Prefatory Statement
This unit will center around the issues of social justice. Students will individually
research the concepts of both social justice and service learning. Students
are expected to relate social justice topics to the novel The Bean Trees by
Barbara Kingsolver. In addition to connecting social justice to the text, students
will also be exploring the issues present in their communities and surrounding
areas. Once students are familiar with the social justice topics in their communities,
they will organize and implement a service learning project directly related
to the issues they find. In order to insure that such goals are met, students
will be participating in a webquest.
The overall goal of instruction is to prepare students for their lives beyond
the classroom walls. Ideally, each student would leave class with the abilities
to critically examine their lives, and the make up of society in general, in
order to be aware citizens. Given proper and adequate guidance, students can
use their literacy skills to make a difference. I want students to work towards
equity issues within their realm of influence.
Undoubtedly, issues of race, ethnicity, gender, and class will arise in class
discussions and journals, as each topic is present in the novel. Therefore,
teachers must plan for this by providing discussion and writing prompts addressing
these topics both in the novel and in the lives of students.
Class Specifications
With slight modifications, this until will be appropriate for 9th through 11th
graders. Alterations to the unit topics may need to happen based on the mean
socioeconomic status of students. Also, if there are great variations among
various students' socioeconomic statuses, other amendments to the unit may be
necessary. Teachers should also take into account the variety (or lack thereof)
of races, ethnicities, and genders represented in the classroom demographics.
In such cases, students may have an increased need to experience feelings of
self-determination. Teachers need to be sensitive to the possibility that students'
service-learning projects could lead them to serve their families and close
neighbors, thus leading to feelings of inferiority/superiority, hopelessness,
and helplessness that may arise.
If longer periods of time are allotted to this unit, additional activities such
as literature circles and movie viewing can be integrated. Possible literature
circle texts include, The Outsiders, The Cay, To Kill a Mockingbird, Pigs in
Heaven, Animal Dreams, Love Medicine, Grapes of Wrath. Possible movie titles
include, The Color of Fear, Last Chance for Eden, To Kill a Mockingbird, The
Milagro Bean Fields.
Transportation could also prove itself to be an issue with the service-learning
component of the unit. Although students will be expected to plan their own
service-learning projects, they may need to suggestions and guidance if the
majority of students are not licensed drivers
In developing this unit I am assuming that:
All students in my class have the ability to read and the motivation to read
on their own.
Assessment will be most authentic with the use of journals, discussions, and
projects rather than quizzes and tests.
Learning is most effective when it occurs in an environment where students'
needs of autonomy, relatedness, and competence are met.
Learning can and should be connected to "real life."
Students will have the necessary skills and prior knowledge to navigate the
internet.
Students have been exposed to many male protagonists and will not view the reading
of The Bean Trees as pushing feminist ideals.
Students have the necessary interpersonal communication skills to effectively
communicate with members of the community.
Students possess the skills necessary to plan and carryout a service-learning
project.
Students can learn as much or more from the people surrounding them than from
allocated learning time.
Students learn best when they feel they are part of a classroom community in
which they are valued and respected.
Desired Outcomes/Standards/Objectives to be Met
Minnesota Academic Standards Language Arts Grades 9-12
o Literature Standard 1: The students will read, analyze and evaluate traditional,
classical, and contemporary works of literary merit from American Literature.
o Research Standard 1: The students will use print, electronic databases and
online resources to access information, organize ideas, and develop writing.
o Research Standard 8: The students will understand plagiarism and its consequences,
and identify ethical issues of research and documentation.
o Research Standard 9: The students will organize and synthesize information
from a variety of sources and present it in a logical manner.
o Research Standard 10: The students will credit sources for both quoted and
paraphrased ideas.
o Research Standard 11: The students will cite sources of information using
a standard method of documentation, such as a style sheet from the Modern Language
Association (MLA) or from the American Psychological Association (APA).
