either the more analytical
or the creative part of this unit) can be modified to fit any
level of developmental skills. Seventh graders can focus more
on reading texts, responding in journals, attending cultural events,
and doing creative projects rather than on examining social issues,
or author's authenticity, writing reaction papers, and evaluating
various texts. Tenth graders could handle both fairly well.
Significant Assumptions
I assume the following about my classroom and students:
They understand the basic characteristic of a hero/heroine
as depicted in fables, fairytales, etc.
The class is familiar with the basic story line of Cinderella
to be able to do group work in creating different significant
scenes from it. Even those who were not born here in the United
States will have seen or heard of the story and will be able to
help out in his/her group.
Every student comes to school with their own stories. The
student must be empowered by being encouraged to share those stories
(i.e. of a Cinderella hero), and hear the stories of others.
An atmosphere must be created in which students contribute to
the knowledge of multicultural hero's in multicultural literature
as opposed to simply studying hero in literature.
Students need to realize this and must learn to think critically
of literature, especially multicultural literature that represents
them in any aspect and challenge the information they are presented
in literature.
Every student comes to school with a set of values which reflects
his/her upbringing. Many of these values are directly affecting
their perception of race, ethnic groups, sexual orientation, class,
etc.. In an English class, multicultural literature must be prevalent
in the curriculum to explicate and explore these values and why
people have them (to understand the responsibility that literature
has on society).
Tenth graders are mature enough to look at things from different
perspectives.
Students will have collaborative skills/willingness.
English and my unit in general:
Literature is one of the most influential mediums through
which we communicate ideas, people, places, and things. It holds
a lot of responsibilities as to what people conceive of an idea,
person, place, thing
Authenticity means that a person of a culture must be the
one to write down its myths and stories, making the story authentic
and real.
English classes today, and in the past, have not embraced
the importance of multicultural literature (beyond just English
aspects of a piece of literature) to show students its lessons
in authenticity and values of the written word (what it depicts
about a culture/person).
Desired Outcomes/Standards/Objectives to be met
The MN State Graduation Standard that this unit meet is:
3501.0445 LEARNING AREA FIVE: INQUIRY
People and Cultures:
Students shall evaluate particular events
and actions from diverse United States and world perspectives
by identifying:
A. How race, culture, gender, and
disability may influence beliefs, actions, and world view;
B. How data and experiences may be interpreted differently;
C. Issues, topics, or concepts around which disagreement or ambiguity
exists, including describing points of view concerning the issue,
investigating reasons for identified points of view, investigating
reasons for alternate viewpoints, and analyzing how the interpretation
of an issue is affected by omitted viewpoints.
Whole-Class Activity(ies)
Activity
With different versions of the tale, have students take on
different
characters, sit in the middle of the classroom, and have other
students question them on their actions, etc. (A version of Author's
Chain)
Discussions on reaction to various versions of the story Cinderella,
social issues surrounding multicultural literature, etc.
Small-Group Activity(ies)
Activity
Presentation of different scenes (unit launch)
Group work to draw out connections, comparisons/contrasts within
each version of the story in a few short papers
Class Read-A-Louds
Final Project: a Cinderella from their own culture (can also
be
done individually) presented to class and at Open Mic Night
(which is to be arranged with the department and the rest of the
school where students can read poetry, play music, act out scenes,
etc.) Or during open reading at a local library (for whatever
appropriate audience).
Small library research groups (2-3 students going to the library
for
a class hour)
Individual Activity(ies)
Activity
Limited research paper (1-2 pages) evaluating a multicultural
Cinderella tale with a given criteria*
Write-up of his/her final project and why he/she chose to do
such
(even if it will be presented in another form beside writing).
So the
project is a play, I would need to have the screen-play, list
of
characters, props, etc.
Essay quiz* on multicultural literary terms, critical thinking
skills
and vocabulary
Ongoing Activity(ies)
Activity
Response journaling: daily reactions/responses to what is going
on
in the classroom or in their communities; what they've learned
from today's lesson, pieces of literature they've read; experiences
with stereotypes (either in books or in society), etc.
Multicultural events attendance: students will attend various
multicultural events in their communities that is other than their
own (what they claim to) and write up a short response to them
in
their journals.
Literature Logs: an account of all of the books they've read
(versions of Cinderella) outside of class and responses to them
in
their journal (Students will use the flip side of their journal
for the
lit logs)
Cinderella and Multicultural Literature
T E A C H E R R E S O U R C E S
1. The following URL's have great information to get familiar
with the many projects
universities have undergone in the areas of Cinderella and
Multiculturalism as
well as a pretty good bibliography of multicultural Cinderella
books:
1. http://www.acs.ucalgary.ca/~dkbrown/cinderella.html
This site has an extensive list of other sites,
and a good
bibliography of books relating to multicultural
Cinderella projects,
publications, events, etc. from around the country.
2. http://members.aol.com/surlalune/frytales/cinderel/index.htm
This site has great links to the history of Cinderella,
an annotated
bibliography of different Cinderella books available,
as well as other
very interesting links about Multicultural Cinderella.
3. http://www.shens.com/subjects/In+Search+of+Cinderella.htm
Shens has a great list of multicultural Cinderella
books that you can
order directly from their book store in California.
