From November 1 through November 4, I attended the College Reading and Learning Association’s 50th National Conference in Pittsburgh, Pennsylvania. As stated on their website, the College Reading and Learning Association (CRLA) consists of “a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring at the college/adult level.” As an organization, CRLA serves to “provide a forum for the interchange of ideas, methods, and information to improve student learning and to facilitate the professional growth of its members.” In honor of Pittsburgh’s iconic geography, the theme for this year’s conference was “Celebrating 50 Years of Building Bridges.” All of the sessions related, in some way, to the idea of “building bridges” between teaching, tutoring, and other support services in order to help students succeed. The majority of the sessions that I attended focused on best practices related to teaching reading, writing, and critical thinking skills.
One session, however, provided a perfect “bridge” between my role at MxCC and the topics I cover for PALS. Jessica Slentz Reynolds and Stephanie Jarrett’s “Using Protest Music to Increase Students’ Awareness of Fake News” (Session 32) was the first session I attended at the conference. Both Jessica and Stephanie are students in Texas State University’s Graduate Program in Developmental Education — Jessica is a third-year doctoral student and Stephanie is finishing up her master’s degree. Their presentation included an overview of the theoretical and practical rationale behind their assignments before describing three specific projects. For the first project, students analyze primary and secondary sources as well as protest music in order to write an expository essay on some aspect of the Civil Rights Movement. In the second project, students select a similar topic that has recently been the subject of “fake news” to analyze in an oral presentation and a written reflection. The final activity involves analyzing a visual image to help students understand the importance of considering audience when consuming a text.
These projects were developed for an Integrated Reading and Writing course, the highest level of Developmental Reading at Texas State, and, specifically, to pilot teaching the course as a co-requisite with a history class. While I am eager to use all of these assignments in the future, the first project from Jessica’s class can work especially well as part of an introductory literature course. The rest of this post will outline Jessica’s assignment in detail before describing an in-class activity that uses similar strategies to help students better understand the time period in which A Raisin in the Sun takes place.
For the second major project in Jessica’s course, students write an expository essay on one topic from the Civil Rights Movement, using one primary source, one secondary source, and one song as evidence. She includes a comprehensive list of topics for this project on its assignment sheet; some ideas include “looking at the experience of African American college students in the South (or in the North), what life was like for Migrant Farm Workers in California and Texas, and Native American/American Indian experiences during the Civil Rights Era. Jessica also includes a comprehensive list of where to start researching this era’s music, including articles from NPR, NewsOne, and AXS.
Students then work on this assignment over three weeks of their accelerated ten week course. During the first week, students are introduced to the Civil Rights Movement, important reading strategies, and an overview of primary and secondary sources. Jessica then models this assignment through a separate activity on grit and discusses how to use sources to help develop an essay’s main idea throughout the second week of the project. Students spend the final week outlining their essays, completing a peer review, and developing the assignment’s rubric as a class. Through this process, Jessica has found that students will effectively synthesize multiple sources when writing an expository essay.
This project can easily be adapted to help students analyze sources in an introductory literature course. To do this, I plan on assigning an in-class activity that still focuses on finding and analyzing a secondary source and a protest song, but that uses A Raisin in the Sun as its primary source. While other short stories, plays, or poems written during the Civil Rights Movement could be used with this lesson plan, I chose A Raisin in the Sun because it was first produced on Broadway in 1959 and because of Lorraine Hansberry’s own connection to the Civil Rights Movement.
During the class period before we discuss the play, I will have students, in groups, research one of the following topics: housing (de)segregation, Black feminism, and race riots in Chicago during the 1950s. Then, as a group, they will be responsible for finding one article from our library’s databases that addresses their assigned topic and one protest song that relates to the topic in some way. Each group will create a brief oral presentation in which they use quotes from the article and the protest song’s lyrics to help present information on their assigned topic. These oral presentations will become the starting point of our larger class discussion on A Raisin in the Sun; that way, students will have a clear understanding of what was happening during the time period in which the play takes place before discussing its content.
After spending multiple class periods discussing the play in depth, students will return to these groups. Together, each group will write an approximately 500-word response paper that uses quotes from all three sources as evidence for an analysis of how their previously assigned topic influences one character’s actions in A Raisin in the Sun. For example, students who presented on housing desegregation could analyze Mama’s purchasing of the home in Clybourne Park. I hope this activity leads to the same outcomes that Jessica and Stephanie saw with their assignments, so that students finish the unit with a better understanding of the time period in which Hansberry was writing and how to engage with a variety of sources.
After attending CRLA 2017, I returned to Connecticut with so many ideas for how I can better teach and support my students. Thanks to Jessica and Stephanie’s inspiration, I already have one new activity ready to go. I’m now counting down the days to Albuquerue, and, in the meantime, look forward to applying what I learned in Pittsburgh to my work at MxCC.