Possible Whole-Class Activities
Discussion
Construction and upkeep of the timeline
Plant bean trees
Read-a-louds
Listen to the book on tape
Possible Small Group Activities
Discussion
Service-learning project
Journal passing
Webquest tasks
Possible Individual Activities
Journaling
Silent Sustained Reading
Webquest tasks
Reflection on role in group
Reflection on service-learning project
Ongoing Activities
Each class period will alternate between beginning with a journal activity or
silent sustained reading.
Webquest tasks will continue throughout the course of the unit.
As a class, we will construct as timeline to map out the significant events
in the course of Taylor's life as they are presented in the novel. The base
of the timeline will be made to resemble a road. Once students have completed
task 2, they will construct a model of Taylor's car. The car will be placed
on the timeline according to what is happening in the novel. Students will also
be expected to draw what they see in their mind's eye as we read aloud and listen
to the novel on tape. These illustrations will be added to the timeline as they
will pictorially illustrate the significant events in the novel.
After the bean trees are planted, I am sure that if students are excited by
the original planting, they will want to continually care for the plants.
Student Resources
Construction paper, scissors, glue, crayons, markers, tape, colored pencils
Internet access (during allocated class time)
Copy of The Bean Trees
Journal
Research sources to find out information about bean trees
Variety of children's literature related to social justice themes
Organization of the Unit
Week One
Unit Launch of "Justice for All"
Objective
The students will have learned significant issues related to social justice.
The students will have learned a loose definition of social justice.
Method
Tell students as they enter the class to get our their journals and start writing
based on the prompt, "What are your favorite children's stories? What were
these stories about?" (5 minutes)
Split students into groups of 4 to 5 students. Tell them that they will be moving
around to the various stations in the class. Each station should contain 5-6
children's stories, poems, and song lyrics (anything that can be read quickly
and easily by the majority of students.) Students should travel to the stations
in their groups, but should read the works individually. In their journals,
they should write the title of the work as well as the author (if given). They
should also make a note in their journal of the "main events" or underlying
themes on the works. As they progress through the stations, they should be noticing,
and marking, any similarities and/or trends they find in the pieces. (20 minutes)
End the traveling station activity by having students share in their groups
what main ideas they found in the works they read. As they are sharing, students
should compile a list of these themes in their groups and individually write
them in their journals. (8-10minutes)
Bring the class back together and on a giant tablet, chalk/whiteboard, overhead
transparency, or in-focus projection, compile an abridged master list of class
findings both in the texts and groups. Ask students if we are finding any common
themes or threads among the works. If so, what issues are we repeatedly reading?
If issues are not related to social justice, gently prompt/lead them to expressing
such issues by reading various passages of the texts they just interacted with.
List the issues of social justice as identified by the class. After the "listing"
ask if anyone/any group knows what common thread links all of these topics.
If it is not mentioned, write in big, bold letters, "SOCIAL JUSTICE."
(15 minutes)
Homework
Without referring to outside sources, students should come up with a definition
of what social justice is/means based on today's activities. Encourage students
to keep definitions at 2-3 sentences. Remind them that this could be challenging,
but not to be discouraged if their definitions are not as precise as what they
would typically find in a dictionary. This definition should be labeled and
written in their journals.
Assessment
See journal checklist at end of unit.
Week One (cont.)
Journal prompt, "What are your experiences with research? Do you typically
use electronic or print sources? Do you rely on the Internet for all of your
research purposes?"
Discussion and instruction related to plagerism, crediting sources, MLA citations,
and summarizing and synthesizing researched information.
Webquest task 1
Sharing in groups, and eventually as a class, the findings in the first webquest
task
Journal prompt, "What did you find out from your group members about social
justice and service-learning? Briefly give a refined definition of each concept."
Introduction to The Bean Trees
Teacher begin reading chapter one of the novel
Distribute character list (see Handout section)
Silent sustained reading
Begin constructing timeline
Chapters one and two completed
Week Two - Day One
Objective
The students will have learned to compare and contrast significant events from
insignificant events.