It also has books
about teaching multiculturalism and Cinderella.
2. Dietrich, Deborah and Kathleen S. Ralph. "Crossing
Borders: Multicultural
Literature in the Classroom." The Journal
of Education Issue of
Language Minority Students. v.15, Winter 1995.
Boise State University
Press.
This article gives a thorough rationale for teaching multicultural
literature in
today's classrooms with historical facts, communication and
community activities
that teachers of literature can do to support multicultural
literature, and some
other important information regarding teaching to meet the
needs of the ever-
changing faces of our classrooms. This will enhance your
own rationale for
teaching this unit as well!
3. Applebee, Arthur N. "A Sense of Story." Theory
Into Practice. v.XVI, no. 5.
(Publication?)
Great article with information about the two perspectives
of a story to give to
students when explaining aspects of the final project: the
spectator and the
participant. Students can take on an additional role of
either of these as they
create their own authentic version of Cinderella.
4. Essay Quiz for students
5. Criteria for evaluating multicultural literature (on attached
online printout) to be
used for discussion in class.
6. Checklist for final project
7. Contract Grade
Criteria for Evaluating Multicultural Literature
Teacher Copy for Class Discussion
and
Possible Student Journal Entries and Literature Logs
____________________________________________
In addition to the literary criteria applied to any book, Norton
lists
seventeen criteria recommended when evaluating multicultural literature.
"To
develop positive attitudes about and respect for individuals in
all cultures,
children need many opportunities to read and listen to literature
that
presents accurate and respectful images of everyone (pg. 534,
Norton,
1991)."
1.Are Black, Asian, Hispanics, Native American Americans portrayed
as unique
individuals, with their own thoughts, emotions and philosophies,
rather than
as representatives of particular racial or cultural groups?
2.Does a book transcend stereotypes in the appearance, behavior,
and character
traits of its nonwhite characters?
3.Is the physical diversity within a particular racial or cultural
minority
group authentically portrayed in the text and the illustrations?
. . .
4.Will children be able to recognize the characters in the text
and the
illustrations as Black? Are people of color shown as simply darker
versions of
Caucasian-featured people?
5.Is the culture of a racial or ethnic minority group accurately
portrayed?
Does the author believe the culture worthy of preservation? Are
the customs
and values of those diverse groups accurately portrayed?
6.Are social issues and problems related to minority group status
depicted
frankly and accurately, without over- simplication?
7.Do nonwhite characters handle their problems individually, through
their own
efforts or with the assistance of close family and friends, or
are problems
solved through the intervention of whites?
8.Are nonwhite characters shown as the equals of white characters?
Are some
characters placed in submissive or inferior positions? Are white
people always
the benefactors?
9.Is a nonwhite character glamorized or glorified, especially
in biography?
(Both excessive praise and excessive deprecation of nonwhite characters
result
in unreal and unbalanced characterizations.) If the book is a
biography, are
both the personality and the accomplishments of the main character
shown in
accurate detail and not oversimplified?
10.Is the setting of a story authentic, whether past, present,
or future? Will
children be able to recognize the setting as urban, rural, or
fantasy?
11.If a story deals with factual information or historical events,
are the
details accurate?
12.If the setting is contemporary, does the author accurately
describe the
situations of nonwhite people in the United States and elsewhere
today?
13.Does a book rectify historical distortions and omissions?
14.If a dialect is used does it have a legitimate purpose? Does
it ring true
and blend in naturally with the story in a nonstereotypical way,
or is it
simply used as an example of substandard English? If non-English
words are
used, are they spelled and used correctly?
15.Is offensive or degrading vocabulary used to describe the characters,
their
actions, their customs, or their life- styles?
16.Are the illustrations authentic and nonstereo-typical in every
detail?
17.Does a book reflect an awareness of the changing status of
females in all
racial and cultural groups today? Does the author provide role
models for
girls other than subservient females?
Taken from "Children's Multicultural Learning Resource -
Criteria for Evaluation" web site on Nov. 18, 1999.
Cinderella and Multicultural Literature
Essay Quiz
(give this on a Thursday so you'll have the weekend to look them
over)
*Note of instruction:
Teacher will write these on the board and have the students
choose two of which to
answer in essay (5 paragraph) formats. The student's answer must
be hand-written into their
journal. (30 minutes max).
Questions
1. What is author's authenticity in multicultural
literature? In what ways can readers be
made aware of the authenticity of an author? Why is
authenticity important in
multicultural literature?
2. How is Cinderella such a universal hero/heroine?
What are some of characteristics of the
story that cross cultures, literally? Why are these
characteristics set up the way they are?
3. What kind of responsibilities does Literature have
in society? Why?
4. How does race, culture, gender, and disability
influence beliefs, actions, and world view?
Please be specific and support your claim with supporting
details.
(Taken from the MN State Grad Inquiry Standard on People
and Cultures)
C i n d e r e l l a
P r o j e c t
Checklist
(Note to Teacher: this is not the entire Unit Checklist for the
Grad Standard)
Note: You must have all of the following checked off in order
to have fulfilled this requirement in
your contract for your desired grade in this unit.
