What does the word tolerance suggest? When building a world without borders, the language we use could serve to build relationships or raze them. In this module, students will read from a critical perspective to understand how authors use language to shape tone and meaning. These insights will be used to write an essay of definition based upon their understanding of the word tolerance in relation to key texts depicting intolerance. Students will use that insight to explain their personal perspective of the meaning of tolerance, both its intentional purpose and any potential hidden implications.
The text list represents potential texts that teachers may use during the reading process to exemplify this issue for her/his students. This module focuses on the first three: "Theme for English B" by Langston Hughes, "Public School 190, Brooklyn, 1963" by Martin Espada, and "The Certainty" by Roque Dalton.
This is a 2 week module based upon Learning Experiences 4-6 of the "A World Without Borders" Unit, the last of the 8th Grade Instructional Units, written by Amanda Bingman, Stephanie Crowell, Lauren Espinoza, Carrie Hassel, Heidi Hitch-Young, Lisa Mancuso, and Becca Nielsen (Garfield RE-2). The Sample Unit may be found here (scroll down to 8th
grade): http://www.cde.state.co.us/standardsandinstruction/instructionalunits-rwc
Students will have knowledge of narrative, expository and argument text structures, using primary and secondary sources, and responding to a variety of different texts. They should have some knowledge with perspective and bias. With writing, students should be able to move through the writing process, understand audience and purpose. Specifically with argument writing, students should be able to provide relevant and valid evidence to support claims, identify credible and reliable sources.