Method
Tell students as they enter the class to get their journals and respond to the
prompt, "Chapter two introduces Lou Ann Ruiz. Do you notice any parallels
between Lou Ann and Taylor? If so, list and describe. If not, list and describe
their differences." (5-7 minutes)
In groups, students should produce their character list sheets and add ideas
from other students that they may have missed. In the same groups, students
should create a rough character web of how the characters we have been introduced
to are related. Encourage illustrations and brief notes to aid in retention.
(15-20 minutes)
Draw attention back to the empty time line. Ask if anyone sees the significance
of the pavement as the base of the timeline. Have students individually write
in their journals what they believe are the most significant and memorable moments
in the novel so far. (3-5 minutes)
Assess and ask whether or not the students are at the point in the novel where
they have been assigned to read for the day (through chapter 3). (2-5 minutes)
Distribute plain sheets of paper as well as coloring utensils. Tell students
that as the novel is read out loud, they should be drawing images of what they
"see" as they hear the story. Begin reading chapter 4 (or wherever
the majority of the students left off) out loud. (Remainder of class period)
Homework
From the list they individually compiled in their journals at the beginning
of class, students are supposed to create a visual representation of the event
that they feel is most significant or are most interested in re-creating.
Assessment
See journal checklist.
Students' assignment will be assessed on a ten-point scale. They will be given
five points based on time and effort and an additional five points based on
the significance of what they created to the story.
Week Two (cont.)
Share students' visual representations and place them along the timeline
Complete webquest task two.
Journal prompt, "Comment on Lou Ann's support system in raising Dwayne
Ray. Do you think her mother, grandmother, or Angel are helpful? Why or why
not? Support with evidence."
Journal prompt, "What are your thoughts on Taylor's new living situation?
Do you think she and her now roommate will get along? Why or why not? Support
your claim with evidence."
Silent sustained reading
Small group discussion leading in to a larger group discussion related to Mattie's
character
Construct Taylor's car to "cruise along the timeline"
Continue making and posting illustrations of significant events
Read through chapter 6
Journal prompt, "What is missing from or still needed on our timeline?"
Turn in journals for check off
Week Three
Discussion of types of conflict and how/when they are present in the text
Continued group work
Half way point in novel, what questions do students need addressed and cleared
up?
Bring in one outside source of information about bean trees
Journal prompt, "What do you know about bean trees. Write one think you
learned, and then pass your journal along to your other group members so they
can write one thing that they each learned."
Listen to chapter 10 on tape
Begin listening to chapter 11 on tape
Plant bean trees
Silent sustained reading
Complete webquest task 3
Write possible service leaning ideas on the board
Begin planning service-learning project in groups of 4-8 (can add more or make
some groups smaller based on interests in project ideas)
Instruction related to group dynamics and tips for how to help groups successfully
operate
Read through chapter 12
Remind students to be journaling on their own
Objective
Develop a service-learning group project
Method
Meet in the computer lab and complete the final component of webquest task 3
Give group planning guide form (whole class period for these three issues).
Have each student individually complete this form in her or his group. When
forms are complete, bring them to me to look over and check/sign off on.
Homework
Make contact with someone in the community regarding the organization of your
service-learning project. Reflect on this experience in you journal. Were you
comfortable talking with this person? Do you feel there was reciprocal and effective
communication? Despite your youth, do you feel you were taken seriously? Did
you present yourself in an intelligent and knowledgeable manner? Explain each
of your answers in complete sentences using numerous details.
Week Four
Continue adding events to the timeline
Journal prompt, "Tell me your plan and you role in this group experience.
What did you want to do? What do you want to get out of this experience? When
and how do you intend to complete this project?"
Time set aside to arrange for project planning in class
Silent sustained reading
Finish reading the novel
Journal prompt, "How was this novel resolved? What happened? What overall
encompassing themes of social justice did you find in the text? What in the
book did you enjoy? What in the book bothered you? Can you relate the events
or themes of the book to your life?"