You could choose the additional community
presentation either at Open Mic Night here at school
or at a local library (you must inform
me which one).
Your check off
My initials
___________ ROUGH DRAFT TURNED IN ON
TIME
1. __________
2. __________
3. __________ *PRESENTATION OF PROJECT
TO CLASS:
1.) 15 minutes (minimum, 25 minutes max) with a 2.) catchy introductionand
3.) effective closing explanation of your chosen project, presentation
and how your chosen culture (whether it is race, gender, disability)
influences
your view (and your creation) of Cinderella.
1. __________
2. __________
3. __________
4. __________ PROJECT WRITE-UP WITH
THE FOLLOWING 3 PARTS:
1.) A paragraph clearly describing what your project is
2.) Accurate details of the presentation and work notes (i.e.
drafts of a
story, screen-play of movie, dialogue of a play, etc.)
3.) A paragraph thoroughly explaining your project (purpose,
intended
audience, the future of it--do you want to see your multicultural
version of
Cinderella published? Your play to be on Broadway?)
4.) A structured paragraph answering how can your project (its
data and
experience) be interpreted differently?
___________ COMMUNITY PRESENTATION
*See details above in presentation of project to class. Note:
You must have
done all three effectively*
Cinderella and Multicultural Literature
List of items/materials needed by student
T E A C H E R C O P Y
Student Resources:
Daily writing utensil(s)
A journal:
This can be a regular size notebook, composition book,
or
hardcover journal of the student's choice. The journal
cannot be a notebook with other class notes in it, as
the
notebook will be collected the Thursday of every week.
It
should be clear of loose-leaf enteries or random pages
inserted in.
A 3-ring binder:
This binder will be used to hand in all written work.
It will
have on it's back front cover the contract grade each
student is going for. It will eventually hold all of
the
student's work (in a portfolio style) and be organized
and
handed in with the final write-up of the student's project
inside close to the end of the term. All of the assignments
in the binder would have been checked off and
commented by the teacher already, except for one last
reflection journal entry and the write-up of the project.
Each binder will be handed back to the student with
a list
of the contract grade checked off by the teacher on
the
back inside cover of the binder.
Access to a word processor:
All papers (group papers, limited research paper, project
(if written), and project write-up must be word-processed.
Access to a library:
For research and gathering of more books to read for
Lit.
Logs
Internet Access
Cinderella and Multicultural Literature
Unit
Description of Materials Needed
_____________________________________________________________
The following is a list of items that I expect you to have,
or find access to,
for this unit. If you have any questions and/or concerns regarding
anything
on this sheet, please do let me know. Everything that you need
to know--
important information such as grading and weights--are also on
this sheet.
Daily Writing Utensils:
This can be a pen, pencil, marker, paintbrush--whatever
you use to write legibly with. You will be doing
a lot of
writing in this class, especially for this unit.
Note DAILY
writing utensils--you will be expected to write
daily,
whether in your journals to me (as described below)
or as
notes to yourself about for your project.
Journal:
This can be any regular 8' 11 notebook, composition
book, scrapbook, journal (please, no lockets and
keys),
etc. of your choice. However, this journal CANNOT
be
used for any other class or purpose but as your
journal for
this class. Your journal will be collected every
Thursday,
handed back the following Monday (no journaling
on
Fridays). Please, no loose-leaf entries tucked
in randomly.
Bring this book with you
E V E R Y D A Y
You will write responses to the day's lesson,
thoughts you
have related to what we discussed in class; or
you can
draw these responses out--be creative and express
your
ideas and thoughts RELATED to class materials which
ever
way you wish. Maybe you thought of a real neat
song
that would make a great theme song to a version
of
Cinderella--give me the lyrics! I will be the
only one
reading them, so address your entries to me and
only
me.
On the back flip side of your journal, you will
keep a log of
all of the different versions of Cinderella that
you've read,
seen, or heard and a response to each and every
one of
them for me.
This journal is also your book of class notes,
research
notes--and all hand-written assignments. Everything
will be
in your journal!
It is worth 50% of your final grade for this
unit because in
your journals, I can see what you're learning,
what you're
doing, and keep track of your progress. So show
me your
stuff!
3-Ring Binder:
This binder will be your Unit portfolio. It will
contain all of
your typed, word-processed written work. You will
tape to
the back inside cover your contract grade that
you are
aiming for this unit. It will also hold a copy
of your final
project. Your portfolio's I will keep at the end
of the
semester and show off to your parents at conferences,
your other peers as examples, and others who may
be
interested.
How you organized and present this 3-ring binder
(a fancy
cover, separate tabs to show different assignments,
etc.)
will be worth 10% of your final unit grade.
Access to a word processor:
Due to the number of students that I have to look
and
grade papers for, I want all of your papers (group
papers,
limited research paper, project (if written), and
your
project write-up) to be typed on a word processor
with
your name, class period, and name of assignment
on
the upper RIGHT hand corner. Your papers should
be
double-spaced, in regular 12 font size, and have
page
numbers (when appropriate).
This is worth 10% of your final unit grade so
if you do not
have access to a word processor, it is your responsibility
to
inform me at the beginning of the semester (and
not on
the day the paper is due).
Access to a library:
You'll need this to do your research and check
out books.
Our school library does not have ALL that you may
need.
Access to the internet:
For fast and quick information--it's a must! (If
you have
access to a library, you'll have access to the
internet)
C i n d e r e l l a
Unit Contract Grade
______________________________________________________________
For a "C" in this unit, you must do the following:
1. Lead a discussion--
Now I don't mean you throw out a question to the
class and then clam up
for the rest of the class period. When you lead
a discussion, you ask your
fellow classmates a question, respond to their
responses, and then answer
your own question (in some concluding way).
2. Participate in your group scene enactment (the first
day of this unit).
3. Contribute to your group work (small papers). NOTE:
Your group members will
be evaluating your efforts in their journal entries.
4. Take the essay quiz and get a grade of "C"
or higher. If you don't, you will have
to take the make-up exams until you do attain that grade.
5. Write daily in your journal. They will be collected
every Thursday, and so the
minimum number of entries per week must be ____________________.
6. Read a minimum of 3 multicultural versions of Cinderella
outside of class and
respond to them in your journal (using some of the criteria
given in class).
7. Attend a minimum of 2 multicultural events in the community
and respond to
them in your journal. There are numerous activities
going on: New year, Harvest
celebrations; Readings at local bookstores and libraries;
school-sponsored events-
-ask your fellow peers and you'll get a whole list of
more activities that cost close
to nothing to get in to!
For a "B" in this unit, you must satisfactorily complete the following:
1. All of what's required for the "C" grade.
2. Complete a multicultural version of Cinderella that
represents your culture (the
final project and all that it requires, including the
community presentation--look
on project checklist).
3. Write a short limited research paper evaluating a multicultural
Cinderella tale
using the criteria given in class.
For an "A" in this unit, the following must be satisfactorily completed:
1. All of what's required for the C and B grade.
2. In addition to your community presentation, sign up
to read an appropriate
multicultural Cinderella tale to children at a local
library (library supervisor's
signature required).
Cinderella and Multicultural Literature
Unit
Week 1 Daily Lesson and Activities
Over-view
Monday: UNIT LAUNCH!!
Decorate classroom with Cinderella memorabilia:
In each corner of the room, have each
scene:
1. The house with the
fireplace
2. The pumpkin patch
3. The ball
4. The living room
1. Students will enter class as they normally
do. The seats will in arranged in
clusters facing each other in each corner.
Instruct students to sit down, randomly.
It doesn't matter where they sit.
2. Welcome them to Cinderella, as they know
it! Introduce yourself as the narrator
who will move the story along, but explain
that each group will construct the
scene from that corner which they are
sitting by. Each scene is a part of the story
and so each group is basically telling
their part of the story. This way, the basic
of this poor-orphan-turn-royalty story
will be told. Have a box full of
costume/stage stuff (tiara, feather boa's,
"glass slipper", fake pumpkin, stuff-
animal horses, etc) for the class to
have fun with their re-enactment.
3. Give the class 20 minutes to go over
the scene, decide who is who, and get lines
up and running.
4. Go through the story!
5. Discuss what a hero/heroine is, does
Cinderella qualify? Why/why not?
6. Last few minutes of class: explain the
unit, expectations, sign Contract Grade.
Tuesday:
7. Reading Day: Read a few children stories
of Cinderella to the class and have a
discussion on messeges to audience,
intended audience, plot, characteristic
differences, etc.
8. Instruct them to choose a few stories,
either provided in the classroom or at their
neighborhood libraries, and write reflections
of them in response journals. Hand
out some questions (from Norton) for
them to keep in mind as they are writing
their reflections.
Wednesday:
9. Go over some of the readings that the
students have found and discuss reactions.
10. Personal writing time: reactions to what
others have read.
11. Introduce more novel versions of the
stories--feminine, gay/lesbian, etc. available.
Thursday:
12. Discuss social constructs that Cinderella
develops, in other versions besides the
classic Disney.
13. Introduce vocabulary for test
14. Introduce author's authenticity. Discuss
its importance in writing a book.
15. Instruct students to write a response
to the writers of the versions of the stories
that they found and read a few days earlier.
Friday:
16. Library day: research and work day.
17. Instruct them to choose one of the authors
and do a background check on them:
what are the author's credentials, etc.
and evaluate the book's authenticity in a
one page paper due at the end of class
period.
Cinderella and Multicultural Literature
Unit
Week 2 Lessons and Activities
Overview
Monday:
Hand back short papers. Discuss
some of the responses
that the students had in their one-page
papers that
they handed in Friday.
Discussion on multiculturalism:
what is it? do we need
it? Why? What are some of the
cultures that we have?
Make list.
Group characteristics of each of
the cultures on list.
Evaluate these characteristics and
why we have come to
know them as they are (how). Discuss
family up-
bringing, social influences, books!,
other media,
personal experiences, etc.
Tuesday:
Continue discussion from day before
on how we have
these characteristics and how they
form bias,
stereotypes, etc. Who is responsible?
Television,
our families--US.