Class processing of novel
Journal prompt - to be based on journal responses
Turn in proposal for plan (see handout)
Complete task four of webquest within three days of the service-learning project
Remind students to continue journaling on their own
Supporting Materials for Teachers
A variety of children's stories related to social justice, including:
o The Good Luck Cat by Joy Harjo
o You Don't Know Me by David Klass
o White Lilacs by Carolyn Meyer
o Brown Angels by Walter Dean Meyers
o The Lorax by Dr. Seus
o Cloudy With a Chance of Meatballs by Judi Barrett
o Zulu Dog by Anton Ferreira
o I Hate English by Ellen Levine
o How Tia Lora Came to Stay by Julia Alvarez
o Little Blue and Little Yellow by Leo Lionni
o Swimmy by Leo Lionni
o Happy to be Nappy by Bell Hooks
o The Color of Us by Karen Katz
o Flossie and the Fox by Pat McKissack
o Best Friends for Frances by Russell Hoban
o The Sneetches and Other Stories by Dr. Seus
o People by Petere Spier
o We're Different, We're the same by Bobbi Jane K
o One Fish, Two Fish, Red Fish, Blue Fish by Dr Seus
Bean seeds, potting soil, wooden dowels, milk cartons
The Bean Trees on tape
Assessment Task/Grades
Throughout "Justice for All," you are required to keep a journal.
Some of your journal prompts will be completed during class, some will be assigned
as homework, and some entries you will need to create and keep up on your own.
At the completion of this unit, you will be sharing some of your journal entries
with me. There are 4 entries that I MUST see. You may choose the remaining 6
you would like to share. However, 3 must be from IN CLASS PROMPTS and 3 from
your OUTSIDE JOURNALING.
In class, we will be stamping the entries you would like me to read, comment
on, and give you credit for. If your entries are missing elements of the question,
I will return them to you asking that you address specific questions or issues
I note in your entry.
Entry Title Date Credit
Notes on Children's stories
Definition of Social Justice
Significant/ Memorable moments in novel
Reflection of contacting a community member regarding service-learning project
Handouts
Edna Poppy
Virgie Mae Valentine Parsons
Granny Logan
Ivy Logan
Sandi
Seattle
Ismene
Experanza
Estevan
Problems Showing Conflict Type of Conflict
One person takes something away from another person. Person vs Person
A person is threatened by a dangerous place. Person vs Nature
Society prevents a person from completing an action. Person vs Society
A person is frustrated by forces beyond her/his control. Person vs Fate
A person has a weakness that prevents her/him from doing the "right thing."
Person vs Self
Responses to Conflict
Character Conflict Type of Conflict Response
Taylor
Mattie
Lou Ann
Edna
Esperanza
Estevan
Service-learning combines academic rigor with meaningful service to the school and/or community.
As the capstone for "Justice for All," we will be implementing and participating in a service learning project. After we have brainstormed a number of ideas, we will be forming groups based on what types of projects we would like to be a part of.
It is your responsibility to find out what the community needs and to establish contact with community members. I will be here as a resource, but you are the primary planners of this activity.
Keep in mind that we would like these projects to focus on issues of social justice. Refer to your notes and journal entries from the first webquest.
You are expected to continue journaling throughout this process. Tell me about your group dynamics. Is it hard to make contact with a group that needs your time and efforts? What are you discovering about issues of social justice in our community? What are you discovering first-hand about service-learning?
You will need to complete the following:
Group planning guide
Project proposal
Webquest 4
Group Members:
Community Needs:
Ways we can meet such needs:
Possible groups/people to contact: (give name and contact information)
First step in implementing this project:
Individual group member responsibilities:
Service-Learning Project Proposal
Team members:
Team name:
We propose to do the following project: (what you are going to do)
The community needs we will be satisfying areas follows: (what needs the community
has and how this project will meet the needs)
In order to successfully implement this project, we will need to do the following: (initial steps to getting the project off of the ground)
We have contacted or plan on contacting the following groups/organizations/individuals:
Our intended timeline for the project follows:
Individual group member responsibilities include: (contact person, note-taker, organizer, photographer, quote gatherer; before taking on group roles, be sure to look at webquest task 4)
As a group, we all agree on the preceding proposal. (Signatures)
Teacher approval signature and comments