How we can change some of these
negative stereotypes
and where
Small group work: brain-storm places,
things that
attribute to these negative stereotypes
of different
cultures and ways of combating these
in a short paper
due Thursday.
Journal time.
Wednesday:
Back to Cinderella: Brief the Walt
Disney film
version to class.
Panel of
characters from
Walt Disney
version (students
will take on
various roles)
of the story to
be asked a series
of questions
relating to
its culture and
why--this will
lead into
discussion of
stereotypes of
step-mothers
and step-sisters,
etc. and where
to we get these
notions from.
View another Cinderella story in
depth.
Choose one that ethnically represents
a majority of
students in the class. Same
type of activity
and discussion.
Group time to work on papers.
Thursday:
Short papers (word-precessed) due
and collected in
binder (every member of the group
should have a copy
of their group paper to be handed
in).
Where else do we see her story?
In films, plays,
jokes, etc.
Show brief clips of modern Chinese
and Japanese
Cinderella-theme films, Ever After,
and other American
films with similar story line.
Discuss similarities/differences.
Collect journals.
Wonderful Friday:
Recap the week: multiculturalism
and the need for it,
stereotypes, social responsibility,
looking at details
of a culture as a way of understanding
the story in
context (those panel of characters),
film variations
of the story (moving from ethnic
cultures to other
cultures--the more powerful and
feminine Cinderella
character Danielle in Ever After).
Cinderella and Multicultural Literature
Unit
Week 3 Lessons and Activities
Overview
Monday
Show another clip of Ever After
and ask students to explain the
culture represented in that film
version.
Introduce other cultures that are
prevalent in the many versions of
Cinderella.
Class read-a-loud of a few excerpts
in novels.
Discuss on reactions.
Tuesday
Ask students what culture they belong
to and why? If they are a
mix of cultures, have them identify
with one and instruct class
discussion about having more than
one, etc. (Use more questions
from Norton).
Ask what version so far best represent
you, not represent you, and
why?
Brainstorm--how would you write
a Cinderella that best represents
your culture?
Journal time.
Wednesday
Essay quiz on some of the terms,
critical skills, etc. concerning
multicultural literature.
Introduce final project
Journal time/brainstorm ideas
Thursday
Discussion on ideas students have
Explanation of the next week (due
dates, etc. for project)
Work time (draft of project due
Monday) in journals, libraries, etc.
Personal Conferences with students
on individual projects,
concerns, etc. thus far.
Friday
Work day
Reminder that draft is due Monday
More conferencing with students
Cinderella and Multicultural Literature
Unit
Week 4 Lesson and Activities
Overview
Monday
Draft due (a rough sketch of project)
Public speaking workshop: things
to keep in mind for presentation
Work time
Tuesday
Peer Reviews of projects
Work day
Library visits (in groups of 2-3)
Wednesday
A writer visit (I'm trying to get
a multicultural writer to come in
and talk about voice, purpose, and
authenticity to the class)
Work time
Thursday
Work time
More Personal conferences with teacher
Journaling: What have you done so
far? What works and didn't
work for you in terms of finding
your resources and getting things
down pat? Reflect on your progress
and tell me things that you're
proud of accomplishing, learning,
and things that you still want to
accomplish and learn in this unit.
Reminder that project write-up is
due word-processed tomorrow
Collect Journals
Friday
Turn in project write-up in binder
Discussion of the unit, project,
anything concerning multicultural
literature
Wrap up of unit
Cinderella and Multicultural Literature
Lesson
for the 1st Monday
(Unit launch)
Time: 2 hours and 20 minutes (including prep time)
Objective:
To get the students excited about Cinderella
and multicultural literature;
To inform students of the unit for the
next 4 weeks
To get student thinking about multicultural
literature.
Method:
Before class begins, decorate each
corner of the room with certain
props that would depict: 1 hour
Cinderella's house and fire
place
The pumpkin patch where Cinderella
meets her fairy god
mother
The ball where she meets her
Prince Charming
The living room where a messenger
from the palace has
come to let Cinderella and
her sisters try on the glass
slipper
Arrange a cluster of desk around
each of the corners.
Have a box of stage props in the
middle of the classroom for
students to use in their re-enactment
of certain scenes.
When students begin to enter the
classroom, instruct them to put
book bags by the door and sit down
at a random seat.
Welcome them to CINDERELLA!!Introduce
yourself as the
narrator of the story. 5 minutes
Explain to them today's activity.
5 minutes
Instruct them to put together a
scene from which ever setting they
are in to help tell the tale of
this classic story.
Allow them 15 minutes to get things
together.
Walk around the room to see how
things are going.
After 15 minutes, bring the class
in all together.
Instruct group #1 to go in the middle
of the room and act out their
scene, and then group #2, then group
#3, etc. 15 minutes
After all the groups have gone,
ask each group some questions to
get them thinking: Why did your
group decide to do this? etc. 5-10
minutes
Explain that these kinds of questions
will be explored in the next
couple weeks: 1.) why people do
things the way they do, 2.) how
these things are represented in
literature, especially multicultural
literature, 3.) how race, culture,
gender, and disability may
influence beliefs, actions, and
world view, 4.) issues, topics, and/or
concepts around which disagreement,
stereotypes, ambiguity
exists, describing points of views,
investigating reasons for
alternative viewpoints, and analyze
how interpretation is affected
by it all. 5 minutes
Brief overview of the unit and expectations.
5 minutes
Explain about grade contract and
vote on certain things in
contracts. 10 minutes
Instruct students to take out a
sheet of paper and write a response
to today's activity (if they don't
have a journal already). 10
minute
Homework:
Instruct students to visit local
library and check out a few books
that they think is good example
of multicultural Cinderella and a
brief little note explaining why.
Assessment:
I will know students will have
met the objectives if :
Participated in the re-enactment
of the scene;
They bring in their journal entry
the next day;
They bring in a book that they've
checked out from a library with
a note attached explaining why they
think it is a good book.
Cinderella and Multicultural Literature
Lesson #2
1st Tuesday of unit
Time allocated: 1 hour
Objectives:
To introduce criteria for evaluating
multicultural literature to students;
To instruct students to evaluate a multicultural
version of Cinderella in a
short limited research paper.
Methods:
Give some historical information
on the origin of this particular
fairy tale of Cinderella. 10 minutes
Read a few children's books on different
ethnic Cinderella's to the
class. 15 minutes
After a few, ask the class what
some of the differences/similarities
are between some of these versions.
10-15 minutes
Ask students what some of the concerns
they have as
readers/audience of such books and
why. 5-10 minutes
Ask a few questions from the list
of criteria questions in
application to the books just read.
5-10 minutes
Hand out a copy of the list of criteria
questions to each student and
go over some of them in class with
the books just read. 2 minutes
Instruct students to take the book
that they were instructed to go
out and get (from yesterday's lesson)
and go through some of these
questions with their book. 20 minutes
Assign homework. 2 minutes
Journal Remaining time
Homework:
A short paper (1-2) pages evaluating
their chosen book using the
given criteria. Short paper should
address a certain aspect of the
book and analyze it (using given
some Norton criteria) in CSC
format.
Journal entry (if time doesn't permit
to do this in class)
Assessment:
I know that students will have met the
objectives if:
They bring in their paper on Thursday,
fully answering several
criteria questions fully, with examples
from the text.
Respond in journal entry reflecting
on what they've learned about
multicultural education and the
criteria presented in class.
Cinderella and Multicultural Literature
Lesson #3
Wednesday of 3rd week
Time: 1 hour and 10 minutes (including prep time)
Objectives
To assess the skills and knowledge
of multicultural literature,
criteria for evaluation of multicultural
literature, and the universality
of Cinderella in essay form (Diverse
Perspectives Standard);
To introduce students to final project
(its requirements);
Methods
Before students enter the classroom,
write the essay questions* on
the board. Do not write "quiz",
"test", or anything on the board next
to it. 5 minutes (not in class)
Instruct students to take out their
journal and answer one of the
following questions that you've
just written on the board. Explain to
students that they must answer the
2 questions in the following
format:
5 paragraph essay
with an introduction
paragraph, 3 paragraph
body, and a
concluding paragraph
wrapping up that
question. Repeat
for next question.
Each paragraph has
to be more than 4
sentences long.
They have 30 minutes to finish their
essay quiz. 20 minutes
After time is up, collect all essays.
Introduce final project: 15 minutes
Explain to students that
they are all authentic authors
themselves and now they
have a chance to contribute
to multicultural literature
by doing this project. They
are to do a version of
Cinderella that best represents
their culture (stressing
again that culture is define as
a group of rituals that
a person chooses to belong
too--does not have to
be ethnic). They can do it in
any medium, poetry, prose,
drama, music but they
are all required to write
up a written summery of
their project.
Hand out checklist and
go over details of
requirements (see Checklist
for Final Project handout
in teacher resources).
Inform student of due
date (next Friday)
Instruct students to meet with another
person in the class and
brainstorm ideas for possible projects.
5 minutes
Assign homework. 3 minutes
Homework:
Journal entry: list ideas for possible
projects
Assessment:
I know that students will have met the
objectives if:
Perform a "C" or better
on their *quiz;
Reflection of the lesson and grip
of project in journal entry.
*Essay questions are on an attached sheet*
CINDERELLA AND MULTICULTURAL LITERATURE
Assessment Task
Created by Shoua C. Moua
Learning Area: People and Cultures
Content Standard: Diverse Perspectives
Education Level: High School
Standard:
A student shall evaluate events and actions
from diverse Unites States and
world perspectives by identifying:
a. How data and experience in
a text may be interpreted
differently;
b. How race, culture, gender,
and disability may influence
beliefs, actions, and world;
c. Issues, topics, concepts, and/or
stereotypes around which
disagreements or ambiguity
exists, including describing
point of view (spectator vs. participant),
investigating reasons for
alternate viewpoints, and analyzing
how the interpretation of an
issue is affected by the omitted
viewpoint(s).
Large Processes/Concepts:
The process that students will undergo
to meet this standard is:
1. Data Collection
2. Data Organizing
3 Conclusion
Conclusion Display
Student Task Description Overview:
Students will be reading, watching, and listening to various
versions of the classic
fairytale of Cinderella. They will be required to respond to
these different adaptations through:
1. Whole-class discussions about various multicultural
Cinderella texts;
2. Presentations of certain issues and themes
found in various multicultural
texts;
3. Journal entries reflecting on what they've
found in their reading of the
multicultural Cinderella (all first three
will help assess their understanding
of #A and #B of the standard);
4. A few short papers demonstrating an
understanding of #C;
5. A final project to create a version of the
fairytale, in the method of
their choice, with a clear written explanation
justifying its themes,
issues, and standpoint.
6. They will also take an essay examination translating
the possible
interpretations of the fairytale Cinderella in
its context to race,
culture, gender, and disability (which will further
assess their
understanding of #A and #B of the standard).
Student Task Description:
1. As a class, put together the scenes of the
fairytale Cinderella as each of you remembers it
being told to them. Each corner of the room has been
set to represent a particular scene
for your group to create the dialogue, find costumes
for the appropriate characters in that
scene, and present it in proper order of the story to
the rest of the class. Designate one
person to write down all of the ideas that your group
is having, noting any
differences/similarities of story (did Cinderella's
Fairy God mother come twice or just
once?) that your group shares. Also, this person should
also write down the roles that
each member of your group has taken in preparation for
the scene; for example, was there
a person who assumed the role of the director? Who
played Cinderella? Etc. Also, try
answering these questions:
Why/how did your group decide who would be Cinderella
in your scene?
What background information did everyone
have on Cinderella?
In what time period did your group assume
that your production of your scene
take place? How did your group arrive at
this conclusion?
4. Assuming that each scene was acted out differently,
(1) write in your journal about these
differences, may they be big differences or just small
slight ones, and (2) respond to these
differences. Did you like how scene #1 was acted out?
How was that scene different
than/similar to what you had in mind for that scene?
Were the lines created justifiably?
Why do you think that group created that dialogue?
5. Read, view, and/or listen to different versions
of Cinderella and respond to them in your
journal. There are many multi-ethnic (Korean, Egyptian,
Swedish, Chinese, Hmong,
African, Dutch, etc.) and multi-genre (feminist, gay/lesbian,
pop, youth, romance, horror)
versions available for you to get your hands on to read,
watch, or even listen. Visit your
nearest library, video-store, and music store and you
will find a pretty good decent
selection which you can check out and/or view. Take
a note how many of them are for
younger children; why do you think this is so? Think
social constructs. Also look for
older adult novels as well with a Cinderella character.
There are also many films based
on the fairytale Cinderella. These also are in many
multi-ethnic and multi-genre versions
as well. I haven't come across any music but you are
welcome to listen as well and
respond what you have found in your journal. Your responses
should be a page in length,
clearly defining and evaluating all of the following:
Issues/topics/concepts/images that arise;
intended audience;
View of the persona (1st person as
in the participant, 2nd, or 3rd person as in a
spectator);
Interpretation of the main character
of Cinderella; the setting (location, time,
other major influences) and its importance
to the story;
Also, write some questions you have
concerning any of the listed (#a-f), and of
course, your own reaction to the
viewing in general.
5. In small groups, choose a multicultural
Cinderella version and generate a list of possible
controversial current or historical issues/topics/concepts
about which there are a variety
of United States and/or world perspectives. These should
be issues/topics/concepts that
are familiar to you through previous course work, research,
or your own background
investigation. Also look on the Norton handout for
some more questions and issues
ideas. The list of issues/topics/concepts should include:
Specific times and places related to the issues/topics/concepts
The variety of people involved in and/or
affected by the issues/topics/concepts
presented in the story (both immediate
and long-terms)
Those of substance (for example, desegregation,
tribal sovereignty, poverty,
immigration issues, social class, etc.)
Write this list including the questions just
mentioned in your journals with your group
members' name on your upper right hand corner of the
entry. Everyone in your group
should have the same lists and everyone's name in their
journals. By yourself, select a
single issue, topic, or concept of interest around which
ambiguity or disagreement exists
and clearly define the issue, topic, or concept. Briefly
describe your perspective on it,
given what you already know. Write questions that you
have, if any.
5. Lead discussions about some of the various social
constructs that your version of
Cinderella develops (on your list that your group just created
or the one that
interests you most). There can be different leaders of different
discussions and so
if you want to lead a certain discussion about a certain issue/topic/concept
found
in your version of Cinderella, just let your teacher know so
that s/he can give
you points for taking the lead (as part of your contract grade).
6. For a journal entry, define "authenticity"
in your own terms. Then look up the word in
the dictionary, or ask a friend, your parents, for their
definitions. Compare and contrast.
Why do you think "authenticity" is important
or unimportant? What effects do an
author's authenticity have on a book? What are some
of the social constructs created by
an author of multicultural literature? Especially
on your version on Cinderella?
Answer these questions in your journal.
7. Locate a Cinderella that presents more than one
perspective on an issue/topic/concept
that interests you. This can be any Cinderella found
in a children's book, a film, a novel,
etc., of your choice. Read, view, and/or listen to
it several times, personally taking notes
on the character of Cinderella and others involved in
and/or are affected by the specific
events/actions. If necessary, return to your journal
definition and update it to reflect your
current understanding. Create an idea "web."
In the center, briefly list the facts about the
events/actions/characters that, according to your version
of the text Cinderella, have been
created by the author. (Depending on the degree of
the controversy about the
events/actions, this may be a small list.) Then, adding
to your web, note the diverse
perspectives on the issue, topic, or concept, the various
group affiliations, such as race,
culture, class, gender, and/or disability. Some groups
will have more than one individual
affiliated with them. This is to be expected. Show
this by connecting lines of the web.
Use the library day(s) for gathering information and
research. Share your web with your
teacher and your peers; ask for feedback and adjust
as needed. (Teacher should show an
example of this)
8. For your first paper, analyze your web (the individuals
and their connections to the story,
interpretation of the facts, group affiliations, consequences,
and omissions made by
author) by answering the following questions:
1. How is the main character, Cinderella, affected
by the events in
your version of Cinderella?
2. What facts does Cinderella believe to be true? Are
there aspects or
details of the story that others believe to be true
but which the
individual disputes?
3. With what groups is Cinderella affiliated?
4. What are the possible short and long-term consequences
of the
event for Cinderella?
5. What information may have been left out of the story
about
its perspective? About the characters? About
the setting?
6. What do you wish you knew more about?
7. How is Cinderella's perspective of the events formed
by all of the
above factors?
8. How might these factors affect you, the reader, and
your perspective of the story? of Cinderella?
9. What do you think is the
author's intent in writing this book? Is it purely
just to entertain? Explain.
10. What is the perspective emphasized?
How are these perspectives
emphasized? What questions are
not answered in this version of
Cinderella? (It may help to consider
the "big picture" and consider how
the events and perspectives might
be linked with larger social, cultural,
economic, or political situations.)
How would these answers differ the
perspective of the story?
This list of questions seems to produce a long
paper, but it won't. Structure your
paper accordingly (I don't care how you want to answer these
questions) in a way that
will allow you to answer all of the questions. Your paper is no
more than 3 full pages long,
double-spaced.
9. Using the same book, do a short research paper on your
author and producer.
What are his/her credentials, etc? And then using the information,
evaluate the
book's authenticity. Your paper should be less than one page,
single-spaced.
10. For another journal entry, write some of the
contributing factors that help develop our
own perceptions of a race, culture, etc. and why. Brainstorm
some ideas of combating
some of the negative ideas. Write a brief summery in
a one-page paper, double-
spaced.
11. Take the essay exam.
12. For your final project, produce a Cinderella!
You are to create and present your own
Cinderella from your own background (your background
does not have to be ethnic-
related). Remember some of the criteria that you've
been working with for your previous
papers and journal entries: definition of characters,
values and beliefs which you hold
that are relevant to your story's issues/topic/concepts
that may impact the reader's
perception. You can create a play, a song, a poem,
a whole storybook--anything you
want. You must be able to present to the whole class
as well as to a community audience
(so be aware of your intended audience and use specific
language (i.e. slang) with
caution!) and write a one full page project write-up
(details of what this write-up should
cover is on your project handout) to hand in to your
me (your teacher).
TASK CHECKLIST
Student Type of Evidence/Product of Learning
Teacher
Actively engaged in creating scene from Cinderella either by
taking a role and performing dialogue or by taking notes.
Each group member will be evaluated by his/her fellow group
members in their journal on a participation scale of 1-5, 5
being most active.
Clearly made meaning in the scenes that were acted out in
class in relation to his/her's own perception of the Cinderella
story in journal.
Clear responses in journals, a page in length, clearly defining
and evaluating all of the following:
a. Issues/topics/concepts/images that arise;
b. intended audience;
c. View of the persona (1st person as in the participant,
2nd, or 3rd person as in a spectator);
d. Interpretation of the main character of Cinderella;
e. The setting (location, time, other major influences)
and its importance to the story;
Clear list of issues/concepts/topics found in a story generated
by group and an individual strong demonstration of
understanding of one of the issues of choice.
Led an effective whole-class discussion of an
issue/topic/concept encountered in Cinderella for 5 minutes,
abiding by the rules in contract grade.
Articulate journal entry translating several definitions of
"authenticity" and a clear evaluation of it's purpose
and
importance in multicultural literature
Locate accessible Cinderella, address an issue of concern in
clear web model showing the connections the story has
within itself and outside affiliations, noting the diverse
perspectives on an issue, topic, or concept, the various group
affiliations, such as race, culture, class, gender, and/or
disability.
Clearly structured and well-punctuated written 3 page paper.
3-page paper analyzed, explained, and justified his/her web
and its ideas.
A short but thorough 1 page research paper on chosen author
or producer of a multicultural Cinderella, examining the
author's credentials, etc.
Short paper must also effectively adapt the above information
to evaluate the book's authenticity.
Journal entry with comprehensive list of factors that
contributes to individual perceptions of certain race, culture,
gender and proposal of ways to combat some of the negative
stereotypes in a short paper.
A grade of C or above in essay quiz, examining issues of
multicultural literature and MN State Grad Stand #C
Production of Cinderella, as determined by contract grade,
clearly demonstrating a clear and comprehensive
understanding of the criteria for multicultural
literature.